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Creativity and Innovation Sample Syllabus

Creativity and Innovation Sample Syllabus

Building an engaging undergraduate Creativity and Innovation course can be challenging. We wanted to share a few tips and tricks we learned from surveying our community of nearly 10,000 entrepreneurship educators:

  • Invite your students to practice the skills necessary to identify and develop with creative ideas – like observation, problem-solving, customer interviewing, and prototyping.
  • Show your students how the concepts apply to their current existence.
  • Bring guest speakers and judges into the conversation so students learn from other perspectives.

This sample syllabus provides a way to help students develop the mindset and skillset to be confidently creative entrepreneurs!

Creativity Skills

Students taking a creativity and innovation course should gain transferable skills they can use to create significant value in any workplace! Students pursuing any career path will benefit from honing these skills – any organization constantly needs new and better ideas. This syllabus lays out a course that helps students recognize, develop, and act upon their creativity and innovative spirit.

Specifically, this course is structured as a journey that enables students to first find a problem worth solving, and then find a solution worth building. During the first phase as they find a problem worth solving, students develop a growth mindset, leverage failure, discover ideas that bring them meaning using the creative process, interview customers and validate problems they identify.

During the second phase of the course, once students identify a problem they find to solve, they turn their attention to finding a solution worth building. In this phase, students develop their creativity and design thinking skills as they develop solutions based on customers’ problems. They also learn to monetize solutions through financial modeling, learn to prototype solutions to collect the maximum amount of validated learning about customers with the least effort, and run business model experiments. Finally, students share the story of the process they went through (in)validating their business model. In this end, they demonstrate they have acquired the entrepreneurial skills to find and test new opportunities.

Experiencing Creativity and Innovation

In this course, your students actively experience creating and capturing value. Through a variety of validated experiential learning techniques, students remain engaged and excited from day one until the last day of the course.

One example of our approach to experiential learning is our award-winning Lottery Ticket Dilemma exercise, during which students discover how important emotions are in the decision-making process and the importance of understanding and fulfilling other people’s emotional needs. Learning how to tap into and apply creativity and innovation is a very difficult journey.

We developed this creativity and innovation syllabus to help you enable your students to learn and practice the skills necessary to be a force of creativity and innovation in their chosen career path.


Get the Creativity & Innovation Sample Syllabus

We’ve created a detailed Creativity & Innovation sample syllabus that details the components of a full semester course.

Get the Sample Syllabus

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


Experiential Entrepreneurship Curriculum Logo

Don’t Reinvent the Wheel

We’ve spent years testing and iterating a structured set of comprehensive exercises that we know teach entrepreneurial skills in an engaging way – online or in-person.

Why waste your time trying to tie together a set of unrelated exercises you compile from around the web? Use a set of rigorous, cohesive lessons that will engage your students.

Use the “Best Entrepreneurship Curriculum Available”

Check out ExEC, engage your students, and give them access to the best tools available.

High Functioning Innovation Teams in 10 Steps

High Functioning Innovation Teams in 10 Steps

Student teams formed randomly erode the student (and professor!) experience through internal conflict and apathy.

This lesson plan will help your students form high-performing innovation teams by creating more alignment around interests, and more diversity of skills.

Successful entrepreneurship teams have aligned goals and diverse skills. Students looking to gain entrepreneurial skills need to practice teamwork and collaboration around common goals. 

To help students mitigate some of the biggest drawbacks of group work, during this exercise they form the entrepreneurial teams based on the other people in the class whose goals and motivations most align with theirs. 

Help students execute better, and conflict less, by empowering them to successfully assemble their own teams.

For this post we will be using the Aligned Goals + Diverse Skills worksheet from the Lesson Plan below.

Aligned Goals and Diverse Skills WorksheetThis exercise will enable students to:

  1. Identify their goals for the course.
  2. Self-form teams based on shared goals.

In an entrepreneurship course, students spend time asking people for interviews, conducting interviews, analyzing the interviews, building MVPs, and pitching their solution. They will need to work with teammates to tackle this tremendous workload.

By the time they’re done with this exercise, they will be in teams that give them a greater likelihood of enjoying the course while developing ideas that are meaningful to them.

Aligned Goals

You want to optimize the positive aspects of teamwork for your students, while mitigating the negative aspects. To accomplish this, don’t assign students to teams. Instead, teach them the keys to creating a successful team and let them practice those skills to interview and choose teammates.

The first key is aligned goals. Successful innovation teams, or founder teams, need to be aligned in terms of revenue and impact goals, as well as a number of other criteria (culture, company size, etc.) Ask students to brainstorm some goals that might be helpful for members of their course team to be aligned on. They might mention:

  • Grades
  • Business outcomes (start a company, pass the class, etc)
  • Customers to serve

Let students know this exercise will enable them to identify classmates that align with them along these three goals.

Diverse Skills

The second key to creating a successful team is the diversity of team member skill sets. Imagine a sports team where all the players are excellent at one component, for instance, soccer players all being excellent goalies. This team will fail in their ultimate goal of winning because they are all good at one small portion of the larger plan.

Entrepreneurship team members also need diverse experiences. These teams are smarter at analyzing facts, which applies directly to the students’ need to analyze interview and experiment data.

The Exercise

Step 1Aligned Goals and Diverse Skills Step 1: Minimum successful grade

Students should first write down the lowest grade they could get in the class and still consider their performance in the class a success. Stress to students this is not about their ideal grade.

Step 2

Aligned Goals and Diverse Skills Step 2: minimum successful business outcomeYour students will choose the option that they most want to achieve during this course. If appropriate, they can check multiple boxes.

Steps 3 and 4

Aligned goals and diverse skills worksheet: Step 3, customer uniquely suited to servePrior to this exercise, students should have worked to identify customer segments who they either are a part of or have been a part of in the past. From this list, students choose the top two they want to pursue.

aligned goals and diverse skills step 4: student's majorStudent next fill in their academic major.

Step 5

aligned goals and diverse skills step 5: student kills and experienceStudents will brainstorm the skills and experience they possess that could be helpful in serving customers and/or validating a business model. Here are some ideas to help your students think of their skills:

  • They are a member of the customer segment
  • Any relevant job experience
  • Know someone who is influential within their customer segments
  • Have a large reach within this customer segment (e.g. large social media following, know a bunch of them, etc.)
  • They an artist, designer, software developer, good with tech, good with numbers, good writer, good at creating videos, etc.
  • Experience leading teams before
  • Previous entrepreneurial experience
  • Bi-lingual (i.e. can speak the customers’ native language)

Leave the room so your students feel comfortable sharing their minimum successful grades. Instruct students to form groups based on their minimum successful grades, and within groups, to share their minimum successful business outcomes, the customers they are uniquely suited to serve, their major, and the skills and experiences they have. Read this example:

“Hi, my name is Jennifer. My minimum successful business outcome is to try starting one. I can uniquely serve roboticists and florists. My major is Computer Engineering and I have skills and experience building websites, and launching an app in the Apple App store.”

