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Inspirational Videos: Steve Jobs

Inspirational Videos: Steve Jobs

Has a guest speaker ever said something to your class you had already taught, but your students seemed to believe it more from them?

It’s not because students don’t listen. It’s because when an outsider reinforces something we say, it feels more important.

This is one of the reasons guest speakers are great, but they can be hard to schedule for every lesson. So for any lesson you really want to drive home, you can try using a video as a validating external voice.

Here are some videos of Steve Jobs that you can use in conjunction with lessons on growth mindset, marketing, and pricing:

“If you’re afraid of failing, you won’t get very far.”

This is a fantastic video to reinforce the Failure Resume lesson. This exercise is a favorite among students and helps them develop growth mindset skills, especially when they’re endorsed by someone like Steve Jobs.

Get the Failure Resume

The Crazy Ones

This video, where Steve talks about why the best ads barely talk about the product at all, is a great compliment to the Lottery Ticket Dilemma. This lesson helps students understand the persuasive power of emotions and was the winner of USASBE’s 3E competition.

Get the Lottery Ticket Dilemma

A Pricing Masterclass

This video is an amazing example of Steve’s reality distortion field. Your students can see him convince a crowd that the iPad (a larger but less capable iPhone) was a steal at 250% the price of an iPhone because…it’s more like a laptop than a phone?!

You can use this video in conjunction with the Financial Modeling Showdown to demonstrate that the optimal price of a product isn’t determined by its cost of goods sold, it’s determined by what customers are willing to pay for it.

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What’s Next?

In upcoming posts, we will share lesson plans, quick slides, and a variety of other resources to keep your students engaged!

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

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How to Teach Revenue Models

How to Teach Revenue Models

How do you engage students while teaching a financial subject like revenue models? Try the . . .

Revenue Models Matching Card Game

Step 1: Match the Cards

Students start by matching revenue model definitions cards like…

To familiar companies that use those revenue models:

teaching revenue models

The cards actually teach students the revenue model definitions – no textbook required!

Step 2: Brainstorm

Next, students brainstorm ways they could use 9 different revenue models:

After exploring a wide range of revenue models they could potentially use, they’re ready to…

Step 3: Apply

Finally, students pick the revenue model(s) they think will be most profitable for their company…

…and now they’re ready to add them to their Business Model Canvas (and start validating them).

Try It!

This is a really fun way to teach revenue models that we’ve had a lot of success with.

Get the “Revenue Model Matching Game” Lesson Plan

We’ve created a detailed lesson plan for the “Revenue Model Matching Game” exercise to walk you and your students through the process step-by-step.

 

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 in the comments below so we can improve it!


Coming Soon…

We will be sharing more engaging exercises like this one!

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New Design Thinking: Backpack Design Challenge

New Design Thinking: Backpack Design Challenge

Tell students they are hired as a product designer. Their first job out of school is to design an ideal backpack. To help them do this, introduce the series of worksheets laid out in the Backpack Design Challenge lesson plan.

Step 1: The Most Exciting Purchase or Gift

The first worksheet asks students what is the most exciting thing they bought themselves, or were given as a gift recently.

It is really helpful with this exercise for you to share your perspective. At this step, share with them a concrete example of something that really excited you.

Make sure the thing they think of is something specific, and something they were really looking forward to. For example, a birthday present, or a holiday present, or something they’ve been wanting for months that they finally splurged on.

Design thinking backpack design challenge

Step 2: Feelings About the Purchase or Gift

Students record the feelings that came up as they made the purchase or received the gift. Give students time to reflect on the emotions they felt.

The point of these two steps is to build the foundation for the design thinking exercise to come.

Our goal is for them to learn a set of skills that helps them design products and services that get their customers as excited about the thing the student is creating as the student was about the purchase or gift. 

 Get The Lesson Plan Today!

Step 3: Must-have features

Now we will teach students to design a backpack that people get super excited about.

Ask students to describe their three “must have” features of their backpack.

A new approach to design thinking

Start by describing your three “must haves” and give them a few minutes to write down their three “must haves” that are unique to them.

Step 4: Draw the ideal backpack

The next step is for students to draw their ideal backpack. The point here is not beautiful artwork. The point is to visualize what the backpack with their must-have features looks lke.

Step 6: Ideal backpack reflection

Pair your students up for this step. Each student shares their drawings with their partner.

Each partner will ask lots of questions to dive deep into why their partner wanted certain features and anything else they are curious about.

design thinking reflection

Next, give students a few minutes to reflect on their partner’s backpack design. They describe what they saw and heard, how they felt about what they saw and heard, etc.

Components of the traditional design process

  • What should be built (start with product in mind)
  • How should it work / what should it look like? (functionality)
  • Do people love it?
  • Goal: build the best thing

Alternative approach: design thinking introduction

Explain to your students that what they just experienced is the traditional design process. Continue by sharing that this traditional way is not the best way to get customers excited about their product or service.

Ask them whether their partner offered to pre-order when saw other design. Was their partner so excited that they offered to give them real money? The answer will be no.

design process steps

Explain that in the traditional design process, someone

  • decides a product they should build
  • figures out the functionality of their product – what are the nuts and bolts
  • as a last step, they launch their product and work to figure out whether people love it

For your students to design something that gets people truly excited, they need to understand the design thinking process.

