The Updated Experiential Entrepreneurship Curriculum (ExEC)

The Updated Experiential Entrepreneurship Curriculum (ExEC)

We’re building the entrepreneurship curriculum you dream of teaching.

At least that’s what we’re trying to do. The feedback from our pilot professors tells us we are doing pretty well. There have been hiccups, and learning moments, but our agile team and processes have allowed us to respond promptly and create an engaging user experience for both professors and students.

Now in Over 40 Universities

ExEC entrepreneurship curriculum at over 40 Universities including Penn State and the University of Nebraska

At this point last year, our the Experiential Entrepreneurship Curriculum (ExEC) was in roughly 20 schools. Strong demand for a structured, experiential, 15-week entrepreneurship curriculum has doubled the number of universities we’re in.

Of course, being a new venture determined to help students learn how to create new ventures, we’re adamant that we…

Practice what we preach!

We gather feedback from professors and students after each lesson. Through this, we focus on how they felt teaching the lesson (professors) or completing the lesson (students):

We interview professors multiple times during the semester. Our team invites students to talk with us so we can learn more about how they feel living the curriculum, what we are missing, and what we are doing well.

We work tremendously hard to gather, analyze, and constantly make updates for next semester, not “next revisions” like traditional textbooks. The ExEC you see today is a result of our vision and assumptions, continuously tested with students and professors around the world.

While we gather a ton of feedback from our professors, but perhaps the best way to sum up their perspective is what Dr. Chris Welter had to say:

“It’s the software I’ve been looking for for 3 or 4 years . . . I really appreciate the ability for students to get their hands dirty”

New Professor Platform

After practicing what we preach and talking extensively with our professors, it was clear we needed to make some changes to our Professor Portal. We practice what we preach in building our product.

Our original professor-facing version was Google Docs, Slides, and PDFs:

It worked as an MVP and allowed us to test a variety of our assumptions, but ultimately our professors told us Google Docs was too cumbersome to use, and to print from.

So we built a brand new professor platform for our entrepreneurship curriculum! We are currently beta-testing this platform and will roll it out in Fall 2019:

We deliver each of our 31 lessons in a standard format, that includes six core elements for easy navigation and execution for our professors:

1. The Goals and objectives of that lesson. We frame each lesson in practical terms for our professors so they quickly understand why the lesson is important, and what their students will learn.

2. An overview showing where that lesson fits into the scheme and flow of the overall curriculum. We understand it is useful to always understand the big picture – where we’ve been, where we are, and where we are going. We also map our entrepreneurship curriculum flow onto the Business Model Canvas to highlight what lessons are applicable for particular boxes on the Canvas.

3. An overview video explaining the lesson, and Google Slides for classroom use. Our goal is for our professors to succeed, and that means providing information and tools. Some use slides and some do not, but we offer them just in case. We know some prefer videos to long text, so we offer both, just in case.

4. Instructions for how to prepare before class, including all the necessary resources. Experiential education is really difficult to execute. We provide our professors with a ton of direction to prepare for each lesson. We want them to succeed, and we want their students to remember each and every learning experience throughout the entrepreneurship curriculum.

5. A minute-by-minute exhaustive outline for delivering the lesson during class. What can we say, we are a but obsessive at times. But we figured more detail was better than less detail.

6. Instructions for what students could and should be doing after class. Let’s be honest – what happens after the class is just as important to a student’s learning experience as what happens within the confines of the particular class period.

Assessment Guide

While testing our first version, one need we heard consistently from professors was guidance on how to assess their students. They loved the experiential nature of the exercises, but they were not always clear on how they could help students understand their progression through the understanding and application of that content. So we built an Assessment Guide into our updated entrepreneurship curriculum to help our professors provide quality feedback to students throughout the process.

During the semester, students progress through 5 Validation Check-Ins. These are basically progressive pitches that act as the main opportunity for assessment. We give our professors rubrics and detailed guidance on how to assess the students’ documents and pitches.

Our goal with assessment is not just to help professors provide a grade, but to help professors provide meaningful and timely feedback to students.

For more on our approach to assessment, read our post 4 Steps to Assessing an Experiential Class.

More Background Reading Material

One of the other pieces of feedback we got early on was that professors wanted to use us as the sole resource for their class. To do that though, we needed to add some breadth, in addition to our depth.

We feel confident we cover idea generation, customer interviewing, business modeling, and prototyping comprehensively, but what about finance, legal issues, branding, etc.?

So we conducted an extensive analysis of entrepreneurship curriculum, textbooks and syllabi, and interviewed dozens of the most respected entrepreneurship professors and entrepreneurs. Our goal was to understand what information would be most useful for students beyond our core offering. From that research, we developed an extensive Resource Guide that currently includes 17 modules.

These modules are by no means an complete exploration of the particular topic. Instead we offer an overview of the topic, a deep dive into some of the basics and the critical components of the topic, and then recommend an extensive list of curated resources and readings of that particular topic.

We want our professors to feel comfortable knowing if they recommend their students go through one of our Resource Guides, they will emerge with a solid understanding of the topic and how to apply that content to their context.

We are not the experts all of these topics, but have done considerable research to better inform our professors around these topics of interest. What we offer within each resource guide is an evolving list of additional resources (articles, books, videos, etc.) for students to continue their learning of a particular topic, or for professors to use as additional resources.

This Resource Guide is an evolving offering. As we hear from professors using our ExEC curriculum, or the community of 3,200+ professors reading our blog, that a certain topic is critical in entrepreneurship education, we will build a Resource Guide ourselves, or invite subject-matter experts to help us build one.

LMS integration

Our last major update is integrating with Canvas, D2L, Moodle and Blackboard. In our first version, students and professors had to download and upload documents, assignments, slides, and other materials. We heard loud and clear that this was not a great user experience.

We now offer the capability of uploading all our content neatly into the four learning management systems mentioned above. This will greatly reduce the setup time for our professors, and will provide a more comfortable learning process for the students.

As you can see, we have been hard at work learning what works and what doesn’t with ExEC. We constantly gather feedback from students and from professors. With this feedback, we strive to provide the ultimate experiential learning opportunity to entrepreneurship educators.

Now’s Your Chance!

