{"id":8155,"date":"2013-08-24T11:20:06","date_gmt":"2013-08-24T15:20:06","guid":{"rendered":"http:\/\/creative.clemson.edu\/clemsonworld\/?p=8155"},"modified":"2013-08-24T11:20:06","modified_gmt":"2013-08-24T15:20:06","slug":"a-bias-innovation","status":"publish","type":"post","link":"https:\/\/clemson.world\/archive\/a-bias-innovation\/","title":{"rendered":"A Bias for Innovation"},"content":{"rendered":"

I<\/span>nnovation isn\u2019t always creating a new, flashy product. Sometimes it\u2019s taking something that already exists and finding a different or more efficient way to use the same product.
\n\"LightbulbThis idea, this intersection of form and function, is where science and the humanities come together. It\u2019s also the place where universities like Clemson can allow students to stretch boundaries and truly innovate without the obstacles that often face companies \u2014 cost, time, bureaucracy of the process.
\n\u201cIt\u2019s not just about making the machine, it\u2019s also about seeing how people are going to use the product,\u201d said David Blakesley, the Campbell Chair for Technical Communication and professor of English. He works extensively with students on the future of the traditional book \u2014 what forms it will take, how it will be published and how it will be read.<\/p>\n

GIVING SHAPE TO IDEAS<\/h3>\n

Building on the idea of innovation while allowing for creativity is integral in Clemson\u2019s new MBA in Entrepreneurship and Innovation (MBAe) program, which just graduated its inaugural class from the one-year program.
\nDesigned for individuals who want to start their own companies, the program attracts students who come with a business idea, and then they spend the year networking, developing and refining their idea in the effort to graduate with a market-ready company.
\n\u201cOne of the primary goals of the MBA in Entrepreneurship and Innovation is to ensure that we incorporate a bias for creativity, experimentation and innovation,\u201d said Greg Pickett, associate dean and director of the Clemson MBA program. [pullquote align=’right’ font=’chunk’ color=’#685C53′]\u201cJust as an entrepreneurial mindset encourages big ideas, the knowledge gained from our unique curriculum provides students the real-life tools necessary to bring ideas to the marketplace.\u201d[\/pullquote]
\nStarting a company wasn\u2019t even a consideration for May MBAe graduate Riley Csernica when she began her undergraduate career at Clemson in bioengineering in 2008. \u201cI kind of stumbled upon it and really liked taking charge and being creative,\u201d she said.
\nWhat started out as an idea for a capstone project for her senior design class is now being made into a full-fledged business. She and her group mates were paired with a clinician from Greenville Health System, and from discussions with him, they created a shoulder stabilization brace for athletes and active individuals who experience recurring shoulder instability issues.
\nWith idea in hand, Csernica entered the MBAe program \u2014 and now she and one of her original group members have begun Tarian Orthotics. They\u2019ve already received a $50,000 National Science Foundation I-CORPS award as well as $7,500 from the Clemson EnterPrize Awards, the MBAe capstone business pitch competition. They have worked through the Clemson University Research Foundation (CURF), which promotes technology transfer of Clemson intellectual property, to file a provisional patent on the brace.
\n\u201cThere are definitely good days and bad days \u2014 there aren\u2019t really any rule books we can look into for answers,\u201d she said. \u201cBut through this program, we now have an idea of where we\u2019re going and who to talk to. It was a great time for me to be able to focus on what we are trying to do big picture.\u201d<\/p>\n

BUILDING A CABINET OF CURIOSITY<\/h3>\n

Using an approach to education that fosters innovation, Clemson\u2019s Creative Inquiry program immerses undergraduates in the research process. Students work in teams with faculty mentors, take ownership of their projects and assume the intellectual risks necessary to solve problems and get answers. Team-based investigations are led by a faculty mentor and typically span two to four semesters.
\nCreative Inquiry students develop critical-thinking skills, learn to solve problems and hone their communication and presentation skills, alongside getting to work on incredible projects with entrepreneurial prospects.
\nWhen Greenville Health System Children\u2019s Hospital expressed the need for a pediatric arm stabilizer that could be used to facilitate blood draws from young patients, a Creative Inquiry class took the idea and worked for two years on a solution. The project team included 12 students majoring in mechanical engineering, nursing, bioengineering, business and general engineering, and CURF has since filed a provisional patent for the invention.
\n\"ThinkIn a recent agricultural mechanization Creative Inquiry project, students converted a four-passenger electric golf cart into a teaching platform by building and designing a powertrain and utilizing a diesel engine with hydrostatic transmission. The students incorporated GPS guidance and variable rate controllers.
\n\u201cWe can now demonstrate agricultural power and machinery principles in addition to precision agriculture technologies in a more efficient and student-centered manner,\u201d said Kendall Kirk, agricultural and biological engineering research assistant.<\/p>\n