The design thinking process has five steps to create products people get really excited about:

  • Empathize
  • Define
  • Ideate
  • Prototype
  • Test

Talk to your students about the difference between the traditional design process and the design thinking process. In the traditional design approach, they start with thinking about the product they’re going to build.

In the design thinking process, they start with no product in mind. Instead, they start by understanding the customer’s emotional needs. In other words, what motives them on emotional level? This is the empathizing stage

If the goal is to build something people love, empathizing should be the first step in the process not the third step.

Step 7: Design something useful

Now that they are inspired to design something people want, pair students up again. Students interview the partner they previously worked with for 4 minutes each.

It is important here to tell them to forget about the backpack. They are taking a design thinking approach, so they don’t know what the “right” thing to build is. They learn what their partner really loves and why, so they can design something these customers truly want.

design thinking first step

The goal of this interview is to find out what’s the hardest part about being a student, how they felt, when they felt that way, and why it’s a problem.

Step 8: Dig deeper

Students then conduct another 4-minute interview with their partner. The difference is, this time they

  • What feelings arise for their partner when they have the problem they described before
  • Have they done anything to try and solve that problem
  • What didn’t they like about that solution

 Get The Lesson Plan Today!

Steps 9-11: Define the problem

Students next will define the problem their partner mentioned. They will

  • Synthesize data obtained from partner interview
  • Answer 3 questions
    • What goals is their partner trying to achieve?
    • What did they learn about their partner’s motivation
    • What is the partner point of view: [partner name] needs a way to [verb] because [problem to solve]

design thinking: define the problem step

This step outlines for the student a structure for the process of designing a solution that excites their partner.

Step 12: Ideate solutions

We now understand the problem. The goal here is to draw 5 different designs for alternative solutions using the new information they gathered. These designs can be anything. They don’t have to be based in reality – encourage your students to use their imagination.

design thinking new exercise

Step 13: Solicit feedback

In same pairs as before, students share their new solutions with each other and provide feedback. They share with each other what do they like, what don’t they like, and why.

design thinking feedback

Students will then iterate with their partners to come up with a more ideal solution for the problem based on their partner’s feedback.

design thinking iteration

This work will likely have nothing to do with backpacks – it will relate to the biggest problems the students experience. It could be about time management, or the dining hall, or parking, or boring classes.

That’s OK – we are working to get them trying to solve real problems for their partner!

Step 14: Reflect on new design

Students now have a new design based on feedback from their partner. Now we want them to reflect on that new design.

In pairs, they will answer two questions about the design their partner developed to solve their problem:

  • What emotions come up with thinking about partner’s new design, and why?
  • More excited about partner’s original design or new design, and why? 

design thinking reflection

Step 15: Compare approaches

Now you will recap everything with your students as a class. Tell them they went through two approaches to design:

  • Traditional design approach – their first design
  • Design thinking approach – their second design

They now fill out a comparison worksheet for these two approaches. First each student writes down the two different designs their partner create for them. The questions they will answer about these two designs are:

  • Which design are they most excited about?
  • Which design is more feasible?
  • Which design solves their partners’ problem better?
  • Which design would they choose?

design thinking comparison

Ask the class as a whole which design method feels more valuable. Specifically, ask them to put up the numbers of fingers representing the number of Xs they have in the Design Thinking row.

You should see an overwhelming number of students put up at least 3 fingers for the design thinking approach.

Highlight for students that this is why we do design thinking:

It is so much more powerful for creating ideas that are exciting to customers and that they want to pay for because the product actually solves their real problems.

Then, summarize for your students that they just completed the full design thinking process:

  • They empathized – they worked to understand their customer’s problems
  • They defined the problem – they gathered all the information they learned from their customer & now understand the problem that customer experiences
  • They then ideated on solutions for that problem – they developed multiple potential solutions for the problem their customer was experiencing
  • They prototyped products to solve the problem – here they would develop something that a user could actually interact with
  • Last, they tested their prototype – they solicited feedback from their customer to learn what appealed to them and what did not

The design thinking process is iterative. Students went through it once during this exercise. After testing, they can start again by empathizing with their customer based on their new product.

This approach is powerful because it will help your students work on solving problems that real customers actually experience.

After this exercise is a great place to segway into your syllabus and the topics you will cover and experiences students will have. You can connect this experience to the rest of your course by highlighting they will now be able to:

  • Understand a wide range of customer needs
  • Defining the problem
  • Iterating on a solution to that problem
  • Designing prototypes of that solution
  • Testing how customers feel about that solution

Get the “Backpack Design Challenge” Lesson Plan

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

 

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 in the comments below so we can improve it!


Coming Soon…

We will be sharing more engaging exercises like this one!

Subscribe here to get lesson plans delivered in your inbox.

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Delight Your Students This Fall

Delight Your Students This Fall

Gift your students an unforgettable experience this Fall!

With better team engagement . . .

With quick video submissions . . .

With a simplified LMS implementation . . .

ExEC delivers an engaging, structured course for any teaching format that faculty at nearly 200 colleges and universities have been using for years. For more details on using this award-winning curriculum this Fall, request a full preview today!