Step 6

aligned goals and diverse skills worksheet step 6: potential teammate notesStudents now turn to finding teammates by finding students with similar goals, and different skills.

As students interview each other, they take notes of who seems like a good fit with them, and why.

Steps 7 – 8

aligned goals and diverse skills worksheet step 7: team name and team minimum successful grade

Students will next imagine a team name (encourage them to be creative and develop a name that reflects what value they are trying to create, and for whom). They should agree on the minimum successful grade for the general team.

Step 9

Aligned goals and diverse skills step 9: minimum successful business outcomeEach student will bring their own dreams to the group. Give students ~5 minutes to identify shared business outcomes and jot those dow.

Step 10

The last step is for all students, in their individual teams, to narrow down the customers they are uniquely suited to serve, either because they were members of that group, are members of that group or have an intentional purpose to work with that group.

Summary

Your students just identified the customers they are most passionate about helping, and the problems/emotions they’re most excited to help them resolve. In doing so, your students identified several potential paths that could lead them toward creating a profitable business. By focusing on the people and using them as inspiration for business ideas, your students have an infinite source of potentially successful businesses to choose from now, or in the future.


Get the “Aligned Goals + Diverse Skills” Lesson Plan

We’ve created a detailed “Aligned Goals + Diverse Skills” lesson plan. This exercise walks 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.

 


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Improving Student Idea Generation

Improving Student Idea Generation

This lesson plan will help you increase the quality and creativity of the ideas your students work on.

As we’ve talked about before, we know that most successful entrepreneurs don’t focus on products, they focus on problems. So idea generation should really start with identifying the problems we can solve.

Successful business ideas solve problems by addressing the emotional needs of their customers.

Whether by solving problems, or offering pleasurable experiences, all successful business ideas resolve an emotional desire of customers.

Knowing that, one way to come up with business ideas would be to brainstorm lots of different options, and then hope that one of them will resolve an emotional need of your customers. Of course that means your students spend a lot of time coming up with ideas – most of which will have no substantial emotional impact on their customers. Instead, they will go the other way around.

Your students start by understanding the emotional needs of potential customers, and then use their needs to come up with ideas on ways to resolve them.

For this post we will be using the Your Ideal Customers worksheet from the Lesson Plan below.

Click to download the worksheet.
This exercise will show your students how to develop meaningful ideas that solve problems by helping them…

  1. Identify the customers they are ideally suited to serve.
  2. Hypothesize the emotional needs of those customers.

By the time they’re done with this exercise, they will have a set of potential customers they can serve, and some ideas about problems they can solve for them.

Step 1

Groups of people you belong to filled inYour students will make a list of the groups of people they currently belong to, and all the groups they used to belong to. Each is a group of people whose problems your students understand better than the average person. If they serve members of this group, your students have a competitive advantage because they know them better than other people. The more segments they come up with, the more problems (i.e. ideas) they can come up with.  Tell your students to come up with at least 10.

Step 2

Groups of people you want to serve filled inYour students will list the groups of people they are not part of, but are excited to help.  In this list, the passion your students have for helping these people will be their unique advantage.

Your students don’t have to know these segments intimately, they just have to want to serve them.

Step 3

Groups you are most excited to work for filled inFrom all the groups of people brainstormed in steps 1-2, students pick the three they would be most interested in helping solve a problem they are facing. Next, it’s time to brainstorm what problems, or emotional needs, your students might be able to help them resolve.

Step 4

Biggest challenges for a group filled inStudents will brainstorm the biggest challenges members of the first group face. Once your students have a couple problems written down, imagine “A Day in the Life” of one of these people. What’s it like when they wake up? What do they do after that? Think about how the rest of their day is affected by being a member of this group. Once your students have a rough sense of their average day, ask them to try to identify the hardest part of their day. This process may help your students identify even more challenges they can help them solve.

Steps 5-6

Students will repeat that process for step the second and third potential customers “segments.” In this scenario, we’re using the word “segments” to describe a group of people with a common set of problems that might ultimately become your students’ customers.

Step 7

Customer emotions filled inGo to the second page of the worksheet, and list they three potential segments again. For each segment, use the questions to identify emotional situations that either cause members of the group pain or pleasure. These situations are additional scenarios that your students might be able to build a business around resolving for the particular customers – which they can test in future exercises.

Steps 8-9

Most interesting customer emotions selectedLooking at all of the challenges on the first page of the exercise, and the emotional situations on the second page of the exercise, students should identify:

  • The situations they hypothesize are the most emotionally intense for their potential customers. Circle the two most intense situations.
  • The problems or emotions they are most excited to resolve for their customers. Put stars next to two of those.

Step 10

Looking at the problems or emotional situations circled and starred, students should choose three combinations of customers and problems/emotional situations they would like to explore going forward. These will serve as their first “Customer” and “Value Proposition” hypotheses, and they will use them as the basis for their first set of business model experiments! If their assumptions are right, they may have just identified their ideal customers, and how they’re going to serve them!

Summary

Your students just identified the customers they are most passionate about helping, and the problems/emotions they’re most excited to help them resolve. In doing so, your students identified several potentials paths that could lead them toward creating a profitable business. By focusing on the people and them as inspiration for business ideas, your students have an infinite source of potentially successful businesses to choose from now, or in the future.


Get the “Your Ideal Customers” Lesson Plan

We’ve created a detailed “Your Ideal Customers” lesson plan. This exercise walks 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 our Next Free Lesson Plan

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

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Missed Our Recent Articles?

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How to Teach MVPs

How to Teach MVPs

MVP is arguably the worst buzzword in entrepreneurship today.

  • It is not a “product”.
  • Nobody can explain what “viable” means.
  • Nobody can explain what “minimum” means.

We hear it every semester – students jumping right to an idea of a completely functional app, or video game, or restaurant / bar. To one day achieve that dream, students need to first understand what is the first Minimum Viable Product (MVP) they should build.

In this exercise, students will design their first MVP by identifying their riskiest business model assumption. They’ll then design the simplest experiment they can to test that riskiest assumption.

Specifically, students will learn:

  • What is an MVP?
  • What is the Riskiest (Business Model) Assumption?
  • How to identify their Riskiest Assumption
  • How to design a test using their first MVP

Before they sink the resources necessary to build that app, or that video game, or open that restaurant / bar, they will understand how to iterate through quick tests to make sure they build a product customers actually want.

MVP Designer Worksheet

What are MVPs?

Provide students this definition of an MVP:

A version of a new product which allows a team to collect the maximum amount of validated learning about customers, with the least effort. – Frank Robinson

The goal here is to emphasize the 4 major components of the definition:

  • Collect the maximum amount
  • Of validated learning
  • About customers
  • With the least effort

Walk students through the components one-by-one:

  • #2 (validated learning) means to run an experiment to validate a hypothesis
  • #3 (about customers) means that when they run experiments, students need to focus those experiments on their customer/business model (not solely on product)
  • For #4 (with the least effort), ask students “Why would it be important for entrepreneurs to run experiments with the least effort possible?”

