Accelerating the Growth of the Next Generation of Innovators

In a recent study on the best practices of business incubators that contribute to the success of startups, one of the best practices asserted is to include a business lawyer on the advisory board of business incubators, who may suggest necessary legal issues for startups to address and connect the incubator startups with legal assistance. Although many college and university incubators may have access to experienced attorneys who are able to provide advice, and who are able to represent student-led ventures, most do not have access to a university law clinic established to provide pro bono, direct legal representation and general legal education solely to their student-led ventures. The University of Michigan Law School\u27s Entrepreneurship Clinic (the Entrepreneurship Clinic ) is one of the first legal clinics of its kind created to provide legal representation and general legal education solely to student-led ventures at the University of Michigan, including those ventures involved in the University\u27s student venture accelerator, TechArb. This essay will generally discuss campus student incubators, and in particular TechArb, the University of Michigan\u27s accelerator for student-led startups. The essay explores the particular types of governance issues that studentled ventures face and how lawyers, law firms and law school clinics help to address these issues. It will then discuss the Entrepreneurship Clinic and the role it plays in providing legal representation to University of Michigan student-led ventures on governance and other legal issues. The relationship between the University of Michigan\u27s TechArb and the Entrepreneurship Clinic provides an example of the importance of collaboration among campus entrepreneurship programs, and illustrates how law schools should play a larger role in cultivating campus entrepreneurship and in developing a dynamic campus entrepreneurial ecosystem

Using the DIG Method for Data Literacy

As a research and instruction librarian and a liaison to the College of Business, I often incorporate lessons on data literacy and visual literacy into my instruction sessions for business students. In these sessions, I focus on teaching students how to read the photographs, charts, graphs, and infographics they encounter in databases, such as IBISWorld and Statista, and news sources, such as The New York Times and The Wall Street Journal. While teaching Journalism students (who funnily enough fall under the College of Business at Murray State University), I developed a method for evaluating digital images called the Digital Image Guide (DIG) Method 1 . In this short chapter I will explain how you can use a modified version of the DIG Method for data literacy (the DIG for Data Method), specifically with data visualizations and other images that rely on data such as charts, graphs, and infographics

Teaching Evaluative Criteria to Increase Critical Thinking: Infographics 101

This one-shot instruction session is intended to increase students’ critical thinking and visual literacy skills by teaching students how to evaluate and create infographics using specific, evaluative criteria

A Proliferation of Images: Trends, Obstacles, and Opportunities for Visual Literacy

Visual literacy equips learners with the dispositions to critically create, analyse, use, and share visual information. As one component of a discerning, ethical citizenry, visual literacy has become more essential in a rapidly evolving information ecosystem. Against this backdrop, the current Association of College and Research Libraries Visual Literacy Task Force conducted qualitative research from 2019 to 2021, interviewing visual literacy and information literacy experts to identify emergent trends, challenges, and opportunities shaping visual literacy in the twenty-first century. The findings from this study broaden current understandings of visual literacy and empower learners, educators, and practitioners to critically create, share, evaluate, and use visuals in an ever-changing information landscape

L3CS: An Innovative Choice for Urban Entrepreneurs and Urban Revitalization

Social enterprises offer fresh ways of addressing seemingly intractable social problems, such as high levels of unemployment and poverty in economically distressed urban areas in the United States. Indeed, although social enterprises have deep and longstanding roots, the recent iteration of the social enterprise movement is gaining momentum in the United States and globally. Though there is not a singularly accepted legal definition of social enterprises, they are popularly known as businesses that use forprofit business practices, principles, and discipline to accomplish socially beneficial goals. Social entrepreneurs, those who operate social enterprises, eschew a traditional notion of charity, which primarily relies on charitable donations to eliminate societal ills and instead employ market oriented strategies to achieve social good. Social entrepreneurs are not just focused on the bottom line and seeking financial returns but seek to obtain double-bottom line (financial and social) or triple-bottom line (financial, social, and environmental) objectives. The Grameen Bank is an example of an early social enterprise. The bank was established in 1976 by Muhammad Yunus to combat poverty in rural villages in Bangladesh by extending small loans to rural village women to allow them to establish businesses and provide them with self-employment opportunities. Social enterprises blur the lines among the nonprofit, for-profit, and government sectors, and given their innovative and distinct characteristics, require new legal entities to meet their needs. New legal entity forms, such as the low-profit limited liability company ( L3C ), the benefit corporation, and the flexible purpose corporation, were created in response to the needs of social entrepreneurs for new legal entities, other than traditional for-profit and nonprofit entities, that can attract the necessary funding for their ventures while also achieving their social missions. Many social entrepreneurs, their lawyers, and others, who work with and support social entrepreneurs, support the creation of new hybrid legal entities, which better reflect the socially beneficial pursuits and financial concerns of social entrepreneurs