We’ve been updating our curriculum and platform based on feedback from hundreds of professors and thousands of students. If you are looking for a fully structured, experiential entrepreneurship curriculum, with 15 weeks of lesson plans that students love, an in-depth complementary Resource Guide, and a comprehensive Assessment Guide, you should check out ExEC.

Get our Next Free Lesson Plan

We email new experiential entrepreneurship lesson plans regularly.

Subscribe here to get our next lesson plan in your inbox!

Join 3,200+ teachers. Get new lesson plans via email.
Top 5 Entrepreneurship Lesson Plans

Top 5 Entrepreneurship Lesson Plans

Over the last year we learned what you and the rest of our community of over 3,000 entrepreneurship teachers want to make your classroom environment more engaging and rigorous for your students.

Here, we share our entrepreneurship professor’s 5 favorite lesson plans. These transform students’ experience through experiential lessons around ideation, customer interaction, and prototyping.

5. Syllabus Co-Creation

In our Syllabus Co-creation lesson plan, we provide an interactive experience to engage your students by turning their problems into your syllabus. This is a powerful way to launch a semester by creating for students an authentic feeling of what it’s like to be the customer.

Creating problem Post-It clouds

Our goal with this lesson plan is to give you a way to make entrepreneurship relevant to all your students. We provide a roadmap to show how what you’ll teach will be relevant to them right now. Specifically, through this exercise, you’ll show students:

  • You care about their problems and fears
  • They will learn the skills to solve their problems

Students will see exactly how and when they will acquire the skills to address their biggest problems and fears during your course.

Your students will be engaged, because you will be engaging them.

View Syllabus Co-Creation Lesson Plan

4. Why Business Plans Fail

A great way to follow up the Syllabus Co-Creation is our Why Business Plans Fail lesson. During this day, students experience the marshmallow challenge to understand why business model experimentation can be more effective than business planning.

While variations of the Marshmallow Challenge have been around for a while, we found the vast majority of students have still never done it.

Students will experience the pitfalls of hidden assumptions first-hand so they can more easily validate their business model assumptions later in your course.

Marshmallow challenge failure
The perfect failure 🙂
Xavier University an ExEC Pilot

This class will be fun and high energy for you, and your students. Our lesson plan guides you through two iterations of an 18 minute, fast-paced construction challenge where students learn that invalidated assumptions lead to failure. Your classroom will be loud, it will be full of anxiety and excitement, and ultimately full of failing and the glorious learning that comes from it.

Our goal with this lesson is to introduce a high-intensity activity that teaches students:

  • The pitfalls of business plans
  • Why assumption identification, and assumption validation, are critical to creating success companies
  • Why iterations and experiments are the key to validating their business assumptions

View Why Business Plans Fail Lesson Plan

3. Idea Generation vs. Problem Generation

Most people think the heart of entrepreneurship is the idea. In this lesson we shatter that assumption, and replace it with an appropriate focus on customer problems.

We want your students to develop ideas that are more feasible, impactful, and creative. This is one of the toughest challenges entrepreneurship professors face. Student ideas tend to be a repetition of low-impact or infeasible mediocrity. You want more from them. We can help!

We focus your students on problems in this lesson, because the best business ideas come from problems.

entrepreneurship, teaching, problem, solution, idea

After this lesson, your students’ ideas will be:

  • More feasible because they’re focusing on serving people they care about.
  • More impactful because they’re paying more attention to problems than they are products.
  • More creative because they’ll use those problems as inspiration.

View Idea Generation vs. Problem Generation Lesson Plan

2. Teaching Customer Observations

During our years of research on what topics entrepreneurship professors struggle to teach, we heard “customer interviewing” over and over again. Our ExEC curriculum includes a robust method of customer interviewing, but customer observation is another great way to gather customer information. So we developed our Teaching Customer Observations lesson plan to help students learn learn the value of seeing how their customers experience problems, as opposed to imagining their customers’ problems.

This exercise positions your students to observe customers in their natural settings. This allows them to discover new business opportunities and increase their empathy and behavioral analysis skills.

Our goal with this exercise is to teach students to have an empathy picture/analysis that frames the problem they are trying to solve before they jump to a solution. Having this clear picture will allow them to come up with better creative solutions.

During this two-class exercise, your students will experience customer empathy and how to plan and translate an observation experience into ideas for products and services. This will provide the following benefits:

  • Introduce students to a powerful tool to gather information on customer experience in real life situations. This allows students to avoid predicting customer behavior by actually observing it.
  • Students practice how to listen with their eyes in order to understand what people value and care about, & what they don’t.
  • Provide a common reference experience for expanding on topics later in the course.

View Teaching Customer Observations Lesson Plan

1. 60 Minute MVP

By far, our most popular lesson plan is the 60 Minute MVP. During this class, students launch an MVP website, with an animated video and a way to take pre-orders, in an hour with no prior coding experience. One of our professors told us after running this exercise:

“One student described it as like a Navy Seal mental training exercise. Not sure it was that intense, but they were amazed and proud that they got it done.”

Your students will love this class period; they progress from the anxiety of the challenge confronting them (build a website in 60 minutes) to the elation of their journey (launching a website they built in 60 minutes). This exercise creates tremendous energy in your classroom. Students create something real.

On the lesson plan page you can view an example video students created in about 20 minutes, built around actual customer problem interviews:

You can also view a great example of a website built in just 60 minutes:

Your students will create landing pages like thisUpscale dining at its finest!

Some critical learnings for your students are the true meaning of Minimum Viable Product (MVP), that it’s easier to launch a product than they thought, and that the easiest thing about building a business is launching that product.

View 60 Minute MVP Lesson Plan

Want 15 Weeks of Lesson Plans?

If you are looking for a fully structured, experiential entrepreneurship curriculum, with a semesters worth of lesson plans that students love, you don’t need to reinvent the wheel.

We’ve done the work for you. Check out the Experiential Entrepreneurship Curriculum.

Get our Next Free Lesson Plan

We email new experiential entrepreneurship lesson plans regularly.

Subscribe here to get our next lesson plan in your inbox!

Join 3,200+ teachers. Get new lesson plans via email.

 

Image Insights: Teaching Opportunity Identification

Image Insights: Teaching Opportunity Identification

Show your students there are plenty of entrepreneurship opportunities in their everyday lives!