Answer: to save resources (e.g. time/money), in the event their hypotheses are wrong. That way they can maximize the number of business model iterations they can make.

After this discussion, re-phrase the definition of MVP as:

The easiest way to test your most important business model hypothesis.

Once your students understand the concept of an MVP, the next step is to identify the most important business model hypothesis!

Riskiest Assumption

Ask your students to fill in the blank:

A chain is only as strong as its ___________ link.

In that way, the “weakest” link of a chain is the most important in the chain; it will determine whether or not the chain fails.

Ask students to consider each of the components of the Business Model Canvas as links in a chain. How would they decide which component, or link, is the most important to test?

The component they should test is the one that is most likely to lead to their business model’s failure.

Tell students that there’s a special name for the component of their business model that is most likely to lead to its failure. We call this the “Riskiest Assumption.”

The riskiest assumption is always the most important to test with an MVP.

Students often ask about testing multiple hypotheses (assumptions) at once. Make a strong point that if they tested multiple hypotheses at once, they would find it very difficult to discern which hypothesis they invalidated if a particular experiment fails. In other words, by focusing one one hypothesis at a time, they can be certain whether

For example, if a company were to test their pricing, channel and value proposition assumptions at the same time and the experiment failed to generate the number of sales they expected, it wouldn’t be clear which of the three assumptions was to blame (e.g. wrong channel, wrong value proposition, or wrong price). In this scenario, they would be no closer to building product customers want!

Given the necessity of focusing on the riskiest assumption, if we go back to the definition of an MVP once again, we get the following:

The Minimum Viable Product is the easiest way to test your riskiest business model assumption.

The next step, is for your students to identify their riskiest assumptions.

Finding the Riskiest Assumption

In order to identify their riskiest assumption, students need to rate all of their Business Model Canvas (BMC) components in terms of risk.

To do that, they’ll need to consider two characteristics for each component:

  1. How critical is that hypothesis to the success of their business model?
  2. How confident is the students that hypothesis is valid?

Students can evaluate the components using the Riskiest Assumption Matrix.

riskiest assumption matrix

Students will map each BMC component into one of the four quadrants of the matrix:

  • Lower-Left: Less Critical + Low Confidence. Assumptions that students have little data on but will not drastically affect the success of their business model.
  • Lower-Right: Less Critical + High Confidence. Assumptions that have plenty of supporting data but will not greatly impact their business model.
  • Top-Right: Highly Critical + High Confidence. Business model assumptions that could significantly impact the business model that have been validated.
  • Top-Left: Highly Critical + Low Confidence. Business model assumptions that could significantly impact the business model that have yet to be validated.

The assumptions in this top-left quadrant are the riskiest to the overall business model and students should test first with their MVPs. The closer to the top-left corner of the chart, the more risky the assumption.

Walk students through scoring, and plotting, the components from their BMC by using Customer Segments as an example. Ask students to rate their “Customer Segments” (CS) assumptions based on two criteria, both on a scale from 0 to 10:

  • How critical is this assumption to the success of their BMC? (0 = not at all critical. 10 = extremely critical)

“Critical” here is defined as, “If these hypotheses were proven false, how likely would that lead to the collapse of the overall business model?”

As they think about their score, tell students that while the customer segments component of their business model will always be critical to their business model’s success, meaning it should get a relatively high score, for some business models the CS component is more critical than others.

For example, if a student has several distinct, but highly related customer segments with similar problems (e.g. they can serve dog owners, cat owners, ferret owners, etc.), they might be able to quickly pivot their CS hypothesis if their current assumption gets invalidated. In that way, they may score their CS component as slightly less critical (e.g. 7 – 8) than a business model with a single unique CS (e.g. CIOs for federal agencies) that is more difficult to pivot without changing the entire business model.

Note: the actual scores don’t matter at all so you can tell students to just give them a “gut feel” number. What matters most is how they score the components relative to one another.

Once students have written in their critical score, ask them to score…

  • How confident are they that their CS assumptions are valid? (0 = not at all confident. 10 = extremely confident).

Their Confidence levels should correspond with how much evidence students have that their hypothesis is valid.

As students conduct customer interviews they should develop a moderate to high level of confidence this is the right customer segment for them to solve a problem for.

Ask students to write in their confidence scores for their CS component.

Once they write down their scores, students should plot the Customer Segments component on their Riskiest Assumption Matrix by putting a dot at the appropriate point on the chart, and labeling it with the letters “CS” above the point.

Students need to map all their BMC hypotheses onto the Riskiest Assumption Matrix. Provide them the following guidance to help students calibrate their risks:

  • Value Proposition: highly critical, medium confidence. Arguably the most important set of assumptions in the BMC (i.e. highly critical).
  • Customer Relationships: less critical, any confidence. Relationship models can often be altered as necessary to meet the demands of customers.
  • Channels: highly critical, low confidence. Students won’t be able to sell a solution to customer problems unless they have a means of reaching their customers.
  • Revenue Streams: highly critical, low confidence. Students won’t be able to build sustainable businesses without revenue streams.
  • Cost Structure: moderately critical, medium confidence. Costs are important because they have a direct impact on the financial sustainability of a business model, but costs can often be optimized and reduced over time, moderating the critical nature of these assumptions. Students should be able to collect at least a little validating data on the costs they will incur solving the problem they want to solve.
  • Key Resources: less critical, medium confidence. Key resources are typically assets the student already has access to, or will need to get access to in order to fulfill their value proposition. These are often less risky assumptions because the same activities can be delivered with different resources, if the originally assumed resources are not available. These assumptions typically have medium confidence because the student already knows if they have some of the resources they require.
  • Key Activities: moderately critical, low to medium confidence. Key activities, while pivotal to fulfilling the value proposition, are often flexible as there are a number of ways to solve any given problem, making these assumptions less critical. These assumptions may be well known, but can also be significantly influenced by the revenue streams (high revenue streams can often lead to more quality-oriented key activities).
  • Key Partners: low to moderately critical, low confidence. Key partners represent the external organizations that help deliver on the value proposition. Sometimes they are required, often alternatives can be utilized to deliver their portion of the value proposition if some key partner assumptions are incorrect.

Once students plot their BMC components on their matrix, ask them to identify their riskiest assumptions by locating the dot that is closest to the top-left corner of the canvas.

Students should identify either their Channel or Revenue Stream hypotheses as their most risky. If they don’t, discuss with them and the rest of the class why they should re-evaluate the risk.

Many students will identify that their Value Proposition assumption is their riskiest. Convey that they, like all humans, are incredible problem solvers and that if there’s enough demand to solve a problem (as demonstrated by revenue), you’re convinced they will find a solution to the problem by learning a new skill, or using all the money they get from customers to hire the right people to solve the problem. This confidence should cause the Value Proposition assumption to be less risky than the Channel or Revenue Stream hypotheses, for which they should have very low confidence.