Preview ExEC Now

Here is how ExEC will WOW! you and your students.

Easy Team Collaboration

We have updated our platform to allow team collaboration with literally a few clicks.

Students complete exercises within our curriculum and then with a few clicks can invite other students to collaborate on that particular exercise. See this in action below:

For instance, many of our students work on a Business Model Canvas. They get frustrated sharing paper copies, or emailing ideas, or struggling with a clunky Google doc version.

Collaborating should be productive, not frustrating.

With ExEC, students easily collaborate on one Canvas, in real time, within the platform.

Quick Video Submission

Video submissions are a great way for students to meaningfully reflect on their experience. This reflective approach encourages students to improve and learn from their mistakes. Video submissions have been a juggling act of multiple tools like iPhones, Zoom, and Google Drive.

Until now!

In our new video submission process students record their reflection with the click of a button, and instantly get a link to the video they can turn in. With our next iteration of ExEC:

We leverage technology to keep the focus on the learning experience.

The student experience is not all we have improved!

New LMS Generator

With ExEC’s LMS integration, preparing your class is easy. Give us the first and last day of class, any holidays, what LMS you use, what days of the week classes happen, and the length of class sessions.

Our technology builds an LMS package specific to your course so all you do is upload it and your course is ready to go.

With ExEC, spend your time diving into detailed lesson plans, not tinkering with the LMS

ExEC Integrates with all LMS

Engage Students

Students want simple, interactive experiences.

Experiential Entrepreneurship Curriculum (ExEC) is a cohesive toolset of structured activities that will build students’ entrepreneurial skills. For example:

Try ExEC this Fall and transform your and your students’ experience.

Preview ExEC Now


What’s Next?

In upcoming posts, we will share more engaging resources we are developing for entrepreneurship educators to transform their classrooms!

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ExEC Can Be Your Fall Curriculum

ExEC Can Be Your Fall Curriculum

Fall will be here before you know it!

Do you want students engaged from day one?

Do you want a simplified grading process?

Do you want award-winning detailed lesson plans?

Whether you will teach:

  • In-person
  • Online synchronous
  • Online asynchronous
  • Hybrid

ExEC delivers an engaging and structured course that faculty at nearly 200 colleges and universities have been using for years. For more details on using ExEC this Fall, request a full preview today!

Preview ExEC Now

Here is what ExEC can do for you and your students.

Engage Students

Students want you to replace your lectures with interactive experiences.

Experiential Entrepreneurship Curriculum (ExEC) is a cohesive toolset of structured activities that will build students’ entrepreneurial skills. For example:

Experiential Entrepreneurship Curriculum Organization

Easily Deliver a Consistent Experience

Students enjoy a consistent and structured learning experience.

ExEC is a fully experiential and extremely well-organized curriculum for any class structure – 8, 10, 12, or 16 weeks, quarter system or accelerated MBA schedule.

You get a well-organized schedule of topics that guide students to:

problems and solutions

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Get The Tools To Enjoy Your Experience

ExEC makes planning and grading faster, so you can spend your time guiding your students. You get dozens of extremely detailed lesson plans to minimize your prep time!

Plus with ExEC’s LMS integration, prepping for your class is easy. With a couple clicks, you upload your entire class into your LMS so you have time to dive into the detailed lesson plans.

ExEC Integrates with all LMS

Preview ExEC Now

Use a Curriculum So Students Enjoy Their Experience

ExEC uses fully integrated, objective rubrics that make grading a snap and provide students valuable feedback to improve their skill development.

objective rubric

For your students, ExEC provides elegant, graphically pleasing slides for every class session to maximize engagement.

what is an mvp?

 

Give Your Students Engagement, Quality, and Structure

ExEC is an award-winning, peer-reviewed, experiential curriculum that engages students in building entrepreneurial skills.

Try ExEC this Fall and transform your and your students’ experience.

Experiential Entrepreneurship Curriculum Logo


What’s Next?

In upcoming posts, we will share more engaging resources we are developing for entrepreneurship educators to transform their classrooms!

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Videos to Improve Student Presentations

Videos to Improve Student Presentations

If students can get their audience to feel something, their chance of “success” rises dramatically.
We’ve all been there. Two students stand on one side of the screen, two students stand on the other. One student talks to the screen while the others fidget nervously until it’s their turn to stumble through what they couldn’t quite memorize.

Student presentations are painful. For them. For us. For judges.

Use the videos below to teach your students to deliver presentations that make their audience feel something.

Option 1: Make The Audience Feel Something About Themselves

Students often jump right into describing or selling the product/service.

This is the classic pitch mistake.

Students need to know their audience – their goals, their values, their struggles. The more they know about their audience, the easier it will be for them to bring the audience’s point of view to theirs. In the video below, Dallas Mavericks owner, and Shark Tank billionaire Mark Cuban shares how he sold Mavericks tickets when they were the worst team in the NBA.

Presentation hack to pitch from your audience's perspective

Mark is not selling the basketball game. He is selling the feeling parents have when they create family memories at the basketball game.