In the video above, Jennifer explains her exercise for helping students identify opportunities!

This exercise will help your students:

  • Find entrepreneurial opportunities through the eyes of current startups
  • Learn to pay close attention to the world around them
  • See their daily experiences through an entrepreneurial lens

This article is a collaboration with Jennifer Capps, the Director of Student Learning and Faculty Development for NC State Entrepreneurship at North Carolina State University.

Jennifer developed this exercise for interdisciplinary entrepreneurial thinkers at any level. It can be easily adjusted in terms of difficulty and lessons learned to meet the needs of undergraduate or graduate students, business or humanities students, scientists or artists, etc. Jennifer has used this exercise successfully with groups ranging from 20-100 participants.

Jennifer’s complete lesson plan is available to download below, but here’s an overview.


Round 1: Identify

Randomly assign your students into groups of 3-4, provide them a photo of an everyday scene, like these:

You want to give the same photos to multiple groups – ideally each picture has at least 3 groups working with it. With photos in hand, give the groups the following assignment:

Based on the image that has been provided to your team, conduct a brief 3-4 minute search to identify at least 3 interesting entrepreneurial ventures that have a product or service that is impacting your given scene.

You want students looking for things that exist that relate to the scene in the photograph. For instance, in a wedding scene, you want them talking about Zola, Vow to Be Chic, etc.

Students will feel a bit lost. Encourage them to just get started – express a sense of urgency!

Round 1: Present and Discuss

Have each group show their picture and quickly present the companies they found and the pain/problem those companies are solving. Write the companies on a board or a slide, categorized by the image.

Groups looking at the same image will inevitably overlap the companies they found. They’ve done a quick Google search (“startups in the wedding industry”) and selected the top results that seemed to match.

The aha moment happens when the 2nd or 3rd team waiting to present on an image keeps hearing the same companies that they found. They realize they didn’t dig deep enough – encourage them to share this.

Possible discussion points:

  • What differentiates a non-entrepreneurial company from an entrepreneurial company
  • Are students presenting a solution or a pain/problem?
  • How deep did you actually go in terms of seeking out entrepreneurial opportunities in your scene?
  • How much time did you spend critically thinking about this concept versus just trying to get the assignment done?
  • How could you push yourself to go further?
  • How to put a fresh twist on ideas that already exist in the marketplace

Check out Jennifer’s lesson plan below for full details!

Round 2: Identify

Give students a second chance. Tell them they will do the exact same thing, but that every company and pain/problem that was brought up in Round 1 is off limits. Encourage your students to not restrict themselves to just the image they are seeing. Encourage them to think about what went into creating that image – what had to happen to make whatever is happening in that image happen, etc. Encourage them to focus on what’s going on in the background, to think about what will happen next after that photo.

The goal is for students to learn to expand the way they think about opportunities in the world around them. And also to learn that opportunities grow when they move beyond the easy answers that are right in front of their nose.

Round 2 Present and Debrief

Have each group show their picture and quickly present the companies they found and the pain/problem those companies are solving. Write the companies on a board or a slide, categorized by the image.

Contrast how much more creative and impactful these ideas are than those from Round 1. 

Also point out how much stronger the students were in their critical thinking when they’re encouraged to go beyond their comfort zone and not take the easy path.

Specific questions to consider asking:

  • During round 1, how easy/difficult did you find the opportunity identification process? Why?
  • When you heard all of the round 1 pain points/entrepreneurial ventures, how do you feel that your ideas compared to others? Why?
  • Did you originally navigate to the more obvious options in your image or did you naturally apply a deeper level of critical thinking?
  • When you were told to perform the activity again with the stated restrictions, how did you feel? Why? (some common reactions tend to be scared, intimidated, excited, challenged, and overwhelmed)
  • How easy/difficult did you find round 2? Why?
  • Once you were told to look beyond the exact image that you were given, what did you learn? How can this lesson translate to your everyday life as an entrepreneurial thinker?

Key Takeaways

Through this exercise, students will learn to see opportunities all around them! They will also see that thinking deeper and more critically is not as difficult as they thought. Some student reflections from Jennifer’s class:

“Even if a company currently exists similar to your idea, rather than abandoning it you should dig deeper and find what they’re missing.”

 

“The Image Insights Activity that was conducted during one of our class periods, completely changed my perspective. During this activity, each group was asked to look at an image of something ordinary in everyday life and think of three startup businesses that have thrived due to this scene. My group was told to look at an image of people walking through an airport. Within this one image we were able to research companies that dealt with issues along the lines of traveling, packing, a place to stay, better service on planes and within the airport itself, etc. Because of this activity, I was made aware that if you look deeper, you can find a startup in almost anything that shapes our everyday lives.”

Get the “Image Insights” Lesson Plan

We’ve created a detailed lesson plan for the “Image Insights” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


Get More Exercises

For more in our continuing series of free classroom resources, subscribe below.

Join 3,200+ teachers. Get new lesson plans via email.
Observe Customers Where They Are

Observe Customers Where They Are

Are your students shy about conducting customer interviews?

Do your students struggle collecting information about problems from customer interviews?

Observing customers is another great way to gather customer information. In some important ways, it can provide even more and different information than an interview.

This Fly On The Wall exercise:

  • Introduces your students to a powerful tool to gather information on customers’ experience in real-life situations. This allows them to avoid predicting customer behavior by actually observing it. Because actions speak louder than words.
  • Allows students to practice listening with their eyes, to understand what people value and what they don’t. Because behavior doesn’t always match what people think they will do.

Observing customers in natural settings is a powerful experience for students. They discover new business opportunities. They increase their customer empathy. They hone their behavioral analysis skills. All critical entrepreneurial competencies!

Students going through this exercise learn a technique to gain insight into the small details of a customer’s interaction with their environment that a customer may not think to express in interviews.

This exercise will span two class periods. For more details, check out our Fly On The Wall lesson plan below.

Class 1: Step 1 – Redesigning a Product

Most students will enter your class with no clue how to effectively observe customers in their natural environment.  Before teaching them how to do so, we want them to understand why it is such a valuable skill. So we kick off the customer observation class with the Toothbrush Exercise, which teaches students that:

Entrepreneurs can’t trust numbers alone. In order to improve the world, we must see, feel and experience it for ourselves!

