Information Booklet, Exhibition Catalog and Supplements - \u27Ghetto\u27: A Retail Art Installation

A world-premiere installation retail experience that tackles the historically weighted word ghetto through a subverted commercial lens with the goal to take the commercialized aspects of use of the word and turn it into a socio/political/economic commentary. Included in this collection are the information booklet supporting the creating of the installation; the exhibition catalog inspired by the annual Neiman Marcus Fantasy Christmas catalogs; and a copy of the installation takeaway for visitors of the installation

What is a Library Without Books? Our Journey to “Concourse D”

In this session, attendees engaged with the exciting process and partnership developed between co-presenters from University of Dayton (UD) Libraries and UD’s Institute of Applied Creativity for Transformation (IACT). An IACT experiential learning program led 12 students to research and reimagine the role of the library, which resulted in Concourse D, a prototyped transdisciplinary project development studio. This mutually beneficial process led to the Libraries to a user-centric mindset to reimagine space as service; patrons as creators; and a new space-sharing collaboration to further leverage an upcoming renovation. Presenters discussed lessons learned and future iterations of the studio

Our Journey to “Concourse D”: A Student-developed Space for Creating, Collaborating, and Developing Community in the Library

This case study describes an academic library’s student-developed communal space for the purposes of creating, collaborating, and project development. The story begins with an exciting process and partnership developed between University of Dayton (UD) Libraries and UD’s Institute of Applied Creativity for Transformation (IACT). An IACT experiential learning program led 12 students to research and reimagine the role of the campus library, which resulted in Concourse D, “where projects take flight,” a prototyped transdisciplinary project development studio. This mutually beneficial process led the library to a user-centric mindset as they reimagined space as service; patrons as creators; and a new space-sharing collaboration to further leverage an upcoming renovation. The positive response to the prototype led to the establishment of a permanent version of Concourse D on the second floor of the library in 2019. Lessons learned, ongoing assessment, and future iterations of the space and potential services are discussed. This chapter will inspire librarians to engage students and university partners in the ongoing development of spaces and services for creators.https://ecommons.udayton.edu/books/1138/thumbnail.jp

A Transdisciplinary Collaboration and Innovation Education Model and Experience

As the interconnectedness of the world grows, the need to prepare college students capable of addressing complexity likewise grows. In this context, the University of Dayton has developed and tested a transdisciplinary model for education. This model links multiple classes from different disciplines via a common theme and within a common space. It also employs an educational model premised on the following trajectory: disciplinary content development / transdisciplinary observation (empathy); transdisciplinary disruption leading to “A-Ha” observations which transform the disciplinary directions; and lastly transdisciplinary informed design and research. Central to this model is a 3,500 square foot common space used only by the classes participating in the experience. In this space classes share their reflections and content with other classes via both personal linkages and analog communications. The other classes respond to these from their disciplinary and personal perspectives. Thirteen classes, fourteen faculty, and over three-hundred students participated in a themed experience centered on the addiction crisis in Dayton, Ohio. Participants included faculty in applied creativity, engineering, health and sport science, education, theater, and religious studies. Also serving as co-teacher were community stakeholders. Assessment of the experience revealed variable student takeaways. Most prominent among these was student recognition that the experience had expanded their perspectives of the other disciplines. Most suggested that it had improved their ability to collaborate in a transdisciplinary environment and that it had significantly impacted their career aspirations. Fewer acknowledged the experience had improved their ability to create

The Year One Book: GEMnasium (A Transdisciplinary Test Lab for Social Change)

Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind: Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities. Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth. Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world. In doing so, faculty and staff prototyped a social innovation approach and curriculum through a radical new integrated student experience while developing shared scholarship of research “stacks” across the University of Dayton and inter-institutional partners for greater humanity impact. This integrated learning community was driven by cross-university “transdisciplinary faculties” that encouraged a fail fast, fail forward mindset surrounding humanity-centered growth. The participating educators and students focused on a unified grand challenge, contributing their own knowledge and expertise toward a collective effort

Exploring Vocation In Uncertain Times: Finding Meaning in a World of Ambiguity

2020 has been a year of disruption. We have all faced new challenges in our lives and careers that are enough to make us question our priorities and sense of purpose, and the future presents many unknowns. How can we use this time as an opportunity to revisit our own vocational journey? And when students look to us for guidance, are we willing to admit that we don’t have it all figured out? Join this interactive session to explore the ways we teach and learn with our students to be adaptable and resilient in an ever-changing world

Postcard: \u27Upheaval\u27

Exhibit dates: January 21-February 24, 2016 Part 4 of 6, 2015-16 Installation Series Upheaval will look at a social and cultural climate that rises from the ashes of Fear by localizing a future vision of change. By mirroring the University of Dayton’s campus climate during the Vietnam era (1965-1975) and tomorrow’s campus climate (2016-2026), this highly charged installation uses storytelling to establish a future campus that not only is influenced by our current national tensions, but also can learn from our past to innovate our future.https://ecommons.udayton.edu/whitebox_studiod/1019/thumbnail.jp

Installation View: \u27Upheaval\u27

Exhibit dates: January 21-February 24, 2016 Part 4 of 6, 2015-16 Installation Series Upheaval will look at a social and cultural climate that rises from the ashes of Fear by localizing a future vision of change. By mirroring the University of Dayton’s campus climate during the Vietnam era (1965-1975) and tomorrow’s campus climate (2016-2026), this highly charged installation uses storytelling to establish a future campus that not only is influenced by our current national tensions, but also can learn from our past to innovate our future.https://ecommons.udayton.edu/whitebox_studiod/1018/thumbnail.jp

An Arts-Based Instructional Model for Student Creativity in Engineering Design

Over the past twenty years, nearly all job growth in the United States has emerged from new companies and organizations with assumedly innovative products, services, and practices. Yet, the nurturing of student creative thinking and problem solving is infrequent in engineering education. Inherent to developing these creativity skills and attributes is the need to be exposed to difference — in people and environment. Engineering education rarely offers such opportunities. Additionally, engineering students are rarely presented opportunities to develop designs responding to real human problems. This paper puts forth a new instructional model to address these needs by utilizing arts processes and practices as catalysts for both creativity development in students and transdisciplinary collaboration on problems addressing deep human needs. This model is premised on the substantiated role of the arts in developing creativity and growing understanding of the human condition. This art-based instructional model was piloted as exploratory pedagogical research during the summers of 2015 and 2016 as a partnership between the Arts Nexus (IAN) and the School of Engineering at the University of Dayton. In each year, this program supported twelve student interns from engineering, business, science, the arts, and the humanities to develop innovative technologies and services meeting client needs. Student growth in creative problem-solving and transdisciplinary collaboration, as well as the success of the completed innovation technology prototype were assessed by the project mentors and participating students via survey evaluations and narrative responses. The assessment results revealed substantial student growth in student creativity and transdisciplinary collaboration and a remarkably strong evaluation of the success of the students’ innovations. Also realized for all students was a transformation in their perception of their place in the world as professionals post-graduation