Tell students it’s almost always harder to get people to pay to solve a problem than it is to solve it. Even with a cure for cancer, they would have to navigate the channels and revenue streams required to monetize pharmaceutical treatments.

MVP Storming

Next, your students will learn how to develop MVPs to test their riskiest hypothesis. To start, they’ll brainstorm potential MVPs for a hypothetical riskiest assumption that you give them. It is helpful to show students a few real example MVPs:

  • Dropbox’s “Demo” video was a combination of working code and video editing magic of features they would eventually implement if they validated their riskiest assumption – that enough people cared about the problem to make it worth solving.
  • Airbnb launched an MVP to test demand for rooms to stay at during conferences. One of their earliest MVPs was testing demand for their site at SXSW.

Channel Testing MVPs

Give your students the following scenario:

Let’s say you’ve spoken with working parents and the biggest problem they are trying to solve is that when their kids get sick, it’s stressful because getting their children care takes too long, and the parent loses their entire work day.

You’ve identified that channels are your riskiest assumptions. In particular you’re not sure if you can get enough people to click on your Facebook ads to meet your financial projections (annual reach of 45,000-people with a 5% click through rate (CTR)).

Then ask your students: What MVPs could you create to test these channel assumptions?

Remind students that an MVP is, “The easiest way to test their riskiest business model assumption.”

Discuss students’ answers, eventually letting them know that the easiest way to test this assumption would be to create a simple Facebook text ad targeted at working parents to measure how many people click on the ad.

Revenue Stream MVPs

Alternatively, propose to your students that:

You’ve identified that your riskiest assumption is your revenue stream. In particular that working parents will pay $199/month for access to 3 in-home pediatrician visits each year.

Ask your students what MVP could be created in this case?

Potential Answers:

Pre-Orders: Create a site that collects pre-orders from prospective working parents. The site should mention the price and ideally require a credit card to play the pre-order, but the credit card shouldn’t be charged until the founders are confident they can deliver on their value proposition.

Letters of Intent (LOIs): Collect Letters of Intent (LOIs) – signed, non-binding, documents indicating that the prospective customers will agree to using this service at a given price point.

While LOIs are typically used in business-to-business (B2B) scenarios, you can use this example as a way to introduce LOIs by explaining that they are non-legally binding documents that state a person/organization “intends” to take an action (e.g. buy your product once you build it). While LOIs don’t provide as much validation (i.e. increased confidence) as much as actual sales, an LOI still requires signatures and approval from stakeholders within an organization, which provides much more validation than a simple verbal agreement.

Tell students that asking their customers to sign LOIs is a great way to test their Revenue Stream assumptions if they are selling to other businesses.

Students’ MVP

With these examples in mind, and having previously identified their riskiest assumption, ask students to brainstorm their first MVP. Once they have an idea, ask a few students to present:

  • Their riskiest assumption, and
  • The MVP they’ll create to test it

Lead a discussion so the class can give them feedback to help them hone their MVP ideas.

Missed Our Recent Articles?

Whether you are new to our community of entrepreneurship educators, or you’ve been contributing for years, we wanted to give you a list of the posts our community finds most valuable:


Get the “How to Teach MVPs” Lesson Plan

We’ve created a detailed lesson plan for the “How to Teach MVPs” 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 our Next Free Lesson Plan

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

Join 10,000+ instructors and get new entrepreneurship lesson plans and exercises via email!

Design Thinking 101: Design the Ideal Wallet

Design Thinking 101: Design the Ideal Wallet

Inject Design Thinking In Your Class

Whether starting a business, or working within a business to develop new products or services, understanding the design thinking process is a powerful tool to deliver and capture value in the marketplace.

design thinking process

The Wallet Project, from Stanford University’s d.school, is a fast-paced way to introduce your students to design thinking. This is a group activity (from 2 to 100+ participants) in which students rapidly do a full cycle through the design process. The project is broken down into specific steps (of a few minutes each), and students have worksheet packets that guide them. In addition, one or two facilitators (not participating in the project) prompt each step, and add verbal color and instruction. Students pair up, show and tell each other about their wallets, ideate, and make a new solution that is “useful and meaningful” to their partner.

This exercise is great because every student has an artifact (their wallet or purse) that contains so much meaning in it. You can get some really interesting information about someone just by asking about their wallet. This project also tends to yield final solution ideas that are physical, and more easily prototyped.

What Students Learn

Students get the feel of a design approach, gain some shared vocabulary, and get a taste of each design “mode” (empathize, define, ideate, prototype, test). Specifically, students learn:

  • the value of engaging with real people to help them ground their design decisions,
  • that low-resolutions prototypes are useful to learn from (take an iterative approach)
  • to bias toward action (you can make a lot of progress in a little bit of time if you start doing).

Step 1: The Wrong Approach

Tell students:

“Instead of just telling you about design thinking, we want to immediately have you jump right in and experience it for yourself. We are going to do a design project for about the next hour. Ready? Let’s go!”

Give students the “Design the IDEAL Wallet” worksheet and use this timer to count down the 3 minutes.

design the ideal wallet worksheet

Don’t give students any instructions here – just tell them to draw an idea for their ideal wallet. It’s important to remind them that you are not a good artist (whether you are or are not), and that they are not going to be judged at all by their artistic ability.

The intention here is to contrast an abstract problem-centric approach to a human-centered design thinking approach.

Remind students after each minute expires. After the 3 minutes expires, ask students:

“How did that feel?”

They will likely offer some emotions that are not that positive. Highlight those, and tell them “that was a typical problem-solving approach, taking on a given problem, working using your own opinions and experience to guide you, and with a solution in mind to be designed. Let’s try something else – a human-centered design thinking approach.”

Step 2: A Better Approach

Give students the “Your New Mission” worksheet and have them pair up.

your new mission worksheet

Their job is to design something useful for their partner. Tell students the most important part of designing for someone is to gain empathy. Students will do this through having a conversation with their partner.

Tell students that Partner A will have 4 minutes to interview Partner B, then they will switch. Have Partner A walk Partner B through the contents of their wallet. Encourage Partner A to ask questions about when they carry a wallet, why they have particular things in there, and to make notes of things they find interesting or surprising.

Start playing upbeat music (I like Motown) and start the 4 minutes. Partner A asks Partner B to go through Partner B’s wallet. Then they switch and spend 4 minutes in reversed roles.

Step 3: Dig Deeper

After this first set of interviews, encourage students to follow up on things they found interesting or surprising. They should dig for stories, feelings and emotions (around pictures, artifacts, etc.) Encourage students to ask “Why?” often and to let their partner talk.

Students need to understand that the wallet is a distraction, that what is important for them to discover is what is important to their partner. Remind students to make note of any unexpected discoveries and to capture quotes.

Step 4: Reframe the Problem

Give students the “Reframe the Problem” worksheet.