Quick steps for this exercise:

  • Organize students into groups of 4-5
  • Show this picture on the screen
  • Tell students (& write on board/slide) the average adult male hand, is 7.44″ long (measured from tip of the middle finger to the wrist) and 3.30” wide (measured across the palm). The average adult female hand size is 6.77″ long and 2.91 inches wide. The average child hand size is 5.5” long and 2.75” wide. (You can also give each group cutouts if you are feeling adventurous!)
  • Give each team an adult toothbrush and tell them they have 5 minutes to design the best-selling child’s toothbrush (they must include the dimensions in their design)

After their 5 minutes elapse, ask how many groups made a smaller toothbrush? Now play this video:

After trying to design a toothbrush for kids the wrong way, this video will drive home the point that the goal isn’t to make toothbrushes smaller for kids, but to actually make them bigger!

For more details on this exercise, check out our Fly On The Wall lesson plan below.

Class 1: Step 2 – Making It Real

The homework consists of two steps. Step 1 is to watch the video below (click the image to launch the video) about the product development process, and read through Examples 1-3 here about how to make things people want.

Step 2 is for students, in groups, to observe customers for 20 minutes in a campus location where people are active. For instance, dining hall/food court, gym/rec center, makerspace, athletic facilities, etc. The point of this homework assignment is for students to observe students actively interacting with some products (gym, makerspace) or business (food court). In other words, you don’t want them observing students in the library, where they are likely to be sedentary.

Direct your students to take note, individually, of anything they observe about their subjects, without interacting with them. Each student needs to individually write down the following based on their own observation:

  1. At least 3 problems that can be solved that they observed
  2. At least 10 new things they discovered during their observation

Class 2: Step 1 – Debrief

Start the next class with groups reporting what they observed. You will find students’ observations will likely focus on:

  1. Surface-level activity, such as “students were talking to each other” or “students were exercising
  2. The perspective of the product or business, such as “there were not enough seats in the food court” or “many treadmills were not in use

We want these observations, because it’s the perfect way to illustrate how to conduct useful observations. For a debrief of their homework, ask students how they can use the information they gathered during observations to develop products/ideas they could bring to market.

Students will not write down questions they will try to answer prior to the observation, or define major themes to look for. They will observe without planning a framework.

The aha moment we want them to realize is that they need a plan to effectively observe customers.

During the debrief, stress:

  1. Focus observations on the subjects’ problems (empathize)
  2. Identifying patterns where subjects struggle to do something
  3. Capturing images and/or video during observations

For more details on this debrief, check out our Fly On The Wall lesson plan below.

Class 2: Step 2 – Planning

The final step is for students to plan an observation they will conduct as homework in the same campus location they observed as homework after Class 1. Remind students to create a framework that includes:

  1. Questions they want to answer, and
  2. Themes they can look for

For homework, students should conduct that observation, again writing down the following based on their own observation:

  1. At least 3 problems that can be solved that they observed
  2. At least 10 new things they discovered during their observation

They should notice a significant difference between their observations after Class 1 and Class 2.

This extended series of exercises gives students valuable skills to add to their entrepreneurial toolkit: customer observations and behavioral analysis.

Get the “Fly On The Wall” Lesson Plan

We’ve created a detailed lesson plan for the “Fly On The Wall” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


What’s Next?

In upcoming posts, we talk about our evolving experiential curriculum, how to teach students about approaching and mitigating risk, and how to enable your students to better identify opportunities!

Subscribe here to get our next lesson plan in your inbox.

Join 3,200+ teachers. Get new lesson plans via email.
Don’t Reinvent the Wheel

Don’t Reinvent the Wheel

You’re an innovative professor. You read blog posts about teaching entrepreneurship because…

You care about engaging your students.

It’s the same reason you’re always on the lookout for new tools to integrate into your class, and it’s the reason you’ve thought about (or have) ditched your textbook in favor of your own lesson plans.

The downside is, creating your own experiential curriculum from scratch is:

  • Time consuming. Researching and developing a full course of high-quality lesson plans that teach real-world skills, and are assessable, takes a massive on-going investment.
  • Disjointed. Every new tool you integrate into class runs the risk of creating a more inconsistent experience for students.
  • Redundant. This work has been done by others, it doesn’t make sense for you to roll your own from scratch.

So instead of starting from scratch, consider building on a strong foundation…

ExEC: Structured Experiential Curriculum

We’ve spent the last two years developing, and testing, the Experiential Entrepreneurship Curriculum (ExEC) – a comprehensive, and structured, curriculum.

Because ExEC is written by a unified team of modern entrepreneurship teachers who practice what we teach. ExEC provides a consistent structure throughout 15-weeks of exercises:

Structure weekly courses

ExEC’s 25+ detailed lesson plans, exercises, and assessments provide the foundation for your entrepreneurship course, so you can teach real-world intra/entre-preneurial skills like:

  • Idea generation
  • Problem validation
  • Customer interviews
  • MVP development
  • and more…

…in a rigorous way, that can be consistently assessed.

Classroom-Tested

ExEC has been tested with thousands of students at dozens of Universities, including:


The results demonstrate the power of a structured, experiential approach. One student said:

“[ExEC] made me look at the creation of a product in a different aspect than I have before. It allowed me to think of solving a problem and not just creating a product to create one. It needs to be something that people will actually use. It made it easier for me to be creative and think more like an entrepreneur.”

Similarly, one professor reported:

“More than anything, I’ve enjoyed that we have spent 4-5 weeks exploring the issue of problem solving. In previous classes, students have been convinced they had the right solution to a problem by week 2 and no matter what research they found, they wouldn’t pivot appropriately given the new evidence.”

But like we teach our students, positive responses don’t mean we’re done. To ensure we continue innovating, we’re constantly on the hunt for new resources to include, and improvements to make, so…

ExEC is Always Up To Date

We collect feedback from students and professors on every exercise in ExEC, about how it felt completing, and teaching it:

We collect feedback on every exercise from professors and students

We use that data to inform what changes we need to make to ExEC for the next semester. With ExEC, you’ll always provide your students with relevant, and engaging, experiences.