Mark understand that his customers (parents) want to create memories with their children. And more importantly, the kind of memories the parents have with their parents. He convinces customers that a Mavericks game experience creates those lasting memories. Mark makes an emotional appeal to his audience’s nostalgia so they will feel something about themselves and buy his product.

Option 2: Make The Audience Feel Something About You

If your students want people involved, they can open up about themselves and weave their personal story into their presentation. If they are vulnerable, their audience begins to feel something.

This approach is about students finding something that is true about them that may also be true about their audience.

In the Shark Tank pitch below, a founder (Phil Lapuz) gets sharks tearing up tearing up – including Kevin O’Leary, who is the definition of a robotic investor!

Phil is vulnerable and authentic. He uses his own story to remind the sharks about the risks of starting a new company, something that each shark undoubtedly remembers and feels very intensely.

Help your students appeal to their audience’s emotions by:

  • Being vulnerable, and authentic
  • Identifying their audience’s values – what matters to them
  • Specifically link their product/service to those values

The audience is immediately compelled to act because they remember, they feel, and they believe. They empathize with the person pitching and with the product/service. Phil makes the sharks feel something about him so they will invest in his startup.

Option 3: Make The Audience Feel With You

Amy Cuddy’s video below is about imposter’s syndrome, which she felt and which many in the audience undoubtedly felt at one time or another. They feel Amy’s fear and angst. Because they remember, and feel, their fear and angst.

People clap during Amy’s talk, because they are celebrating her and what she is offering another young woman experiencing imposter syndrome. But they are also clapping because they recognize something in themselves.

Amy doesn’t just make her audience feel something about themselves.

She doesn’t just make her audience feel something about her.

She makes her audience feel with her. And in that moment, they will go wherever she wants to take them!


If students default to their normal Powerpoint presentation technique, the audience defaults to processing language. All their effort is spent decoding words into meaning, instead of feeling. Share these videos with your students to help them understand that great presentations make audiences feel something.


What’s Next?

In upcoming posts, we will share lesson plans, quick slides, and a variety of other resources to keep your students engaged!

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

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How to Grow a Top 50 Entrepreneurship Program

How to Grow a Top 50 Entrepreneurship Program

When Dennis Barber III joined East Carolina University’s entrepreneurship program 5 years ago, there wasn’t much of a program to speak of:

  • No entrepreneurship major
  • Low class enrollment
  • Little entrepreneurial brand recognition

Fast forward to today and ECU not only has an entrepreneurship major, they’ve:

  • Tripled their entrepreneurship enrollment
  • Won USASBE’s Model Emerging Program
  • Won GCEC’s Emerging Centers award
  • And made Princeton Review’s list of Top 50 Entrepreneurship Schools

Princeton Review Top 50 Entrepreneurship Programs

So how did Dennis and his colleagues – Michael Harris, Director of the Miller School of Entrepreneurship, David Mayo, and Corey Pulido – grow their entrepreneurship program so quickly? And more generally…

How do Top 50 entrepreneurship schools get on, and stay on, that list?

To find out, we interviewed the leaders of several Top 50 programs so we could share their techniques with you.

Who We Interviewed

Top entrepreneurship programsBelow you’ll find a summary of what we learned during our interviews, as well as…

5 concrete steps you can take to grow your entrepreneurship program.

Step #1: Define Your Niche

Most of the successful entrepreneurship programs we interviewed did two things early on to spark their growth:

  1. They intentionally started small and
  2. They specialized in an area of entrepreneurship that leveraged their local community and institutional culture

For instance, Iowa State University leaned into agricultural entrepreneurship, and East Carolina University specialized in the needs of eastern North Carolina. Studying your local ecosystem by identifying the largest industries, companies, and communities will help you define your niche. Additionally, you can look at your local Convention and Visitors’ Bureau, or similar entity, to see how they are marketing your community.

Defining your entrepreneurial niche is important because it will help your program stand out in a sea of other academic programs, not to mention accelerators, incubators and community-based organizations. Narrowing in on a small group of students you can serve extremely well as your program is still growing will increase the success rate of your program, which you can highlight as case studies to create a positive feedback loop that grows your program.

As David Townsend from Virginia Tech University said,

“Let it grow where the soil is fertile.”

So if your local community has a large Latinx population, consider specializing in Latinx entrepreneurship. Or if your entrepreneurship program has a number of instructors who are veterans, consider developing programs that specialize in veterans entrepreneurship.

Over time, you’ll be able to grow and broaden the scope of your program, but when you’re starting out, do like the most successful programs have done and ensure that you can provide a fantastic opportunity for a small set of entrepreneurs in your community. Then, highlight their successes to help fuel your program’s growth.

Note: This is our first article in a series dedicated to growing entrepreneurship programs. We’d love your input on which article we should write next.

If you want more details on this specific step (i.e. how to define your entrepreneurial program’s niche and create programs specific to it) please vote here and we’ll expand the overview above into a full article and checklist.

Step #2: Name Your Champions

The Top 50 programs we talked to overwhelming stressed the importance of identifying people on your growth team to fulfill these three roles:

  1. Administrative Champion: A Dean, Vice-President, Provost, President, etc. who has been at your school for some time and has excellent relationships with faculty, staff, and the ability to get buy-in for creating new programs.
  2. Faculty Champion: Preferably a tenured faculty member who can drive the implementation of your new academic and extracurricular programming.
  3. Data Collector: Someone to aggregate program metrics, testimonials, and success stories.