Reframe the problem worksheet

Have each student individually reflect for three minutes on what they learned about their partner. Tell students to synthesize their learning into two groups:

  1. Their partner’s goals and wishes. Students should use verbs to express these. Remind students that these should be needs related to the wallet and life, that they should think about physical and emotional needs. Give them an example of maybe their partner needing to minimize the number of things he carries, or he needs to feel like he is supporting the local community and economy.
  2. Any insights they discovered. Tell them they can leverage insights when creating solutions. Give them an example that they might discover their partner values purchases more when using cash to make it. Another example could be that the partner sees the wallet as a reminder and organizing system, not a carrying device.

Step 5: Take a Stand

This is where students articulate their point-of-view around which they will build solutions. Tell them to select the most compelling need and most interesting insight they gained from their partner. This statement is going to be the foundation for their design work, so encourage them to make it actionable, and exciting. Give them an example like these:

“Janice needs a way to feel she has access to all her stuff and is ready to act. Surprisingly, carrying her purse makes her feel less ready to act, not more.”

or

“Arthur needs a way to socialize with his friends while eating healthy, but he feels he isn’t participating if he isn’t holding a drink.”

Step 6: Sketch to Ideate

Give students the “Ideate” worksheet.

Ideate worksheet

At the top, they write their problem statement. Tell them they are now creating solutions to the challenge they’ve identified. Push them that quantity is better than quality here, that they should go for volume of sketches of ideas. Remind them the goal here is idea generation, not evaluation; challenge them by saying “see if you can come up with at least 7 ideas!”

Keep telling them as each minute passes, and remind them to be visual, to not use words but to use pictures.

It is important to remind them here that they may not be designing a wallet, but that they should create solutions to the problem statement they just created.

Step 7: Share Solutions and Capture Feedback

During this step, partners share their sketches with each other for 4 minutes each. As each partner gives reactions to the sketches, the other partner should take note of any likes and dislikes, and also listen for any new insights. Remind students the goal here is not to validate their ideas, and not to explain or defend their idea. This is an opportunity to learn more about their partner’s feelings and motivations. After four minutes, students switch.

Step 8: Reflect & Generate New Solutions

Give students the “Iterate based on feedback” worksheet.

iterate worksheet

Tell students to take a moment to consider what they learned about their partner and about the solutions they generated. Using all they’ve learned, ask students to sketch a new idea. This idea can be a variation on an idea from before, or could be something entirely new. It is OK if they need to adjust their problem statement to incorporate new insights and needs they discovered in Step 7.

Encourage students to provide as much detail and color around their idea as they can. They should think about how the solution fits into their partner’s life, when and how they might handle or encounter the new solution.

**NOTE: While students are working, grab the prototyping materials.**

design thinking prototyping materials

Step 9: Build!

Give students the “Build and test” worksheet.

build and test worksheet

Tell students the next step is to create a physical prototype of their solution. Explain they should not just make a scale model of their idea.

They should create an experience that their partner can react to.

They need to actually make something their partner can engage and interact with. Students who want to create a service will ask how they can create that. Talk about creating a scenario that allows the partner to experience it – they can use space, act it out, etc.

Push students to be quick, remind them they have only a few minutes.

Step 10: Share Your Solution & Get Feedback

Now one partner will share their prototype and collect feedback, then partners will switch roles. Tell students they are not interested in validating the prototype, but instead are interested in a targeted conversation around the experience, specifically focused on feelings and emotions. Remind students their prototype is not precious, that they cannot cherish it and should let go of it. What is valuable here is the feedback and new insights they will gain from their partner’s interaction with the prototype. Students need to watch how their partner uses and misuses the prototype. They should take note of what their partner liked and didn’t like, what questions and ideas emerged.

Step 11: Group Gather & Debrief

Create a space that all students can gather around – move tables together, clear chairs, etc.

Have everyone put their prototypes in the middle of the gathering space. Ask students

This step is important! A well facilitated reflection has the power to turn this exercise from simply a fun activity to a meaningful experience that could impact the way participants approach innovation in the future. Quickly pull together a few tables that everyone can gather around. Ask students:

  • “Who had a partner who created something that you really like?”
  • “Who sees something they are curious to learn more about?”

When a student is curious about a prototype, ask for the person who created the prototype and engage them in the conversation:

  • “How did talking to your partner inform your design?”
  • “How did testing and getting feedback impact your final design?”
  • “What was the most challenging part of the process for you?”

The key to leading this conversation is to relate the activity to the following takeaways:

  • Human-centered design: Empathy for the person or people you are designing for, and feedback from users, is fundamental to good design.
  • Experimentation and prototyping: Prototyping is an integral part of your innovation process. A bias towards action, toward doing and making over thinking and meeting.
  • Show don’t tell: Communicate your vision in an impactful and meaningful way by creating experiences and interactive visuals.
  • Power of iteration: Learn, try, fail, learn more, try again, fail again, learn more, and so the cycle goes. A person’s fluency with design thinking is a function of cycles, so we challenge participants to go through as many cycles as possible—interview twice, sketch twice, and test with your partner twice. Additionally, iterating solutions many times within a project is key to successful outcomes.

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Pivoting the Wish Game: The Reality of Entrepreneurship

Pivoting the Wish Game: The Reality of Entrepreneurship

“Can I take this class again?”

The student wasn’t asking because she enjoyed the class so much. She was asking because she realized she missed the opportunity. This is confirmation that I am creating a powerful experience for my students. And confirmation that I need to do a better job introducing it.

As we near the end of the semester, I see changes in my Wish Game course experiment. It began as a grand vision, with a ton of anxious excitement from me and my students.

It is morphing into a transformational experience for students.

Let’s catch up on the wishes and experience over the past month. I learned a few valuable lessons over these weeks:

  • I can give student too much agency (I need to provide closer guidance)
  • Singular focus on granting wishes all semester is probably too much; balance is better
  • Students prefer safety
  • Maybe wishes for others would be a better learning experience than personal wishes

Granting Wishes

A few weeks back, as is our pattern, we were granting two wishes per week. This particular week the two wishes were:

  • Take the money that would be spent on a wish to a casino and let it ride on blackjack.
  • Be on stage with Skrillex and Marshmello at Ultra Music Festival in Miami.

The first was extremely straightforward. As students interviewed the grantee for this one, they tried to encourage her to pick a more challenging wish, but she stood her ground. She loves the energy and excitement of the casino. The group granting her wish handed her $150 cash the night of class and she and two classmates headed to the casino. She reported back that she taught her classmates about blackjack and roulette, and ended up winning a few bucks along the way.

Image result for blackjack creative commons

This wish presented no problem in terms of execution. It did, however, present problems within the group. There was some conflict about whether to grant the wish the grantee asked for, or to go bigger and get creative. I have been encouraging the students to think big, to take a risk. But in this case, because the grantee so adamantly stated she just wanted cash to go to the casino, the group delivered the wish. Through customer interviewing, the students understood the grantee’s desire for the emotional experience of a casino trip, and they granted it.

