|Submission Date||Nov. 23, 2016|
|4.00 / 4.00||
Innovation. Design thinking. Leadership. Creative potential. Problem-solving. Entrepreneurial mindset. Collaboration. In ten words, this sums up the University Innovation Fellows program at Southern Illinois University. Originally developed through a five-year National Science Foundation grant managed by the National Center for Engineering Pathways to Innovation (Epicenter) and VentureWell, the UIF is now a program of Stanford University’s Hasso Plattner Institute of Design (d.school). The University Innovation Fellows program empowers students to become leaders of change in higher education. Fellows are creating a national movement to ensure that all students gain the necessary attitudes, skills and knowledge to compete in the economy of the future. Nationwide, the program has trained 607 Fellows at 143 schools, ranging from undergraduates to PhD students and engineering majors to architecture majors. All of them demonstrate a passion for innovation, creativity, sustainability, and the entrepreneurial mindset as well as a drive to make a lasting impact at their schools
There are two opportunities each year for students to apply to become University Innovation Fellows—one in late spring and one in late fall. After attending an on-campus informational workshop, students submit an online application, resume, and letter of recommendation. UIF is open to all undergraduate and graduate students who will be studying at SIU at least a calendar year after being accepted into the training program. The selection team considers a variety of criteria including leadership and entrepreneurial mindset skills and activities, as well as educational program of study. Faculty and staff working with the program narrow that number to a maximum of four students from SIU per application cycle. This “circle” of students then completes the national application process, followed by online interviews with the UIF program staff
Students accepted into UIF training participate in six weeks of online and on-campus training activities. This includes learning how to assess the innovation, sustainability, and entrepreneurial environment on campus, working with other trainees to complete training module assignments, and developing the framework for an on-campus project that addresses a challenge on the SIU campus. Upon successfully completing all of this training, students become University Innovation Fellows and are recognized for this achievement by the national program as well as SIU’s Office of the Chancellor
SIU, primarily through the Office of Economic and Regional Development and the Center for Innovation, provides financial support to this program in a variety of ways. This includes investing in the UIF program each cycle for the application fee and travel expenses for each Fellow to attend the annual meet-up in California. In addition, UIF-led events and activities receive funding for supplies, space, and marketing. One 25% undergraduate assistantship position is provided by the Center for Undergraduate Research and Creative Activities each semester to assist with UIF program and a 25% student work position is funded by the Research Park to be the lead design thinking workshop facilitator and coordinator year-round. This year, new outreach space at the Student Center has been developed with the assistance of the University Innovation Fellows. This space is available for workshops and activities, display of innovative research and initiatives, as well as information dissemination. This funding has been provided by the Office of the Chancellor, the Sustainability Office, and the Research Park. Finally, the University has multiple faculty and staff members who work with each of the individual Fellows on their projects as well as provide overall program support to the UIF initiative at SIU
Wellness Peer Educators are a diverse group of students from all majors who receive formal and informal training which enables them to facilitate various outreach and health promotion events throughout the year. Some activities from this year includes:
1) Handing out spring break kits to give students tips on being safe during break and some items that may come in handy.
2) Handing out fresh fruit along with some tips on making mindful food-related decisions despite the hectic schedule of college life.
3) Handing out tooth brushes and pastes encouraging healthy habits and tips on quitting unhealthy habits!
4) Handing out sleep kits which included: lavender spray, tea, earplugs and some tips on sleeping.
5) Random acts of kindness outreach event.
Any major can apply! Students are encouraged to fill out an application online or turn in an application in person at Wellness and Health Promotion Services. Interviews will be given to interested applicants within one week of the application deadline.
Upon selection into the Wellness P.E.E.R.S. group, a one-day Retreat at Touch Of Nature will launch the semester. Team building and leadership will be the focus of the retreat. Once the retreat has ended, a regularly scheduled weekly meeting time will be established. The meeting time is designated for training, small-group discussion, and guest presenters to come. Meetings can be changed to reflect the interest(s) of the peer educators. The BACCHUS training modules consist of the following:
1)Understanding the Power of Peer Education,
2)Strategies for Change in High-Risk Behavior,
4)Responding and Referral Skills,
6)Developing Inclusive Wellness Peer-Education Efforts,
7)Programming and Presentation Skills,
8)Taking Care of Yourself and
9)Group Development and Success.
During the first semester, additional training will be provided by professionals in the field of sexual health, nutrition and fitness, and alcohol and other drugs. All training sessions are mandatory. Those with time/schedule conflicts or extenuating circumstances will be allowed a make-up session.
The program has been largely funded through an award from the Mid-America College Health Association.
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.