Note: the same person can fulfill multiple roles, you just need to make sure you’ve got someone owning all three levels of responsibility.

Champions are people who can help you launch your efforts by providing critical feedback, opening doors, and giving their resources. Many of the programs we interviewed mentioned specifically having two campus champions – one a tenured faculty member, and the other an administrator (Dean, Vice-President / Provost, President). With respected champions who can reach across campus, program growth has a clear path for growth. They also recommend giving the faculty champions a meaningful title and a commitment of time and support to help them help your entrepreneurship program.

Another potential benefit to identifying champions is that they sometimes rise into leadership positions at the university (Dean, Vice-President / Provost, President) and can provide ongoing support and visibility for your program from the top down.

Jamey Darnell from Penn State University mentioned that working towards getting ranked as a top entrepreneurship school is a great way to get administration excited, and achieving rankings is a great way to keep them excited.

In addition to stressing how important campus champions were to building their program, the leaders we interviewed all spoke about the importance of a data collector: someone to capture their efforts and successes and report them as part of the Princeton Review rankings process. As with your champions, consider providing this person (ideally a faculty member) with a title and a small monetary stipend to emphasize the importance of the role and ensure they have time to complete it. In addition, make sure other people on campus know who this person is – put out a press release, introduce the data collector at campus meetings and events, etc. This person will interface with faculty, students, and administrators, so letting your campus know who they are and what they’re doing enables them to collect more stories and data.

Finally, as Dr. Susan Fiorito, Dean of the Jim Moran College of Entrepreneurship at Florida State University stressed, all of your faculty, staff, and champions need to feel enabled as leaders of your entrepreneurship program. When everyone feels ownership, everyone delivers.

If you’d like us to write a more detailed article about how to identify and empower your entrepreneurial champions, please click here.

Step #3: Start a Fellows Program

Every program we talked to emphasized the importance of early cross-campus collaboration. Creating these connections will help you accomplish two things:

  1. Get buy-in from a wide range of tenured faculty which helps establish academic legitimacy.
  2. Grow your program by embedding entrepreneurship across the curriculum which introduces it to more students.

To do this, you want to build a cohort of entrepreneurial ambassadors across campus. As Tom Swartwood at Iowa State University recommended, you want to:

“Deputize people around campus.”

Jamey at Penn State University found that having a cross-disciplinary program leads directly to growth because they get to meet students wherever they are: at a law school, at an incubator, etc. For the same reason, Susan Fiorito at Florida State University recommends developing a diversity of courses and programs to reach as far across campus as possible.

The most effective mechanism we heard for building cross-campus collaboration was through an “entrepreneurship Fellows” program. In a Fellows program, you pay non-entrepreneurship faculty a small stipend to bring entrepreneurship into their curriculum. For example, you might pay 4 or 5 faculty in different disciplines a few thousand dollars to each develop a course that focuses on entrepreneurship in their respective discipline.  Judi Eyles at Iowa State attributed much of the entrepreneurship program’s success to spending a little money early on to “turn faculty into ambassadors.”

You guide the Fellows through learning about entrepreneurship in the context of your university (and your niche), and collaboratively develop ideas for how to introduce it into their curriculum. You will also want to include faculty involved with your curriculum approval process in your Fellows program, which will help smooth the course approval process when you get to that stage.

Each year, add more Fellows to your program (both senior faculty and new faculty), in new disciplines, while former Fellows serve as mentors. You can thereby build a rich and diverse community of entrepreneurship champions across campus.

The big payoff from an investment in a Fellows program comes in two forms:

  1. Cultivating entrepreneurship educators across many disciplines creates a rich fabric of entrepreneurial courses, which increases interest in entrepreneurial minors, and majors.
  2. Student entrepreneurs get a diverse range of experiences and perspectives, which increase the quality of their experiences and their outcomes as future entrepreneurs.

If you’d like us to write a detailed guide on how to create a fellows program, please click here.

Step #4: Map Your Ecosystem

Ecosystem maps will help you understand the relationships between the people and assets that contribute to creating amazing student experiences. Building an ecosystem map specifically provides two benefits:

  1. You identify the people who support entrepreneurship (so you can empower them) and those who do not support it yet (so you can interview them to understand their perspective and work to bring them onboard)
  2. During your research, you plant the seeds from which your entrepreneurship program will grow. As you map your ecosystem, you talk to faculty, staff, students, and alumni about your vision and goals for your program. When it is time to make an ask, these stakeholders understand what you’re doing and why.

The leaders we interviewed mentioned the following as critical components to include in your ecosystem map:

  • ​​The faculty and staff who collectively create your student experience.
  • The practices they perform – the services or value they deliver to students.
  • The information they require, use, or share to contribute to their parts of the university.
  • The people, systems, faculty, and staff they interact with to be successful in their roles.
  • The channels through which they communicate – e.g., email, campus newsletter, campus forums.