Collaborate with Other Professors

When you use ExEC, you’ll also join a community of other modern professors using the curriculum so you can ask questions:

And share best practices and success stories:

Don’t Go It Alone

If you want to teach real-world, entrepreneurship skills in an experiential way…

You are not alone.

There’s a growing group of professors out there like you, and we’re here to help!

ExEC can be the structured, experiential curriculum that forms the foundation of your course. Next semester, spend less time compiling disparate resources, and more time consistently helping your students develop and apply their entrepreneurial mindset.

Try ExEC this Fall

Request a preview of the Experiential Entrepreneurship Curriculum today and make this Fall the most engaging semester of entrepreneurship yet!

How to Teach a “Walk A Mile” Exercise

How to Teach a “Walk A Mile” Exercise

This exercise highlights the relevance of understanding the customer’s thought process when they make a buying decision.

More specifically, it will help your students:

  • Understand the importance of talking to customers before creating a product
  • Gain confidence in speaking with customers
  • Understand customer pain points by ‘walking in their shoes’
  • Gain insights and new ideas from seeing things from the customers perspective.

“You never really understand a person until you consider things from his point of view — until you climb into his skin and walk around in it.”
– Atticus Finch – To Kill a Mockingbird


Students are placed in a situation that allows them to complete a ‘walk-a-mile’ immersion in a 50-minute time frame.

The complete lesson plan is available to download below, but here’s a quick overview.

Step 1: The Set Up

You will want to review Best Practices for Restaurant Website which are provided in the lesson plan. BJ Restaurant is an example that fulfills the requirements of a good site.

Step 2: Class-time

This class starts with students brainstorming, as a customer, what they would want from a restaurant website.

You can help students brainstorm ideas by asking: “what info did you look up the last time before you went to a restaurant?”

You can also suggest different scenarios, such as going alone, with friends, for dinner, for work, etc.

The goal is for students to ‘put themselves’ in a customer’s shoes. To gain an understanding of a customer’s needs and wants.

Step 3: Break out session

You will have students form teams, and give them 15 minutes to evaluate their favorite restaurant’s website, to see if it meets their list of requirements. Teams should also be on the lookout for particularly bad websites, which they will present in the next step.

China Garden – Example of a bad website.

Step 4: Debrief

After the teams had time to review websites, have each group present the worst website they found and discuss why they feel it was not a good website.

Questions to address after each team presents can include:

  1. How did they arrive at this decision?
  2. How did they feel when the website didn’t fulfill their requirements?
  3. How does a website that fulfilled their requirements improve their experience?
  4. How did they feel this exercise helped them connect with customers?

See the complete lesson plan below for more ideas and topics to cover.

Results

When I run this in class, students have an a-ha momentwhen realizing how a better website, a website they would use, is created when you understand the customer. By making themselves the customer, they see how they wouldn’t use a poorly built site and how it would affect their impression of the restaurant.

Students will realize the benefits of talking to customers before creating a product or business because they have discovered the importance of understanding the customer’s perspective and thought process surrounding the buying decision.

By having students go through this exercise early in the course schedule, you can draw on their experiences when they are developing ideas, and be planning out their customer development work.


This article is a collaboration with Naema Baskanderi, UX Lead & Researcher, and UX Instructor. The goal of this exercise is for students to understand a critical component of creating a product or business that fulfills a customer’s needs.


Get the “Walk A Mile” Lesson Plan

We’ve created a detailed lesson plan for the “Walk A Mile” exercise to walk you, and your students, through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.

 


Last Call for the Teaching Entrepreneurship Digital Conference!

If you want to learn and practice exercises to better engage your students and learn how to assess experiential learning,  join us this Thursday May 10th. Jim Hart, Julienne Shields, and our very own Justin Wilcox will use our unique digital conference format to guide you through experimenting with the tools and exercises they introduce to:

  • Enable your students to work on big ideas
  • Engage your students in entrepreneurial skills and mindset
  • Help your students with problem validation.

At this conference, you won’t learn by listening, you’ll learn by doing!

TeachingEntrepreneurship.org Conference

A Digital Conference Experiment

May 10th. 9:00 – 2:00 pm Pacific Time

Register Here

Register with discount code DigitalConferenceMVP for a 50% discount!

Get More Exercises

For more in our continuing series of free classroom resources, subscribe below.

Join 3,200+ teachers. Get new lesson plans via email.
Making it Real

Making it Real

How to create a true entrepreneurial experience for your students

In the video above Doan explains his exercise for getting comfortable thinking creatively!

If you want your students to get truly excited about your class from the first day, or refresh your own experience as a teacher, read on!

This exercise will get your students feeling:

  • The creative energy that comes with brainstorming a new business model
  • The anxiety of making a sales pitch
  • The exhilaration of making their first sale
  • The inspiration that comes from seeing they too can build a profitable business

In this exercise, we explore the question: How can we provide students a true entrepreneurial experience within a classroom context? In other words, how can we make it real?

“The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery.”

– Seymour Papert   


This article is a collaboration with Dr. Doan Winkel, the John J. Kahl, Sr. Chair in Entrepreneurship and Director of the Edward M. Muldoon Center for Entrepreneurship at John Carroll University (and co-founder of TeachingEntrepreneurship.org). He developed this exercise so his students with had a powerful learning experience about entrepreneurship during the first moments of his course.

Doan developed this exercise to provide his students with the opportunity to experience entrepreneurship on the very first day of my entrepreneurship course. Students are placed in a situation that reflects many of the pressures, constraints, and reward incentives of new business creation in a compressed 30 minute time frame.

Doan’s complete lesson plan is available to download below, but here’s a quick overview.

Step 1: The Set Up

Scout out a location with plenty of shops and foot traffic. You’ll want this location to be nearby so students don’t lose too much time traveling. Doan gets students off campus so it feels more “real”, but some educators may be able to conduct the exercise on campus depending on the density of stores and foot traffic.

This location is where the class will meet on the first day. Once you decide on a location, be sure to get the word out to students regarding when and where to meet soon after registration begins. Send a selfie at the meeting spot, Google Maps coordinates, and anything else to help students find you on the first day of class. Email students reminders multiple times, including the day before classes start, to make sure you inform students as they add and drop courses. In case anyone does not get the message, put a notice in your classroom reminding students that the first meeting was offsite and to wait in the classroom until everyone returns – about 45 minutes.

