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Charles H. Matthews, Chair, LCoB Steven Doehler, DAAP Carlee Poston Escue, CECH

“UC|3: The Role of Innovation Transformation, Academic, and Community Partners” . Charles H. Matthews, Chair, LCoB Steven Doehler, DAAP Carlee Poston Escue, CECH Jason Heikenfeld, CEAS University of Cincinnati. 29 th Annual Entrepreneurship Education FORUM Cincinnati, OH

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Charles H. Matthews, Chair, LCoB Steven Doehler, DAAP Carlee Poston Escue, CECH

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  1. “UC|3: The Role of Innovation Transformation, Academic, and Community Partners”  Charles H. Matthews, Chair, LCoB Steven Doehler, DAAP Carlee Poston Escue, CECH Jason Heikenfeld, CEAS University of Cincinnati 29th Annual Entrepreneurship Education FORUM Cincinnati, OH 06 November 2011

  2. Agenda: • Introductions • UC|3 Vision, Mission, and Program • Role of Innovation Transformation in the Curriculum • Q&A

  3. Universities Gov’t Support Grassroots Initiatives Angel Funds Network VC Funds Incubators Events

  4. Law CECH A&S Medicine LCoB CCM Engineering DAAP

  5. Premise: Provide a mechanism by which ideators (across campus and the community) can work collaboratively on the development of new products and businesses.

  6. Problem/Opportunity: • Many new product and business ideas are not pursued by faculty, students, and members of the community due to the time constraints and poor access to resources needed to develop their ideas • Students need real-world problems to work on as part of their education

  7. Solution: • Use ideation, evaluation and development of the new product and business ideas as course content across ideation, commercialization, and social need • Develop cross college courses that create interdisciplinary teams of business, engineering, industrial design students, and more • Extend course duration across multiple quarters/years • Support and promote the channels needed to move IP to commercialization.

  8. UC3conceptualize commercialize change! A certificate in Innovation Transformation.

  9. UC3 Vision • Provide a framework to partner a small, self-selected set of students with local innovators, entrepreneurs, policy makers, and funders • Provide students the foundational courses to develop not only interesting but marketable ideas before they enter the required capstone project/thesis • Provide mentoring during senior design/thesis to implement a marketable idea • Promote a culture that builds strategic relationships to bring ideas to market at/after graduation 

  10. Concept-Commercialization-Entrepreneurism

  11. Introduction to Innovation Transformation (3 hrs) Track Core ENTR 2001 Essentials of Entrepreneurship (3 hrs) Track Core OLHR 4051 Ideas as a Force for Change (3 hrs) Track Core DSGN 6000 Innovation & Ideation (3 hrs) Hybrid (12 hrs) Electives (9 hrs) Electives (9 hrs) Electives (9 hrs) Summation Innovation Transformation (1 hr)

  12. UC3 – Engineering… • UC3 for Engineering: the challenges (energy, environment, cyber security, etc.) are too complex for traditional engineering problem solving, need to engage other disciplines and more creative problem solving. • Engineering for UC3: real prototypes, make functional demos, inject technology, solve complex multivariable problems, A REAL STARTUP! • Accessibility! Easily fits into the ‘packed’ engineering curriculum, which is unique from many other programs which can delay graduation or require advanced placement. Is not just for ‘A’ students! • Exposure and Interaction! Engineers interacting with business students, not a stretch... Political science? Fashion design? Psychology? A stretch!

  13. Preparing the next generation of entrepreneurs… University of Cincinnati CenterforEntrepreneurship Education & Research Lindner College of Business ♦ Carl H. Lindner Hall ♦ Cincinnati, OH 45221-0165 phone: (513) 556-7133 ♦ fax: (513) 556-5499 ♦ email: ecenter@uc.edu ♦ web: www.ecenter.uc.edu Questions and Answers

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