For a demo on how to start outlining the key players in your ecosystem, check out this great video by Meg Weber from Western Washington University:

Want more details on how to build and leverage an ecosystem map? Click here and we’ll expand this into a full guide.

Step #5: Connect Your FACS

After you’ve identified your niche, champions, Fellows, and ecosystem members, you’re ready to take the final step that separates the Top 50 entrepreneurship programs from the rest…

Connect your constituencies to accelerate growth.

Successful entrepreneurship programs are intentional about connecting their “FACS”:

  • Faculty
  • Alumni
  • Community
  • Students

Each of these groups complements the others, and together, creates the fuel for program growth. For example, you want to make sure you’re actively promoting programs connecting:

  • Faculty to Alumni – Great for finding guest speakers, internships for students, publicizing your programs’ success stories, and soliciting donations.
  • Faculty to Community – Great for getting pitch competition judges, finding inspiration for class projects, highlighting student success stories, and soliciting donations.
  • Students to Alumni – Great for mentorships, jobs, and potential investments.
  • Students to Community – Great for mentorships, jobs, and inspiring class projects.

As Judi Eyles at Iowa State University mentioned, “you need to make it easy for the outside world to connect with your students and faculty by giving them a portal to connect.” Intentionally building relationships with students will help you keep in touch with them as they transition to alums, and enable you to extend relationships with them and their growing network.

Creating relationships with alumni and community members will provide the “reality” your students yearn for as they wonder how to apply what they’re learning in the classroom. Alumni will also create opportunities for students – through job shadowing, internships, seed funding, adjunct instructors, and the list goes on.

In short…

Does your entrepreneurship program offer your alumni and community members multiple opportunities to contribute their time, expertise, and/or money to help your program grow?

If not, you may be able to accelerate your program’s growth by connecting your “FACS.”

If you’d like us to write a detailed guide with specific ideas on how to connect your FACS, please click here.

Bonus Step #6: Focus on Skills

The top 50 entrepreneurship programs we interviewed had one more resounding practice in common:

They prioritized entrepreneurial skill development over “success stories.”

The programs we spoke with acknowledged that entrepreneurial success stories are fantastic to share to grow your community, but they can be few and far between. So instead of focusing exclusively on those, the programs emphasized the value for students of learning entrepreneurial skills, regardless of their perceived career path.

Universally applicable skills like design thinking, financial modeling, and business model validation turn today’s students into returning alumni who are looking to hire similarly skilled and innovative graduates.

If you’d to review the skill-based curriculum that 1 out of every 3 programs on Princeton Review’s Top 50 list use, check out our Experiential Entrepreneurship Curriculum.

Want More Growth Tips

We’re excited to explore these subjects in more depth so please let us know what topics we should dive into next!

We hope you’re able to try these strategies and that we get to feature your program in the future!


What’s Next?

In upcoming posts, we will share lesson plans, quick slides, and a variety of other resources to keep your students engaged!

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

Join 15,000+ instructors. Get new exercises via email!

Improve Student Evaluations With Lean Teaching

Improve Student Evaluations With Lean Teaching

What happens when we apply Lean Startup principles like “Build, Measure, Learn” to our own teaching?
Our team’s experience: Vastly increased engagement.
Lean Startup helps entrepreneurs shift from “build it and they will come” to “Build, Measure, Learn.” So we wanted to know what happens if we apply the same principles to our teaching? Are there benefits to a “Teach, Measure, Learn” loop?
Lean Teaching - Teach, Measure, Learn
We’ve seen huge benefits (higher student evals, increased enrollment, awards won, etc.), so we wanted to share our process with you.
If you’re looking to increase student engagement give “Teach, Measure, Learn” a shot.

Step 1: Pick a Lesson to Improve

Start small; don’t worry about changing your entire class. The easiest way to get started is by just picking the lesson you’re most excited to improve. How do you decide which one?

  • Which lesson is the least fun for you?
  • Which lesson is the least fun for your students?

Whichever lesson you pick, the most important thing is that you feel excited about improving it.

We recently used this process to test some improvements to our Financial projection Simulator.

Whether it’s the lessons we make freely available like the 60 Minute MVP) or the lessons in our comprehensive Experiential Entrepreneurship Curriculum, we test every exercise to explore ways to improve them.

Step 2: Ask a Friend to Sit In

The next step is to find an instructor whose teaching style you and/or your students really enjoy. How do you find them?

  • Ask your students who their favorite instructors are.
  • Are there are instructors at your institution who have won a teaching award (it could be at the College level, at the university level, or on a national level)? Ask around to identify them.
  • Do you have a colleague at another school whose teaching style you respect? As you’ll see, the person you ask to observe doesn’t need to be from your school!

Once you identify that instructor, ask them to sit in on the class session you want to improve. On the class day, tell your students this instructor is auditing the class session to see how it works. (you don’t want to bias your students by telling them you want to improve the lesson until after it is over).

Doan testing a new lesson plan as Justin observes remotely via Zoom.

Our TeachingEntrepreneurship.org team is fully distributed – I’m in San Francisco, Doan is in Ohio, and Federico is in Italy but with Zoom it’s easy for us to sit in on each other’s classes.

We usually have one camera in the back of the room so we can see the instructor and one camera in the front of the room (sometimes just a phone logged into Zoom) so we can see how students are responding to the lesson.