You will be grouping students into teams of four, so get enough cash in $1 bills so that every team can start with $10.

Be sure to confirm with your institution that you are allowed to give students cash to use in the exercise

If your institution does not allow you to provide the cash, also let students know they need to bring 2 or 3 $1 bills with them the first day of class (depending on team size you will use).

Step 2: Class-time

Meet your students at the chosen location, team them up in groups of 4 as they arrive, and hand 10 $1 bills to each group.

Step 3: Announce the challenge

Teams have 30 minutes to make as much money as they can, legally. Whichever team makes the most profit, keeps all the money from all the groups.

Winner takes all!

Don’t provide any other specific guidance. Students will want to ask questions. Don’t answer them – walk away after reminding them to meet you back in the classroom in 35 minutes.

Step 4: Debrief

As teams arrive in the classroom, note on the board the profit made by each group and collect their money. Determine the winning team and disperse the winnings.

Start a debrief about the experience, starting with the winning team.

Questions to address can include:

  1. How did they arrive at decisions? Negotiate? Pivot their business idea?
  2. Did students work individually or as a team? Why?
  3. How did the ambiguity feel?
  4. How did it feel using someone else’s capital?
  5. How did they identify a market need?
  6. How did they identify and connect with customers?

See the complete lesson plan below for more ideas and topics to cover.

Results

Hopefully many will feel excited and motivated by the learning experience and competition. This will provide the following benefits:

  • Get students excited about class from day 1
  • Get your students feeling the emotions of entrepreneurship: excitement, anxiety, confidence, inspiration
  • Re-energize yourself with a more experiential class
  • Build familiarity and bonding amongst students.
  • Identify students who need more support with this teaching style.

By having students go through this exercise early in the course schedule, you can draw on their experiences when developing ideas throughout the term.

In addition, the exercise

  • creates a unique experience for students on the first day of class,
  • sets the tone for things to come, and
  • gets everyone (including you!) out into the world for some real learning in real time

Get the “Making It Real” Lesson Plan

We’ve created a detailed lesson plan for the “Making It Real” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


Companies aren’t built in classrooms. They’re built in often ambiguous and rapidly evolving markets with limited resources while imposing tremendous pressures on founders. Let your students discover what strengths they bring to a team of entrepreneurs.


Teaching Entrepreneurship Digital Conference is Coming!

If you want to learn and practice exercises to better engage your students and learn how to assess experiential learning,  join us on May 10th. Jim Hart, Julienne Shields, and our very own Justin Wilcox will use our unique digital conference format to guide you through experimenting with the tools and exercises they introduce to:

  • Enable your students to work on big ideas
  • Engage your students in entrepreneurial skills and mindset
  • Help your students with problem validation.

At this conference, you won’t learn by listening, you’ll learn by doing!

TeachingEntrepreneurship.org Conference

A Digital Conference Experiment

May 10th. 9:00 – 2:00 pm Pacific Time

Register Here

Register with discount code DigitalConferenceMVP for a 50% discount!

Get More Exercises

For more in our continuing series of free classroom resources, subscribe below.

Join 3,200+ teachers. Get new lesson plans via email.
Break Through Your Students’ Creative Fear

Break Through Your Students’ Creative Fear

This exercise will help your students develop more creative ideas and more creative solutions to problems!

How do we Teach Creative Confidence?

In the video above Jim Hart explains his exercise for getting comfortable thinking creatively!

This article is a collaboration with Jim Hart at Southern Methodist University, who developed this exercise to enable students to be more confident thinking creatively by breaking through their fear/judgment barriers. This exercises teaches students how to recognize what an impulse feels like, and to allow themselves to follow an impulse without judging or fearing it.

Jim’s complete lesson plan is available to download below, but here’s a quick overview.

The Set-up

To help students feel more comfortable being uncomfortable, show a clip from “Whose Line is it Anyway?” demonstrating improvisation theater, like this one:

Tell your students that this exercise will help become more creative, so they can work on the ideas that matter to them and that will challenge them because they are more creative ideas. 

Tell the students that you’re all going to play a fun game like what you just showed them in the clip, where you may all look a little foolish. Encourage them to allow themselves to look a bit foolish.

Because students may feel a bit uncomfortable during this exercise, you need to 

Create an atmosphere where it is safe to be open-minded and say anything. 

Explicitly tell your students they will not be graded on this exercise. Reassure them that each of them has really creative ideas in them, but that most of us struggle to be creative publicly because we are afraid of sounding or looking foolish.

Attempt #1

Place students standing in a circle, facing inward. Randomly pick two students. One is Student A, the other Student B, and they exchange as follows:

B: “What are you doing?”

A: [says a random activity – for instance, “eating a banana”]

B: [mimes the activity A just mentioned]

A: “What are you doing?”

B: [says a random activity – for instance, “riding a bicycle”]

A: [mimes the activity B just mentioned]

B: “What are you doing?”

The two students continue to do this until one of them pauses in answering the “What are you doing?” question. When one pauses, make a buzzer noise and tell that student he/she is out. Go to the next student in the circle, and they begin again with the remaining student from the original pair.

What typically happens is that students worry about what their peers are thinking and so are consistently and quickly buzzed out of the exercise.

Prep for Attempt #2

After roughly 20 minutes, stop Attempt #1. Tell the students the following story:

In the movie The Last Samurai, Tom Cruise plays an American Civil War hero who is brought to Japan to fight and defeat the samurai. He is eventually captured and the samurai take him to their camp in the mountains. Winter arrives and Cruise is stuck at the samurai camp until the winter weather passes. The samurai start teaching Cruise their ways, but he cannot compete with their sword skills.

Play the following clip:

Tell your students they are minding too much, that you don’t want them using their mind.

Encourage your students to let their impulses guide their words.

Get your students excited by telling them that you will teach them a technique to dramatically increase the time they can last in this exercise, and that they will reap the following benefits:

  • They will become more effective communicators.
  • They will develop more creative ideas for solutions to problems.

Attempt #2

Stand in the circle of students. Have your students close their eyes and imagine they are sitting in a movie theater, looking at a movie screen. That screen is their mind’s eye, and they will see images on it. Tell them you will say a word and they should allow the image to pop onto the movie screen in front of them; they should allow the image to pop into their mind.