GROWING IDEAS<\/h3>\n

Clemson\u2019s charge from the very beginning has been to innovate and improve the field of agriculture. And while the study of agriculture is far from new, researchers\u2019 work is never done.
\nA team of professors and students in the agricultural mechanization and business program has designed and implemented technologies that allow a zero turn mower \u2014 a standard riding lawn mower that has a turning radius that\u2019s effectively zero inches \u2014 to use its existing hydraulic circuit to power cylinder and motor\u2013actuated implements. It can also operate accessory attachments such as log splitters, scrape blades, wood chippers, leaf blowers and others.
\n\u201cThis technology substantially increases the versatility of zero turn mowers and eliminates the need for additional internal combustion engines to drive accessories,\u201d Kirk said.
\nAs part of a horticulture class, students [pullquote align=’left’ font=’chunk’ color=’#685C53′]Malisia Wilkins and Allison Kelley recently tackled the idea of vertical gardening as a way to feed the hungry in small-space urban environments.[\/pullquote] Vertical gardening involves a simple structure, built vertically, that doesn\u2019t require soil and retains water. To build one, they upcycled several standard wooden pallets and outfitted them with materials found at your average hardware store.
\n\u201cWhen it came to designing the vertical garden, our first priority, beyond feeding people, was sustainability; our second priority was to design something inexpensive and easy to build,\u201d they wrote in their report.
\nThe three prototypes of varying sizes were then filled with cilantro, bell peppers, Italian parsley, kale, basil, sweet marjoram, oregano, chard, micro-greens, lettuce, strawberries, thyme \u2014 all plants that grow at shallow soil depths and, more importantly, provide nutritional value and health benefits.
\n\u201cWe believe that by educating individual families to produce on a micro-scale, we can work to eliminate food insecurities and hunger,\u201d they said.<\/p>\n

SPRINGBOARD FOR INNOVATION<\/h3>\n

Partnerships with Greenville Health System (GHS) and private corporations are helping drive innovation in the classroom as well as the business sector. From advanced materials to bioengineering, recent academic innovations have given rise to commercially applicable medical advancements.
\nThese advancements are fueled by the 20-year partnership between the College of Engineering and Science and GHS, and more recently, the opening of the Clemson University Biomedical Engineering Innovation Campus (CUBEInC) on the Patewood medical campus. This facility includes translational research laboratories that focus on cardiovascular and orthopedic engineering. CUBEInC enables the translation of high-impact medical technology and devices from the laboratory to bedside, providing numerous opportunities for entrepreneurial pursuits.
\n\u201cGHS is a wonderful partner for Clemson,\u201d said Martine LaBerge, bioengineering department chair. \u201cWhere Clemson has a comprehensive understanding of biomaterials, the hospital system is the go-to organization in Upstate South Carolina for medicine and surgery. When these areas of expertise are combined, there exists a real opportunity to make a difference in the quality of life of the people of our state.\u201d
\nUsing CUBEInC as a springboard for innovation, assistant professor John DesJardins and colleagues have mentored two recent senior biomedical engineering design projects that have development technologies destined for the marketplace \u2014 one of those being the newly formed Tarian Orthotics.<\/p>\n

LOOKING TO THE FUTURE<\/h3>\n

\"ThinkingInnovation and change happening in Clemson classrooms isn\u2019t just affecting industry and business, but the future of teaching and classrooms.
\n\u201cIt\u2019s so important for teachers to be able to think creatively and to be able to inspire this thinking in their students because they are charged with educating young people for an unknown future in a digital, global world that requires students to be literate across an interweaving media \u2014 from written text to the body to digital imagery to sound,\u201d said Alison Leonard, assistant professor of arts and creativity.
\nTo address this, she has created the Arts and Creativity Lab in Godfrey Hall, which was physically and aesthetically designed to cultivate creative and artistic thinking. The design of the space, along with the pedagogy of the class, nurtures ideas among students.
\n\u201cWe cannot continue to train teachers the same way that many of us were taught. The world is different,\u201d Leonard said. \u201cWays of communicating continually are changing, and young students are literate in ways that are so multifaceted and mediated, that being flexible, creative, able to function and communicate effectively across cultures, contexts and media is essential.\u201d
\nThe same goes for long-standing products like books. In Blakesley\u2019s class on the future of the book, his students approach creating a book in both traditional and non-traditional ways. Each has to think linearly across platforms \u2014 how will this read on the printed page? How will it read on a tablet? What will make this more interactive? In the end, the whole process is scrambled, and the writer has to rethink the approach. A book is no longer just a book in the simplest sense of the word.
\nThe consequences of such innovation is that long-standing roles and processes need to be changed, adapted or simply eliminated. And change is hard.
\n\u201cI like to think of our students as \u2018change agents,\u2019\u201d Blakesley said. \u201cDown the road, they\u2019ll be more capable and likely to bring about innovation in the workplace. And they\u2019ll be better prepared to anticipate the cost and challenges because they\u2019ve done this already, in the classroom.\u201d
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