 

A camera at the front of the room makes it easy to see when students are engaged and when they are tuning out.

Don’t let location be a barrier to improving your teaching!

With Zoom and a little help from your IT team, you can literally get feedback from any instructor in the world on how to improve a lesson.

Step 3: What Feedback Do You Want?

Before you teach the lesson with your observer, think through what feedback you want. We all teach so differently, it will be important for the person providing you feedback to know the type of feedback you would like on the lesson. Some things we focus on:

  • Are students engaged during the entire lesson? When does energy drop; when do students start to look zoned out or pick up their phones?
  • Does the lesson have a successful “ah ha” moment? If not, how might you create one?
  • Are there any logistical questions that can be eliminated by better instructions (i.e., questions about how to do the exercise aren’t productive, but lessons about how to apply the principles are welcome)
  • Did students actively and eagerly participate in any discussions? If not, how might you improve the discussions?

Step 4: Ask for student feedback

There’s no better way to model to students how and why they should listen to their customers than when you ask for their feedback.

After teaching the lesson you want to improve, give your students an opportunity to provide anonymous feedback about it. For us, we use a slide like this

Slide to get student feedback

which links to a survey like this

Student feedback survey

All of the information is anonymous (unless students volunteer to give us their email address). We simply ask students to fill out the survey before they leave class.

Step 5: Integrate the Feedback

After the class session, talk with the person who sat in the class as they go through their notes. If the person is an experienced and awarded instructor, ask for tips and tricks for anything they notice. Even if they see something as engaging, positive or productive, ask for their ideas on how you can improve.

If there are points where they offer constructive criticism, or where they saw student engagement wane, ask for specific advice on tips and tricks to improve and combine that with the feedback you got from your students.

Results

By practicing what you preach to students in terms of continuous improvement, you’ll not only increase the quality of your lessons, you’ll also demonstrate to students that you care about them – both of which can lead to improved evaluations.

We use this technique for each of the exercises we release, including all of the lessons in the Experiential Entrepreneurship Curriculum (ExEC), and the insights we gain have a tremendous impact on quality.


What’s Next?

In upcoming posts, we will share exercises to engage your students.

Subscribe here to be the first to get these in your inbox.

Join 15,000+ instructors. Get new exercises via email!


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:

  • The NEW Marshmallow Challenge.Use this exercise to teach students why invalidated assumptions hinder all new initiatives, and are ultimately the downfall of most new companies.
  • Marketing MVPs. In this experiential exercise, students launch real ad campaigns on Facebook and Instagram to test demand for their MVPs
  • Pilot Your Purpose. This exercise helps students discover what they’re passionate about and see how learning entrepreneurial skills can turn that passion into their purpose.
  • 2021 Top Lesson Plans. Here is the list of our 2021 top entrepreneurship exercises and lesson plans based on feedback from our fast-growing community of thousands of entrepreneurship instructors.
  • “The best class I’ve taken!”  We all want a Dead Poets Society moment in our entrepreneurship class. One professor using the Experiential Entrepreneurship Curriculum got hers!
The NEW Marshmallow Tower Challenge

The NEW Marshmallow Tower Challenge

This revised version of the Marshmallow Challenge is a really fun way to teach the importance of iteration, experimentation, and the value of failure.

Students completing the marshmallow challenge by building a tower with string spaghetti and tape free standing structure

This updated exercise will help your students learn:

  • Why hidden assumptions hinder entrepreneurs

  • How iteration and experimentation weed out hidden assumptions

  • Why business experiments replace business plans

Note: if you’re already familiar with the Marshmallow Challenge, here are the key updates in this version:

  • This exercise isn’t just about team building or ice-breaking; it’s an analogy for business model assumptions, experimentation, and iteration.
  • Teams build towers twice: once to discover that they make hidden assumptions and once to resolve them.
  • There is a minimum height requirement to ensure students push their limits (and reinforce the learning objectives).
  • As homework, students write a short reflection on the dangers of hidden assumptions and the benefits of fast experiments and iterations.

Step 1: The Set Up

Students work in teams of four to build the tallest tower they can using only the provided materials.

Marshmallow Challenge Setup

Step 2: Build, Launch (and Fail!)

With only 18 minutes to build their towers, teams often follow a similar construction timeline:

  • ~3 minutes: Figuring out who is in charge
  • ~10 minutes: Planning
  • ~4 minutes: Taping spaghetti together
  • ~1 minute: Putting their marshmallow on top
  • ~1 second: Watching the tower crumble under the (surprising) weight of the marshmallow

Marshmallow challenge failure

Be sure to strictly enforce the rules and not give students tips.

The point of this first iteration is for students to experience the failure that comes from not testing their assumptions

For example, students often assume:

  • Marshmallows are light
  • Uncooked spaghetti is rigid enough to hold up a marshmallow

Most of the time, students find out these assumptions are incorrect far too late into the exercise to do anything to correct them.

Finish this step of the lesson by asking students what assumptions they made that may have led to their failure. Then ask them, “Do you know who doesn’t make these kinds of assumptions?”

Step 3: Kindergartners

Tell students that this exercise has been completed by a wide range of people and the average tower height is 20 inches tall.