Ask your students to say “got it” when they’ve got an image of the word you say in their mind.

Say “apple” [students say “got it”]. Say “tire” [students say “got it”], say “desk”, “blue sky”, “birds”, “samurai” (each time waiting until the students say “got it”).

Have your students to open their eyes. Stand in front of each student and ask them to nod when they have the word you’ll say to them in their mind’s eye. Say a random word to each student, wait until they nod, then move to the next student, and do this with each student.

Now conduct the original exercise again, starting with the original student pair. Wait until one student pauses too long, buzz them out, add the next student, and so on.

Results

This exercise will help students follow their impulses and allow themselves to get into a stream of consciousness without judging it.

If your students can be more aware of the images and words in their consciousness, they can improve their creative confidence.

When your students are more creatively confident, they will develop stronger ideas and solutions to problems, and will engage in richer communication. This can be particularly useful if you have them making pitches later in the semester.

In the pitch process, students need to be very clear about every word they are saying, and need to be comfortable telling stories so they engage their audience. If they are more aware of the images and words they are trying to communicate, they should be better storytellers. This exercise will help them build that awareness!

Complete details to bring this exercise to life in your class, including all the instructions for you, are in the lesson plan below.

Get the “In My Mind’s Eye, Horatio” Lesson Plan

We’ve created a detailed lesson plan for the “In My Mind’s Eye, Horatio” exercise to walk you, and your students through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.


Thank You to Jim Hart

A big thanks to Jim for creating and sharing this exercise! For more information about Jim and the amazing work he’s doing at Southern Methodist University, click here.

 


Teaching Entrepreneurship Digital Conference is Coming!

If you want to learn and practice exercises to better engage your students, and learn how to assess experiential learning,  join us on May 10th. Jim, Julienne Shields, and our very own Justin Wilcox will use our unique digital conference format to guide you through experimenting with the tools and exercises they introduce to:

  1. Enable your students to work on big ideas
  2. Engage your students in entrepreneurial skills and mindset
  3. Help your students with problem validation.

At this conference, you won’t learn by listening, you’ll learn by doing!

TeachingEntrepreneurship.org Conference

A Digital Conference Experiment

May 10th. 9:00 – 2:00 pm Pacific Time

Register Here

Register with discount code DigitalConferenceMVP  for a 50% discount!

Get More Exercises

For more in our continuing series of free classroom resources, subscribe below.

Join 3,200+ teachers. Get new lesson plans via email.
Teach your Students Why Business Plans Fail

Teach your Students Why Business Plans Fail

What if you kicked off your next semester with a flurry of activity that showed your students how to avoid the biggest mistake in entrepreneurship – by letting them experience it?

The perfect failure 🙂
Xavier University an ExEC Pilot

This exercise will turn your students’ love for competition into an active learning opportunity about entrepreneurship that they’ll remember for the rest of their lives.

The Marshmallow Challenge is an 18-minute chaotic construction competition that teaches entrepreneurship students why

Invalidated assumptions hinder all new initiatives.

and are ultimately the downfall of most new companies. They learn a bias towards action, and the power of resilience in the face of a challenge.

Many professors use the Marshmallow Challenge as an ice-breaker, or as a team-building exercise, with great results. But very few use it to teach its most valuable lesson . . .

Hidden Assumptions

Several of your students will fail this challenge – and it will be glorious!

George State University an ExEC Pilot

The objective of the Marshmallow Challenge is for student teams to build the tallest free-standing structure they can out of uncooked spaghetti, string, tape and a single large marshmallow.

Inevitably, your students will assume the marshmallow they need to place on top of their structure is lighter than it is, and they’ll assume uncooked spaghetti is strong than it is, leading to a pile of broken, edible, dreams.

In this way, your students will get to learn first-hand:

Just like in entrepreneurship, invalidated assumptions lead to failure.

In traditional classes, business students get trained to write comprehensive business plans – not realizing hidden assumptions will ultimately hinder their success.

On the other hand, kindergartners excel at the Marshmallow Challenge because they don’t make plans based on hidden assumptions. The first thing they do is run an experiment, putting a marshmallow on a piece of spaghetti to see what happens. From there they iterate, building the tallest structure possible.

Courtesy of Tom Wujec

This experimental mindset is what you want your students to embody throughout the rest of your course.

With this exercise, they’ll experience the dangers of hidden assumptions first hand so they’ll be primed to validate their business model assumptions in future lessons:

  • Do customers have the problem your students want to solve?
  • Will customers pay to solve it?
  • Can your students actually solve the problem?

Students Love It

400+ pilot students have done the ExEC version of the Marshmallow Challenge. So far, they’re loving it:

“This activity was not what i was expecting and i took away a lot from it. It taught me to look at a project with no previous assumptions and it make me think like a kindergartener again which made me excited.”- Hannah

“The Marshmallow experiment gave me a real life example of why experimenting is much more beneficial than planning things out.“– Morgan

“Now I know the value of prototyping, also, now I understand the importance of identifying the hidden assumptions which cause many times good ideas to fail.” – Andreina

“After the activity, I understood the importance of adapting to problems and the dangers of assumptions.”– Eric

Powerful Learning

The fast pace, excitement, and ultimate failure many teams experience during this exercise replicate the typical entrepreneurial experience, and demonstrate many of the pitfalls of traditional business plans:

  • Insufficient identification of hidden assumptions (e.g. the marshmallow is much heavier than they realize, the spaghetti is less rigid than they expect, etc.)
  • Developing plans based on those hidden/incorrect assumptions
  • Investing all their resources (e.g. time, tape, etc.) in a single, large, “launch” attempt vs. iterating on many simpler versions

After the exercise, your students can write up a reflection, incorporating essential principles of entrepreneurship:

  • Assumption identification, and assumption validation, are critical to creating successful companies
  • Iterations and experimentations are the key to validating their business assumptions

Try it Next Semester

You can easily incorporate the Marshmallow Challenge into your class, just:

Check out ExEC and request a free preview.

If you decide to use ExEC, we’ll provide you with:

  • A step-by-step lesson plan with details on how to prep, execute and discuss the exercise
  • Music to play during the challenge to get your students excited and engaged
  • A learning objective-solidifying reflection assignment
  • Free Marshmallow Challenge Kits, including all of the supplies you’ll need (e.g. spaghetti, string, marshmallows, tape measure, etc.) for each of your students!

