1. Team Cookie Adam Jansons - ajansons@uoregon.edu
John Gershenson -
Bob Podlasek
Tom Huston
Christopher Chermside-Scabbo
Susan Cooper
Nick Capaldini

2. Seven Elements The class is voluntary
2) Students create a physical artifact
3) Student work is motivated by a real problem
4) Students apply broad perspectives to their work
5) An open process is applied to create solutions
6) The course environment contains an interdisciplinary mix of students
7) The number of students in the class is small

3. Brainstorm (list all ways are/might use)
Students provide broad perspectives
not many students allowed in business classes
human centered design
business model canvas
everything is open for discussion
class number 15-45
voluntary class (elective)
build artifact 3d printing, machine shop, love to build stuff
pick any project you want
interdisciplinary mix of students
company tour trips activities easy to find
capstone design (mandatory)
senior design
companies near by
interdisciplinary (design, marketing, engineer)
not a small class
completely voluntary (lack of accountability)
motivated by real problems

4. Brainstorm (list all ways are/might use)
Issues with complete voluntariness:
Buy in when you get busy
Might flake out
Hackathon!
E&I for Chemistry grad students

5. Pain Points Making the problems “real”
get a client (either real or to speak to class)
blow stuff up
look for community projects (1,000,000 cups)
How do you find out if students think the problem is “real”?
just ask ‘em!
listen to what they say
brief survey
do brainstorming in class
minute papers
Ask people at a popular thing what’s compelling about being there

6. Pain Points, continued Suggestions for interdisciplinary
College level courses (rather than department level)
Have a lower-credit version that people can add on
Bring in skill set from outside the university (not students being interdisciplinary- all MechE students plus a hired EE for example)
Have students role play as a different perspective
Internships / co-ops
THIS IS DIFFICULT

7. Pain Points Making the problems “real”
get a client (either real or to speak to class)
blow stuff up
look for community projects (1,000,000 cups)
How do you find out if students think the problem is “real”?
just ask ‘em!
listen to what they say
brief survey
do brainstorming in class
minute papers
Ask people at a popular thing what’s compelling about being there

8. Pain Points Suggestions for interdisciplinary
College level courses (rather than department level)
Have a lower-credit version that people can add on
Bring in skill set from outside the university (not students being interdisciplinary- all MechE students plus a hired EE for example)
Have students role play as a different perspective
Internships / co-ops
Open the course, let other students in!
THIS IS DIFFICULT