Nick Swayne - Academia.edu (original) (raw)
Nick Swayne is the President of North Idaho College, a comprehensive community college located in Coeur d’Alene, ID. The college is home to a world-class career and technical center (The Parker Center in Rathdrum, ID), a full-service Workforce Training Center, a main campus with a robust offering of transfer programs, and a satellite campus in Sandpoint, ID. Unique to NIC is the Gizmo Center for Innovation and Entrepreneurship.
Dr. Swayne formerly served as the Executive Director of 4-Virginia, the 4-VA Campus Coordinator at JMU, and faculty in Learning Technology and Leadership Education at James Madison University. In his capacity as Executive Director, he leads the coordination of the six partner institutions (GMU, JMU, UVA, ODU, VT, VCU) in meeting the mission to promote collaborations that leverage the strengths of each partner university and improve the efficiency and economic impact of higher education across the Commonwealth. He is a retired Army officer with 26 years of service, the founder of the JMU X-Labs, faculty advisor for the University Innovation Fellows, the Executive Director of Virginia-DC FIRST LEGO League, a doctoral candidate in the School of Strategic Leadership, and is serving in his third term on the Harrisonburg City School Board.
Address: Coeur d’Alene, Idaho, United States
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Papers by Nick Swayne
Proceedings of the 52nd Hawaii International Conference on System Sciences, 2019
Applying Design Thinking to the Measurement of Experiential Learning
Design thinking is a powerful platform that provides the structure and process to measure integra... more Design thinking is a powerful platform that provides the structure and process to measure integrated experiential learning (IEL). IEL situates the activities of experiential learning in an interdisciplinary setting that facilitates learning through reflection on experiences that engage deep knowledge in broad applications and span co-curricular and curricular environments. Using courses developed at two institutions as case studies, the authors describe pedagogy, instruction, and assessment methods, and focus the data types, collection, analysis, and implications of three assessment approaches (reflections, networks, and deliverables). They show how design thinking is essential to the assessment of IEL in courses and across institutional stakeholders, including student and academic affairs, alumni relations, employers and local businesses, and those focused on data for improvement in design (e.g., institutional research and legislators). Moreover, they show that the assessment phase...
Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)
This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in ... more This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in other words, a teaching lab with fabrication and digital production technologies) that hosts team-taught, project-driven multidisciplinary courses. The JMU X-Labs serves the students and faculty of James Madison University[MSR-m1] , a mid-sized, public, and undergraduate-focused university in the United States. The narrative proceeds from two different but overlapping points of view: how courses at JMU X-Labs are designed and taught; and how administration of JMU X-Labs supports them. The authors refer to specific courses, pedagogical methods, and problem-solving strategies to illustrate the narrative, and they argue throughout that pedagogy and administration are indelibly intertwined in how the organization operates. Gesturing to the broad applicability and transferability of the JMU X-Labs model, the authors mark some of areas of further research that would benefit a more robust under...
Journal of Small Business and Enterprise Development
Purpose When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” a... more Purpose When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” are often used interchangeably with respect to curricular practices and their associated learning and developmental outcomes. The purpose of this paper is to chart a course through the vast and growing multidisciplinary literature covering both topics to argue that innovation and entrepreneurship are not only different concepts, but they also play out in postsecondary institutional contexts in different and important ways. Design/methodology/approach Based on these differences, the authors propose that developing innovators must precede teaching future entrepreneurs and that the home of innovation education is not necessarily in the business school at all. Ideally, the authors believe innovation should be taught separately from any one disciplinary context. To illustrate the concept, the authors point to an existing program where professors and students from different disciplines work tog...
Proceedings of the 34th ACM International Conference on the Design of Communication - SIGDOC '16, 2016
Proceedings of the 52nd Hawaii International Conference on System Sciences, 2019
Applying Design Thinking to the Measurement of Experiential Learning
Design thinking is a powerful platform that provides the structure and process to measure integra... more Design thinking is a powerful platform that provides the structure and process to measure integrated experiential learning (IEL). IEL situates the activities of experiential learning in an interdisciplinary setting that facilitates learning through reflection on experiences that engage deep knowledge in broad applications and span co-curricular and curricular environments. Using courses developed at two institutions as case studies, the authors describe pedagogy, instruction, and assessment methods, and focus the data types, collection, analysis, and implications of three assessment approaches (reflections, networks, and deliverables). They show how design thinking is essential to the assessment of IEL in courses and across institutional stakeholders, including student and academic affairs, alumni relations, employers and local businesses, and those focused on data for improvement in design (e.g., institutional research and legislators). Moreover, they show that the assessment phase...
Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)
This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in ... more This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in other words, a teaching lab with fabrication and digital production technologies) that hosts team-taught, project-driven multidisciplinary courses. The JMU X-Labs serves the students and faculty of James Madison University[MSR-m1] , a mid-sized, public, and undergraduate-focused university in the United States. The narrative proceeds from two different but overlapping points of view: how courses at JMU X-Labs are designed and taught; and how administration of JMU X-Labs supports them. The authors refer to specific courses, pedagogical methods, and problem-solving strategies to illustrate the narrative, and they argue throughout that pedagogy and administration are indelibly intertwined in how the organization operates. Gesturing to the broad applicability and transferability of the JMU X-Labs model, the authors mark some of areas of further research that would benefit a more robust under...
Journal of Small Business and Enterprise Development
Purpose When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” a... more Purpose When it comes to undergraduate education, the terms “innovation” and “entrepreneurship” are often used interchangeably with respect to curricular practices and their associated learning and developmental outcomes. The purpose of this paper is to chart a course through the vast and growing multidisciplinary literature covering both topics to argue that innovation and entrepreneurship are not only different concepts, but they also play out in postsecondary institutional contexts in different and important ways. Design/methodology/approach Based on these differences, the authors propose that developing innovators must precede teaching future entrepreneurs and that the home of innovation education is not necessarily in the business school at all. Ideally, the authors believe innovation should be taught separately from any one disciplinary context. To illustrate the concept, the authors point to an existing program where professors and students from different disciplines work tog...
Proceedings of the 34th ACM International Conference on the Design of Communication - SIGDOC '16, 2016