Full Class Engagement

If you want to start your class with a bang of energy and active learning, give the Marshmallow Challenge a shot.

So far the 10 ExEC Pilot professors and their students love it. We think you, and your students,  will too 🙂

Rowan University an ExEC Pilot

For more information on the Marshmallow Challenge, be sure to check out Tom Wujec’s incredible website. He’s got a ton of great resources available there.


What’s Next?

We’ll share a fully-transparent update into the Fall Pilot Cohort of our Experiential Entrepreneurship Curriculum.

Through faculty and student testimonials, we’ll share with you what’s going well and what we need to improve for next semester, as we practice what we preach, iterating our way to a more engaging and impactful entrepreneurship curriculum.

Subscribe here to get our next classroom resource in your inbox.

Join 3,200+ teachers. Get new lesson plans via email.
Modeling Customer Interviewing w/ a Demo

Modeling Customer Interviewing w/ a Demo

Click play above for the customer interviewing tutorial outlined in this post.

You want your students to “get out of the building” and talk to customers, but that idea can be anxiety producing, for both you, and your students.

They’re anxious because they have to talk to strangers in a way they’ve never had to before, and you’re anxious because you know customer interviewing is the point in the course when students are most likely to check out.

How do you keep your students engaged?

You’re hearing every excuse imaginable from your students about why they haven’t interviewed customers:

  • They don’t want to ask the wrong questions.
  • They aren’t sure who the “right” people are to interview.
  • They just broke up with their girlfriend. Or they have the swine flu. Or both.

Bottom line is your students are terrified about this critical step in the entrepreneurship process. They are afraid of the unknown. When the time comes for them to step outside the classroom and validate their assumptions with actual customers, they are likely to check out.

How do you keep your students engaged?

How do you turn their fear into excitement?

You show them what customer interviewing looks and feels like. You do a live customer interview in class.

Making yourself vulnerable in front of your students will give them the confidence they need to succeed! Click To Tweet

Below, and in our lesson plan, we lead you through the 5 simple steps to conduct a real customer interview call during your class.

Live Customer Interviewing

mTurk is short for Amazon’s Mechanical Turk, which is a marketplace for work that requires human intelligence. What you need for live customer interviewing is a human being who has a problem. The mTurk marketplace is the perfect place to find a stranger who experiences a particular problem.

mTurk Customer Interviewing

Note: Do not stage this interview by having a colleague or friend or business partner call in. It is imperative you create the situation your students are so nervous about – interviewing a stranger about a real problem they experience.

You need to feel a little nervous about this process, and share those feelings with  your students so they know it is normal to feel that way. You are the role model;

If you want your students to engage, you need to show them how Click To Tweet

Class 1: Create a HIT on mTurk

A HIT is short for a human intelligence task. Create a new HIT here. In this example, we want to talk to parents who have children in day care.

Customer interviewing through mTurk

Step 1: Describe the HIT

Here you want to provide enough details so the people looking for tasks on mTurk can decide if they fit the criteria.

Keywords are an important way for people to find your HIT.

Describe the HIT

Super Important:

You must turn off “Master Turkers.” Master Turkers are a pre-screened, and very small, subset of the MTurk population. You want any folks on MTurk to be able to contact you, as long as they meet your qualifications. Here’s how to do that:

Step 2: Pick a Price

We recommend you offer between $.50 and $2.00 so it is attractive (but not too attractive!) to workers.

Pick a price

Step 3: Write up the HIT

Provide quick, clear criteria and instructions for the workers looking for tasks to connect with you for an interview. Include the date and time when you would like them to call you during your next class session.

Write up the HIT

Feel free to copy and paste (and customize) this HTML for writing up the HIT:

<p><span style=”font-family: Arial;”>If you are a parent who picks your kids at day care at least once/week, please call us for a 5-10 minute phone survey.</span></p>
<p><span style=”font-family: Arial;”>Please dial the following number:</span></p>
<ul>
<li><span style=”font-family: Arial;”>*67&nbsp; [your google voice number]</span></li>
</ul>
<p><span style=”font-family: Arial;”>Note: dialing *67 before the actual phone number will protect the privacy of your phone number. &nbsp;</span><span style=”font-family: Arial;”>If you reach voicemail again, please wait 10 minutes.</span></p>
<p><span style=”font-family: Arial;”>&nbsp;<b>Required after Calling</b>&nbsp;- after we finish the survey, we will give you a password to confirm you successfully completed it. Please enter it below:</span></p>
<p><span style=”font-family: Arial;”><b>Password:</b>&nbsp;<textarea rows=”1″ cols=”80″ name=”answer”></textarea></span></p>
<p><span style=”font-family: Arial;”>Thank you very much! &nbsp;We really appreciate your help! &nbsp;</span></p>

Note: the “password” is a word you tell your interviewee to type in once the interview is complete.  You’ll see what they type in before you approve the HIT (i.e. pay them) so you can ensure only the people who successfully completed the interview get paid.

Step 4: Create a New Batch

Step 5: Publish the HITs


Class 2: The Call

Remind your students of the context of your call so they understand what problem you’re trying to solve, and who the customer is you’ll be talking to. After your call, debrief the call by asking your students to critique it.

What went right? What went wrong? Why did it go wrong?

How could you have kept the person on track?

What were some stronger questions to ask? What questions should you not have asked?

Customer Interviewing Homework

Give your students homework of critiquing another real customer interview. The more real interviews they see and hear, the more comfortable they are conducting them, the more engaged they are in your class. Here is a sample interview you can use for a homework assignment.

Get the Lesson Plan

We’ve created an experiential, 45-minute, Modeling Customer Interviewing Lesson Plan to help you excite your students about customer interviewing! It encapsulates everything we’ve talked about above.

Get the lesson plan

It’s free for any/all entrepreneurship teachers. Please feel free to share it.

All we ask is that you leave us some feedback on it the comments below so we can improve it!


What’s Next?

In a future article, we will provide a checklist for you to plan an experiential entrepreneurship class! Please subscribe here to get that post in your inbox.

Join 3,200+ teachers. Get new lesson plans via email.