Understanding How Higher Education Students Read Images Across Disciplines

This presentation will describe an exploratory study in which I sought to understand if, and if so, how, college students evaluate digital images. The study used a mixed methods approach which included quantitative analysis of a survey consisting of 10 multiple choice questions and qualitative analysis for the associated open-ended question for each multiple choice question. To recruit students for the survey, a nonprobability, convenience sampling technique was used and 73 responses were collected. Qualitative data was analyzed using a chi-square test of independence to examine the relationship between how frequently students performed certain behaviors and qualitative data was analyzed using an inductive, open coding process

The Role of Nonprofits in CED

Nonprofit institutions play an integral role in community economic development (CED) in the United States. These entities initiate and implement most CED activities, and the CED movement would be significantly weakened without their existence. This chapter briefly explores the historical context of various nonprofit organizations in assisting low- and moderate-income communities across the United States, the ways in which modern-day nonprofit organizations are effecting change in their communities, and the challenges to their effectiveness. The first section of this chapter discusses community development corporations (CDCs), neighborhood-based organizations that are the primary instruments used to drive and implement revitalization in low- and moderate-income neighborhoods. The second section examines national nonprofit intermediaries, organizations created to support CDCs, such as the Local Initiatives Support Corporation (USC), Enterprise Community Partners, formerly known as Enterprise Foundation (Enterprise), and the Neighborhood Reinvestment Corporation now doing business as NeighborWorks America. These organizations, which emerged in the CED field in the late 1970s and the early 1980s, have been essential in supporting CDCs and ensuring the success and continued progress of many CED projects. Local and regional nonprofit intermediaries also support the work of CDCs, but an in-depth discussion of these organizations is beyond the scope of this chapter. The third section of this chapter addresses national nonprofit CED organizations and the ways in which they strengthen the CED movement. Finally, the chapter considers current trends and opportunities for nonprofits in CED such as social capital, social enterprises, and for-profit charities

Teaching students to critically read digital images: a visual literacy approach using the DIG method

This innovative teaching idea, the Digital Image Guide (DIG) Method, addresses the pressing need to develop visual pedagogies in the university classroom by providing a technique for students to use to critically read digital images. This article also introduces the concept of shallow and deep images. It then explains the difference between the two types of images and how to use the DIG Method to dig deeper in order to understand deep images. By utilizing the DIG Method, students can learn to analyze, interpret, evaluate and comprehend images found on social media sites and around the web, increasing their visual literacy skills in the process

Accessing the Legal Playing Field: Examining the Race-Conscious Affirmative Action Legal Debate Through the Eyes of the Council of Legal Education Opportunity (CLEO) Program

This Article critically analyzes the evolution of the race-conscious affirmative action legal debate in higher education since the 1970s, with a particular emphasis on law school admission policies. Additionally, this Article examines how legal cases and anti-affirmative action policies correlate with the present function and future viability of a once federally mandated race-conscious affirmative action program, the Council on Legal Education Opportunity (CLEO). Part I of this Article outlines some of the historical barriers of underrepresented racial minorities in the legal profession. Part II explains the development of the CLEO program during the 1960s and its growth during the 1970s. Part III discusses the evolution of the affirmative action legal debate from the 1970s until the 2003 University of Michigan affirmative- action cases and evaluates the relationship between the escalating legal debate and the changes in the CLEO program over the past thirty years. Part IV of the Article is a summary on the feasibility of the CLEO program as well as the future of law school admissions for students of color, namely black students

Uniting the field: using the ACRL Visual Literacy Competency Standards to move beyond the definition problem of visual literacy

Visual literacy has evolved alongside information literacy and media literacy, reflecting social, technological, and cultural changes. Rapidly advancing technology, multimodal access to information and disinformation, and political rhetoric increasingly impact the perception, trust, and use of visual media. These broader technological and cultural shifts also change what it means to be a visually literate individual in the twenty-first century. Although much has been written about visual literacy, there is very little that reviews scholarship that uses the 2011 ACRL Visual Literacy Competency Standards for Higher Education. Through an analysis of 196 articles published from 2011 to 2019, this study examines how the standards, which outline visual literacy competencies for learners in the twenty-first century, have been used since their adoption, by whom, and for what purposes. This study unveils an emerging shift in the paradigm of visual literacy scholarship. Abbreviations: ACRL: Association of College and Research Libraries; Visual Literacy Standards: Visual Literacy Competency Standards for Higher Education; the Standards: Information Literacy Competency Standards for Higher Education; the Framework: Framework for Information Literacy for Higher Education