When Olufisayo “Fisayo” Omojokun joined Georgia Tech, his teaching followed a familiar cadence. His courses were highly structured and consistent. Lectures, exams, office hours, and semester breaks were always known months in advance. The goals were clear, the outcomes known, and the educational journey largely mapped. Then, he heard about CREATE-X.

A Spark of Curiosity

In 2017, faculty conversations began circulating about a new kind of capstone experience, one driven by student discovery and entrepreneurial thinking rather than predetermined client requirements. The idea intrigued Omojokun.

“I remember thinking, this is really different from anything I’ve ever taught,” he said.

In his previous courses, Omojokun took pride in providing the structured, rigorous framework students needed to master complex concepts. While those interactions were dynamic, the curriculum required a specific, focused trajectory. CREATE-X offered a different kind of challenge: the "X" of the program, representing undefined, endless potential.

“CREATE-X is full of unknowns. You don’t know what industry the students are diving into, what roadblocks they’ll run into and navigate out of, or what small- to large-scale successes they’ll achieve throughout the semester. It really had my blood pumping,” he said. As someone who loves the challenge of academia, it was an invigorating way to help the next generation apply what they’ve learned in a new context.

Omojokun co-taught the first CREATE-X Capstone section with College of Computing students in fall 2018 alongside Craig Forest, associate director of the Invention Studio. While the initial computer science cohort was small, the experience was immediately powerful.

“It was humble beginnings but deeply eye-opening,” he said.

In this new environment, students weren't just solving problems; they were seeking them and sometimes pivoting. Traditional client-driven capstones offer students invaluable experiences in delivering high-quality products, responding to clients’ often evolving needs, and adhering to professional standards. CREATE-X added a layer of venture-validation, requiring students to identify a gap in the market and build something with commercial viability.

As the semesters continued, CREATE-X grew from a program with an interesting capstone course Omojokun enthusiastically co-taught to a professional inflection point for him. He found himself talking about it frequently, with colleagues, with students, even with prospective undergraduates who may not see a capstone for years.

He began encouraging prospective and incoming students to take CREATE-X pathways. 

“I would tell students, down to first-year students, when you get that opportunity to engage with CREATE-X, take it. You don’t even have to wait until capstone, as there are multiple pathways; in fact, Startup Lab has no prerequisites. Whatever path you take, you’ll remember it for years to come. Whether you officially take a problem solution to market or not, the entrepreneurial confidence gained is priceless.”

Spreading CREATE-X Into the College of Computing

By 2020, when the first Jim Pope Faculty Fellowship cohort opened, applying felt natural. He had already become an unofficial ambassador for CREATE-X, helping students navigate options, promoting programs in classes, and rallying colleagues to engage.

“It was an opportunity to become more connected to this thing that I felt was changing the game on campus,” he said. “It cemented my affiliation with CREATE-X.”

The fellowship gave name and weight to the work he was already doing, while also expanding what was possible.

The Jim Pope Faculty Fellowship provides faculty with $15,000 in discretionary funding, which can support a one-semester break from teaching, along with structured training in evidence‑based entrepreneurship, dedicated mentorship, and the opportunity to work closely with students launching startups.

The fellowship also equips faculty to become entrepreneurial instructors and mentors through the CREATE‑X ecosystem, giving them tools to integrate entrepreneurship into their coursework and curricula. Each cohort of fellows is trained to embed entrepreneurial methods, develop new innovation‑focused assignments, and serve as advisors within programs like Startup Lab, Idea‑to‑Prototype, and Startup Launch.

For faculty across Georgia Tech, the fellowship offers something rare: institutional backing, resources, and formal recognition for bringing entrepreneurship into their teaching and shaping how students learn to become problem‑solvers.

Omojokun said he sees CREATE-X as the apex of applying technical fundamentals. 

As part of the fellowship, Omojokun brought the program’s ethos into his courses, even a foundational course like CS 1331: Introduction to Object Oriented Programming, where he created a CREATE-X–branded final project. Students built a “problem database” application as their final homework assignment, cataloging real issues they encountered in daily life, assessing their skills to solve them, evaluating markets and metrics, and then deciding potential pathways forward.

“It’s an innovation diary,” he said. “A tool that can get them closer to thinking like a founder.”

The response from students, including many non-computing majors who take his section each semester, has been overwhelmingly positive. While the project is challenging, the open-ended nature and real-world relevance motivate deeper engagement. 

“When students believe their work will solve a meaningful problem for a meaningful population, they bring passion to it,” he said. “They start observing the world differently.”

The more Omojokun saw, the deeper his enthusiasm grew.

Shaping the College of Computing

Even as he stepped into the role of inaugural chair of the School of Computing Instruction in 2022, CREATE-X remained at the forefront of Omojokun’s conversations. Interest in the program continued to grow significantly. Students stopped him in the hallways to talk about their ideas. Faculty reached out to ask about mentorship opportunities. And he continued championing the program in the many settings he entered.

“It turns out that the most engaged group of students in CREATE-X is computing undergraduates,” Omojokun said. “I wanted to make sure that high involvement continued, no matter what size we are,” he said.

Over time, Omojokun strengthened the partnership between the College of Computing and CREATE-X, weaving entrepreneurship deeper into the College's curricular fabric.

Last January, Omojokun was appointed as the associate dean for Undergraduate Education in the College of Computing. One of his priorities was highlighting CREATE-X’s curricular impact. In coordination with key stakeholders — including Kelly Ann Fitzpatrick (computing), Craig Forest (mechanical engineering), and Raul Saxena (CREATE-X) — he nominated the program for the ABET Innovation Award.  The award honors programs that challenge the status quo in technical education and demonstrate a measurable impact on student learning in ABET-accredited disciplines, such as natural sciences, computing, engineering, and engineering technology. CREATE-X won.

The CREATE-X Advantage With Faculty 

When faculty are considering something like the Jim Pope Fellowship, Omojokun said the biggest barrier he hears about from them is time. With courses that can enroll 300 students per section and extensive responsibilities beyond the classroom, time is a scarce resource.
He could relate. 

“There are always lots of things on my physical and virtual desktop. I always warn people before they enter my office,” he said.

However, Omojokun argued that participating in the fellowship program was time well spent because it helps them rediscover the most exciting parts of teaching.

“It’s worth the time. One of the goals of teaching is to see students passionate about what they’re learning, and CREATE-X makes that happen consistently,” he said. 

The Future With Technology

As AI reshapes industries, Omojokun believes that CREATE-X equips students to navigate the unknown and forge new paths as existing ones shift, providing a versatile skill set that transfers to employment, potentially self-employment, and beyond. 

“There’s a lot of uncertainty with AI in the workspace, but CREATE-X gives students the confidence and skills to succeed at whatever comes,” he said. “We are putting students through this process of finding a problem that’s meaningful and matters to the world; mastering that allows them to lead in any environment.”

Applications Now Open: Become a Jim Pope Faculty Fellow

The 2026 Jim Pope Faculty Fellowship is now accepting applications. For faculty who want to explore integrating entrepreneurship into their teaching, mentoring student founders, and helping shape a culture of innovation across campus, this fellowship offers resources and a supported pathway to begin. Faculty from all disciplines are encouraged to apply to the Jim Pope Fellowship. Priority deadline: July 1; final deadline: Aug. 11.