Issue link: https://iconnect007.uberflip.com/i/1108006
62 FLEX007 MAGAZINE I APRIL 2019 ment and working on projects they care about. During the program, students work in teams to identify a real-world problem that they want to solve and conceptualize an advanced hardware device to solve that problem. They then build a business model around their product con - cepts. Next, we immerse them in experiences with higher education and various industries to help them understand the range of technology and entrepreneurship considerations. Through these experiences, they think about problems they want to solve rather than simply the degree they want to pursue. By going through this pro - gram, they can picture themselves doing the jobs that will let them address the problems they are interested in solving in the future. Johnson: Can you describe that process of how they go from problem to product and the busi- ness-model pitch? Chi: The program uses a project-based learn- ing approach and seven touchpoints that include basic instruction in hardware devel- opment and entrepreneurship as well as field trips to companies in numerous industry and post-secondary education campuses. At the end of their experience, student teams give a four-minute pitch on their product concept and business model to a small panel of men- tors. Each team is responsible for identifying a problem and researching and designing their hardware solution and business model. Through this process, they learn how to develop an argument, create a value proposi- tion, and research empirical evidence to sup- port their value proposition. Along the way, they also learn to engage both business and technology themes to come up with innova- tive, logic-based products and think through details like how much it will cost to manufac- ture and distribute to their target markets as well as a range of other considerations. Johnson: Do you go as far as prototyping and actually building these? Obviously, you work through concept design, starting to plan out the components that go into it. How far down the design path do you go with students? Chi: Most of the products are conceptual, although students do need to explain what their product sensors will measure or detect, what boundary conditions their processors will use, and other aspects of hardware devices, such as power sources and communication capabilities. Some technical classes will create prototypes of components of the device or use AutoCAD to create a mechanical drawing or rendering. Parmeter: That largely depends on the class too. The beauty of the program is that we don't sign up individual students; we sign up classes. For example, if it's an engineer- ing design class, their learning objectives may include taking more time to develop a proto- type whereas the English class may want to focus on the concept and other learning objec- tives that this program helps reinforce for the teacher and subject. Regardless of whether the class is going to conceptualize the product or try to build a prototype, the program lay- ers over the existing curriculum and is equally applicable to a wide range of subjects. Matties: Clarence and Mikayla, both of you are project managers. What does your typical day look like? Mikayla Ridi: A typical day usually involves implementing one or more of the seven pro- gram touchpoints with the classes going through the program. We might start at 8:00 a.m. and go into a class that's just beginning the program to do a kick-off presentation where we give the students an overview of FlexFactor, and tell them what they're going to be working on for the next four to five weeks as well as some basic instruction in technol- ogy and entrepreneurship. On another day, with a class that's a little further along in the program, we might have Industry Engagement Day. That usually starts around 9 am, and we meet the students at the industry partner we'll be visiting that day— locally, that's usually either Jabil or DuPont. Students tour the facility where they see every- thing from advanced robotic assembly lines to