The other wish that week was for a student to be on stage with Skrillex and Marshmello at Ultra Music Festival in Miami. This wish was technically possible because that festival was happening in the future from the week they were granting this wish. The students got right to work interviewing the grantee to understand why he wanted this wish.

As I always do, I encouraged students to use their network to actually accomplish this wish.

I pointed out that one John Carroll alum, who was just on campus speaking not long ago, was a very successful DJ – Mick Batyske. I gave the students his cell number and encouraged them to reach out as he would likely have some connections to the festival organizers and/or Skrillex and Marshmello. They did not reach out!

The group decided pretty quickly it was too expensive – airfare, lodging, festival tickets, etc. As far as I could tell from conversations I overheard and from reflections I read, they did not consider or act on the possibility of asking for donations or hustling up some alternative solutions. They quickly moved from the big plan (deliver the actual wish) to a skeleton of the wish. This group ended up putting on a Marshmello “show” at one student’s house – they created some ambiance with music, lights, had pizza to eat. They also got the grantee a Marshmello hat.

Image result for marshmello creative commons

What Went Wrong

I pound at students that their network is much larger and easier to activate than they think. Coworkers, John Carroll alum, high school friends, family connections, hometown connections, and the list goes on. I get disappointed watching students spend 30 minutes in class brainstorming how to execute delivering a wish. They don’t spend much time strategizing how to activate their network.

This week I realized (duh!!) I should model that for them.

I committed that during the last group of wishes I would pick one wish and grant it myself, showing them how it could be done. I hope this lights a fire as they realize what could have been, and encourages them to take the risk, to dive in the next time an opportunity presents itself.

Next Wishes

The next wishes proved some interesting lessons for myself and the students.

  • Travel to Ireland.
  • Have Chipotle for life.

For the trip to Ireland, the group quickly learned that the grantee doesn’t have a passport, and is very anxious about flying (having never flown before). They quickly ruled out actually sending him to Ireland that week 🙂

Related image

Through their interviews, they learned about his connection to Ireland, his dreams of what a trip there would entail, and highlights that would be meaningful to him. After a week of planning, they did their best to recreate the feel of Ireland in a room through decorations, music, and scenery. They also provided the grantee some gifts to commemorate his “trip” – a wool blanket, some Guinness, an Irish stone. The grantee was beaming as they showed a Photoshopped slideshow in class of his “trip” to the magical Irish destinations he dreamed of going.

The next wish was considerably more difficult – the student wanted Chipotle for life! Some students discussed what “for life” means – I can’t blame them for looking for the easy path. Eventually, the group coalesced around trying to actually grant the wish. They asked me about approaching the President of John Carroll to send a letter to the CEO of Chipotle. I advised them that would not be very realistic, especially within a week.

The students did reach out to another member of the leadership team at John Carroll to send a note to the Chipotle CEO. The response was a fantastic learning lesson for us all:

Thanks for reaching out.  I am not inclined to get involved in this activity as I don’t see any realistic role that I could play.  I don’t know the full context of your assignment but I would offer the following observations.
  1. The Ignatian characteristic of men and women with and for others, is meant to be directed at the poor and marginalized in our society, so not applicable in this context.
  2. Asking Chipotle executives for free food for an MBA student doesn’t appear to be a very compelling rationale on the face of it.  What is in it for them or their company?  If you are going to make this pitch, you’d better be creating value for them.  Would you make this a viral video, etc.?
During debrief, we had a rich discussion about Jesuit values, about privilege and philanthropy, about right and wrong, and many other related topics. It opened my eyes to the potential danger in this exercise, in terms of encouraging students to be very selfish and to expend resources on seemingly frivolous gifts.
We as a class decided after much discussion that the exercise was not about the selfishness of wishes, but about the generosity of granting wishes.

Related image

I encouraged students to think small to go big with this wish. I often hold myself back from offering suggestions. As my frustration with their inability to go big grew, I couldn’t hold back this time.

I encouraged them to figure out the Chipotle meal the grantee likes (let’s say it costs $6), and how many weeks he will be alive (let’s say 2,500). I then suggested each member of the group ask 10 people to each buy one $6 Chipotle gift card, and to ask those people to each ask 10 people to buy one, and so on. If they each started with 10, that would immediately be 140, and if each of those got 10 more people, that would be 1,400, and so on. Ultimately, they reported it didn’t work because their friends didn’t want to contribute money. Ultimately, they didn’t sell it. Instead, they bought him a $150 Chipotle gift card.

This wish provided a great learning opportunity on a much deeper level, but also a reminder that the students are still struggling to get uncomfortable and really push their boundaries of what is possible.

Adjusting the Pace

Students brought up that if they had two weeks to do wishes, they could deliver more impactful experiences. In their minds, time was the most valuable resource, which they were lacking. After some very rich discussion about evaluating and leveraging resources, we decided that each of the two groups (14 students in each) would deliver wishes every other week. The caveat was that each group had to deliver two wishes every other week so that each student got a wish during the semester.

Fun Note: Students argues that since wishes were due every other week, they should only have to turn in reflection papers every other week. When I told them those papers every other week would be worth double (so the total course points stayed the same) they balked. I explained that everyone benefited under this because they had to write 1/2 as much for the same grade and I had to grade 1/2 as much. But they chose to keep writing the reflection papers each week.

A New Pace of Wishes

We jumped into this new pace of granting four wishes every other week. The next wishes were:

  • Dive with great white sharks
  • Meet Baker Mayfield (Cleveland Browns quarterback and 1st pick in the 2018 NFL Draft)
  • Play a round of golf at Augusta National Golf Club with Tiger Woods
  • Drive a Jaguar F-Type 2016

These wishes seemed to me to be quite challenging. The students seemed invigorated because they had more time to plan and execute – I hoped that meant they would be able to deliver a more impactful wish experience.

Each group of ~14 split into two groups of ~7 and started interviewing grantees and planning for wish granting. For the shark diving wish, the group found out that the grantee had a trip planned with her husband to Thailand in the summer. They found a company near where they would be in Thailand that offered swim-with-the-sharks package, although not with Great Whites.

Related image

The group gave the grantee enough cash for her and her husband to purchase a package, and gave it to her in a bag that included suntan lotion, a snorkeling mask, and an underwater disposable camera. It was a very thoughtful presentation, and the grantee expressed sincere gratitude about their thoughtfulness to enhance her trip with her husband. She promised to send pictures with the sharks!

Meeting Baker Mayfield was going to be tough, because since it is the football off-season, he is not in Cleveland at the time. However, two students had connections to Baker through friends, so I was excited that they may be able to pull something off.

Image result for baker mayfield

I’m always doing what I can to create a safe space for them to go big. In this case, I would wander by the group brainstorming and say things like “he could use a private jet to come back” or “maybe the Browns will fly [the wish grantee] out as a PR stunt”. Ultimately, the students didn’t reach out to Baker, but just handed the grantee an authentic Baker Mayfield jersey. I was disappointed that they seemingly mailed it in.

During the debrief we discussed how they could have been more persistent with their network, and how it’s OK to do that as long as it’s respectful and transparent.

The next wish to be granted was to play round of golf at Augusta National Golf Club with Tiger Woods. This wish approached the realm of impossible more than any other, and the students quickly knew it. This is one of the biggest celebrities on the planet, and this is the most exclusive golf course in the world. And the Master’s was fast approaching.

Image result for amen corner augusta

The students quickly decided it wasn’t going to happen, so they set about with Plan B. In interviewing the grantee, they discovered his passion for playing golf, and for learning from people he plays with, from watching videos and live golf. They realized the two elements of this desire were to play an exclusive golf course and to play with someone who was really, really, really good.

Their Plan B wasn’t half bad. They purchased a framed picture of a famous hole at Augusta National Golf Club, and gave the grantee a t-shirt with Tiger Woods’ mugshot printed on it. They used their connections to get him and a friend a round of golf at Muirfield Village Golf Club.

The last wish from this batch was to drive a Jaguar F-Type 2016. The team tried contacting rental agencies, but could not find any in the area that had this particular car.

They next contacted Jaguar dealerships, but they won’t allow test drives of this car without a hefty fee. One student found this car for rent about an hour away on Turo.com (I never heard of this site, but it’s an incredible marketplace!). After much discussion with the owner, they realized he required at least a 2-day rental, and with all the fees it would have been close to $700. Additionally, they discovered the driver needed to be 25 (for insurance purposes) which the grantee wasn’t. One student offered to drive to rent it and chauffeur the grantee around, but the expense was just too high. When it came time to present the grantee’s wish in class, the group had nothing. They explained their process and apologized for failing. It was awkward, and a shame the grantee left without anything.

This experience enabled a deep discussion about failing. The students didn’t feel good about being the only group to not deliver some form of the wish. The grantee was gracious, but I could tell he was disappointed. We discussed how failure happens all the time, and is a learning opportunity. The group learned that part of their failure was waiting until the last minute; they iterated through many plans, but because they waited until the last minute, they ran out of time and were unable to do anything.

Another Batch of Wishes

The next batch of four wishes were

  • Visit the Amalfi coast in Italy
  • Get $3,000 for a Jeep for job in Uganda (this grantee had raised $6,000 already and needed $3,000 more to purchase the Jeep)
  • Play a round of golf with Charles Howell III
  • To learn to ski and own a cafè

The groups attacked the wishes with their usual gusto. They sat down to interview the grantees to understand the motivation for the wish. The class seemed energized – perhaps it was better to give them longer to grant the wish!

For the Amalfi coast the group discovered the grantee was going to be in Italy this summer with family. Taking a creative approach, they planned out a few days in the Amalfi coast region for the grantee and a guest and presented her with a detailed agenda and enough cash to cover the cost of all the activities.

They planned all the details based on the information they gathered from interviewing the grantee – job well done!

The group granting the wish to get $3,000 for a Jeep for the grantee’s job in Uganda faced an uphill battle. $3,000 in two weeks isn’t easy. They immediately decided on doing a GoFundMe campaign – check it out here. They interviewed the grantee, but realized as they started building the campaign that they needed more information and a video. The group struggled with communication issues – they couldn’t get all the information they needed, and had difficulty producing a high quality video. Eventually they launched the campaign, but not until right before the class when they were to present it. They explained that they started the GoFundMe, and would keep it open through the semester, hoping to generate $3,000.

I did not hear much about promotion. The group focused on execution and getting the campaign live, but neglected planning promotion efforts to drive interest in and traffic to the campaign. They could have utilized campus media to spread the opportunity to students, faculty and staff. Social media provides another valuable outlet to share the goal with their network, as well as with JCU alum and other parties who might be interested in supporting. The group shared how surprised they were at how complicated this effort was. We discussed how people see the “skin” of an effort – the website, the landing page, etc. but we don’t realize the work it takes to create that “skin”. The students now understand how much effort goes into designing, launching, and promoting a crowdfunding campaign. Lesson learned!

The next wish was to play a round of golf with golf professional Charles Howell III. Another golf wish! One student in the group working on this wish had a few contacts that he thought could help make introductions to Charles. I did not hear much in the way of interviewing this grantee, as I think this group focused almost immediately on executing actually getting a round of golf set up with Charles.

Image result for charles howell iiiUnfortunately, the group didn’t pull this off – instead, they gave the grantee two rounds of golf at a local exclusive club. I was disappointed in this effort, or lack thereof, and at this group honing in on one idea almost instantly and not being willing to budge from that idea, or developing alternative plans.

I need to do a better job of motivating students to challenge themselves.

For the last wish of this bunch, the group granting the wish wanted to try to grant two. The first was the grantee (who is from the Middle East) wanted to learn to ski. Since the weather turned to spring, this wish wasn’t physically possible at the time, so the group wanted to add a second wish to the docket. The group purchased two passes to ski lessons at a local ski resort for next season and checked off that wish. The second wish was the grantee wanted to own a cafè. The day they granted the wish, in a room next to our classroom, they set up a mock cafe for the grantee to provide coffee and pastries to the students in class. In this way, the grantee got to “run” a cafe for an evening. The grantee was overwhelmed at the generosity of receiving two wishes – this feeling is what the experience is all about!

Last Batch of Wishes

As we near the end of the semester, we have one last batch of wishes to be granted:

  • Visit New York City
  • Do goat yoga
  • Get a Brooks Brothers custom suit
  • Be a billionaire

I am personally taking the wish of visiting New York City, and have challenged the class to outdo me this time! I want to show them how I, as one person who is nobody special, can use creativity and my network to actually grant the reality of a wish.

Image result for new york city

I acknowledge that traveling to New York City from Cleveland is easier to manage than traveling to Ireland or the Amalfi coast of Italy. But the lesson here is the process of ideation, leveraging resources, and iterating. I’m already off and running with activating my network to make this dream come true – this student is from Tanzania and has some very personal and deep reasons for wanting to visit some places in New York City. While interviewing this grantee, I became so motivated to create this impact for her – I can’t wait to report back on how it all went. And on whether the class took my challenge!

Want To Follow Doan’s Journey?

We will run one last blog post wrapping up Doan’s journey through his semester-long Wish Game Course this Spring.

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Student Entrepreneur Spotlight: Uber for Women

Student Entrepreneur Spotlight: Uber for Women

“We had our minds set on getting a job after graduation, and now we have something on our plate that is really exciting to think about growing.”

Julia, Hannah and Jennifer
ExEC Entrepreneurs

What if Your Course Changed the Career Trajectory of Your Students?

That’s what happened to Dr. Emma Fleck at Susquehanna University, and her students Julia Bodner, Hannah Gruber, and Jennifer Thorsheim.

Using the Experiential Entrepreneurship Curriculum (ExEC) in their Fall 2017 course taught by Dr. Emma Fleck, Julia, Hannah, and Jennifer discovered skills and confidence they didn’t know they had, created a business, and won an all-expenses-paid trip to the University of St. Thomas in St. Paul, Minnesota to present their business in e-Fest and the Schulze Entrepreneurship Challenge.

We are hearing similar stories from entrepreneurship classrooms around the world using ExEC as their curriculum. The learning is lasting. The experience is dynamic. The students are transformed.

If you want engaged students and a classroom alive with ideas and passion and growth, check out our curriculum. If you’re not convinced, let us tell you a story . . .

Students Become Entrepreneurs

Prior to Dr. Fleck’s course, Julia, Jen and Hannah “were a little nervous when [they] got the assignment of creating a company”. They didn’t think they were creative enough, and had reservations going into the course.

Dr. Fleck urged her students to solve problems that were personal to them; one of the early lessons in ExEC is using ideation exercises to discover a problem to solve. Jennifer flashed back to a recent experience:

She was in London, traveling on the tube, and was followed home by a strange man. She told her parents, who urged her to take an Uber next time she was traveling, so she did. That experience was no better; her driver was being “really weird”, telling her she looked like his ex-girlfriend, and in general creating a very uncomfortable atmosphere for Jennifer.

The ideation exercises in the ExEC curriculum, combined with the existence of a threat for women traveling alone, sparked an “Uber for women” idea for the three young women. They became very passionate about developing a business providing safe transportation for women on college campuses. And Fairy Godmother was born!

In their words, 

“we wanted to bring this issue to light and attack it where we can. College campuses are a really big party scene, obviously, with people taking Ubers and taxis home after nights out, and we hear way too many stories about women in uncomfortable situations. We just wanted to try and alleviate that and fix [the problem].”

During the course they navigated collecting interview and survey data, building and iterating a business model, and struggled through financial projections. They found ExEC and the course beneficial because

“it took us step-by-step through the process; at every stage, we felt comfortable moving forward. The way the course was set up really helped us.”

Students Love ExEC!

In this short video, Julia, Jen and Hannah explain what using ExEC meant to them. This is the student feedback every teacher dreams of! You can get it with ExEC.

In the video above, the Fairy Godmothers explain the value of their ExEC course!

ExEC will teach your students to create a startup just like Fairy Godmother. Click on the image below to check out their Unbounce landing page, which they created using the 60 Minute MVP exercise from ExEC to create this landing page.

Your Students Can Compete!

Julia, Jennifer and Hannah entered Fairy Godmother in the annual e-fest/Schulze Entrepreneurship Challenge event, and were selected as finalists! 

Although they were nominated for the Social Impact and the Global Impact Awards, Fairy Godmother left empty-handed in terms of awards and funding. But they left with something much more important – confidence!

The experience gave them validation that they were capable of building something from their ideas; judges and other students sought them out individually to encourage them to push forward.

The Final Results

Dr. Fleck used ExEC to lead Jen, Julia and Hannah to identify a problem they are passionate about solving, conduct research and customer interviews, build out a landing page and develop a business and financial model. This experience gave them confidence and a toolkit with which they can excel in the world. Your students can have too – sign up to use ExEC today!

Your Impact Will Grow Beyond Your Course

Julia, Jennifer, and Hannah experienced a different senior year spring semester than their friends. They certainly were thinking about a job and life post-college. But because of their experience in Dr. Fleck’s class, they also were thinking about next steps with their business.

They continued working on their business model and landed on a licensing model for college campuses, charging a flat fee and also taking a percentage of each fare.

They knew another group of students would be going through Dr. Fleck’s course, using the same ExEC curriculum, learning from the same (amazing!) professor. Julia, Jen and Hannah began thinking about passing along part of their business to this new batch of students. They would stay involved, but they also would get new energy and ideas. The Fairy Godmother team is working on the legalities of licensing, delving into the murky waters of financials, and putting together a plan to enable more students to help them take their business to the next level.

As they told us,

“the next steps of the business aren’t as scary; the class and the experience makes entrepreneurship less scary.”

After their experience, they knew they could overcome the uncertainty they would encounter, and could navigate the boulders in their path. These women were not as afraid to take risks and stood a little taller as they faced the challenges of entrepreneurship and of life after college.

Looking Back

Julia, Jennifer, and Hannah entered an undergraduate entrepreneurship course like most of our students do – nervously excited about the unknown. The ExEC curriculum and Dr. Fleck’s caring guidance delivered these women a experience that changed them in unimaginable ways. Specifically, the main skills they honed in the course were:

  • Problem Solving: “We learned how to find a problem and to think of a viable solution to bring to market.”
  • Creativity: “We thought we weren’t creative, but we discovered that we definitely are.”
  • Teamwork: “We were good friends, but never worked in a team. This class forced us to work together and perform under a lot of pressure.”
  • Risk-tolerance: “We feel more comfortable taking risks now.”

Julia, Jennifer and Hannah experienced what we all hope our students experience in our courses. They learned real skills and how to apply them to real life. They learned they can accomplish big goals, that they never thought possible. They experimented, they failed, they launched, and they grew, as individuals and as a team:

“None of us were thinking we could be entrepreneurs, and now we all feel like we can [be entrepreneurs]!”

You Can Use ExEC this Fall

When planning for your fall entrepreneurship courses, consider our comprehensive, structured curriculum; ExEC’s 25+ detailed lesson plans, exercises, and assessments provide the foundation for your entrepreneurship course, so you can teach real-world entrepreneurial skills like:

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

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

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


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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.


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You Are Invited Into an Entrepreneurship Classroom

You Are Invited Into an Entrepreneurship Classroom

Get transported into a live learning environment!

In the video above Julienne Shields explains the experience she is offering our Digital Conference participants!

Join us for the TeachingEntrepreneurship.org Digital Conference and you will work live with Julie’s students at Millikin University on an exercise focused on estimation, iteration, and failure.

Watch Julie teach a real lesson, with real students, during the conference!

In this session, you will:

  • Watch Julie teach her iteration, experimentation and failure exercise in real-time
  • See how Julie’s students respond in real-time
  • Interact with, and provide feedback to, Julie and her students

Are you looking for exciting tools and exercises to engage your students and enrich your classroom? You are why we created our Digital Conference Experiment!

May 10th. 9:00 – 2:00 pm Pacific Time

Register Here

Register with discount code DigitalConferenceMVP for a 50% discount!

 


Julie is Director of the Center for Entrepreneurship at Millikin University, is an entrepreneur through the historic farm she owns, and is an educator whose energy and passion for igniting students’ entrepreneurial spirit will leave you wanting more!

Join us for this unique digital conference format; we will guide you through experimenting with the tools and exercises 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!

Teaching Entrepreneurship Digital Conference

Join us May 10th. 9:00 – 2:00 pm Pacific Time

Register Here

Register with discount code DigitalConferenceMVP for a 50% discount!
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 10,000+ instructors and get new entrepreneurship lesson plans and exercises via email!