What’s most interesting is that some people consistently perform better. While business school students often struggle, there’s one group of students who do particularly well:

Kindergartners!

Then show a slide like this to your students:

Marshmallow challenge results

Why Do Kindergarteners Build Better?

First thing: let your students know it’s not their fault – there’s nothing inherently wrong with them. They just made the mistake that virtually every first-time entrepreneur makes:

“You made assumptions about the world that turned out to be wrong.”

In the entrepreneurial context, that typically means making assumptions about who your customers might be, how much they’d be willing to pay for your product, and how many of them there are.

In this case, assumptions about their building materials led to sub-optimal performance, but why would kindergartners be able to build better towers than they could?

Because kindergartners don’t make assumptions!

Kindergartners don’t know that marshmallows are supposed to be light and uncooked spaghetti is supposed to be rigid, so the first thing they do is stick the marshmallow on the spaghetti and see what happens.

In other words, kindergartners don’t know enough about the world to make assumptions so instead of “planning” they naturally spend their time experimenting and iterating.

Tell your students that whenever they’re doing something they’ve never done before (e.g., launching a new product), the best way forward is often to run quick experiments so they can discover the hidden assumptions they’re making.

Once they’ve discovered their hidden assumptions, they’re ready to test out different solutions, which leads us to . . .

Step 4: Iteration

Now that they’ve had a chance to discover their hidden assumptions it’s time to let students act like kindergarteners and iterate and try again!

Give your students another set of supplies and let them build again. When they’re finished, compare the results of their first and second iterations. Use this as an analogy for:

  1. Why serial entrepreneurs are often more successful than first-time entrepreneurs
  2. Why business plans are often replaced by business experiments (e.g., quick experiments lead to more, faster, and validated learning than business plans).

FSU students building a marshmallow tower with string spaghetti and tape free standing structure
Florida State University students in Ron Frazier’s class

Step 5: Reflection

After class, ask students to write up a reflection on the difference between writing business plans and running business experiments:

  • When would they want to use a business plan?
  • When would they want to use a business experiment?
  • Why?

What if Your Students Have Already Done It?

It’s not uncommon for students to have done a version of the Marshmallow Challenge in another class. That said, they likely did it as an ice breaker or team-building exercise – not with a focus on iteration and experimentation.

Ask any students who have done this previously to form their own team of “experienced builders.” This will enable you to reinforce the learning objectives no matter how tall their towers are:

  • If the experienced teams build successful towers, you can point to them as examples of the power of iteration (their previous iteration being the first time they did the exercise)
  • If the experienced teams do poorly, you can cite how important it is to keep practicing the power of iteration throughout our careers – it’s an easy lesson to forget!

Get the Updated Marshmallow Challenge Lesson Plan

We’ve created a detailed lesson plan for the “Updated Marshmallow Challenge” 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. Please feel free to share it.


 

Attribution

The original version of the Marshmallow Challenge comes from Tom Wujec. Here are his original instructions and associated TED Talk.

A version similar to the original exercise was also published by Bradley George:

George, B. (2014). Marshmallow Tower. In H. Neck, P. Greene & C. Brush (Eds.), Teaching Entrepreneurship: Challenging the Mindset of Entrepreneurship Educators (p.125-130).  Northampton, MA: Edward F. Elgar Publishing.


What’s Next?

In upcoming posts, we will share more exercises to engage your students.

Subscribe here to be the first to get these in your inbox.

Join 15,000+ instructors. Get new exercises via email!


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:

  • Marketing MVPs. In this experiential exercise, students launch real ad campaigns on Facebook and Instagram to test demand for their MVPs
  • Pilot Your Purpose. This exercise helps students discover what they’re passionate about and see how learning entrepreneurial skills can turn that passion into their purpose.
  • 2021 Top Lesson Plans. Here is the list of our 2021 top entrepreneurship exercises and lesson plans based on feedback from our fast-growing community of thousands of entrepreneurship instructors.
  • “The best class I’ve taken!”  We all want a Dead Poets Society moment in our entrepreneurship class. One professor using the Experiential Entrepreneurship Curriculum got hers!
  • Teaching Customer Interviewing. This card and the online game is a powerful way to teach students the importance of customer interviewing, and the right questions to ask.
Marketing MVPs: Testing Demand on Social Media

Marketing MVPs: Testing Demand on Social Media

Our students live on social media. But do they know how to make the best use of it (or how they’re being used by it)?

With this exercise, your students can . . .

  • Launch real ad campaigns on Facebook and Instagram
  • Use social media to test demand for their MVPs
  • Learn how their personal information is used to target them with ads

Marketing MVP

Step 1: Ad Targeting

The incredible depth and breadth of the information Facebook and Instagram (also owned by Facebook) have on users is astounding.

If your students use Facebook or Instagram, Facebook likely knows things like:

  1. How much money they make
  2. Whether or not they’re in a relationship (and if that relationship is local, long-distance, or even “open”)
  3. Their political leanings
  4. And much, much more . . .

How much more? The first step of this exercise is to introduce your students to how much information Facebook knows about them.

Facebook at targeting options

You’ll send your students a link to the “Facebook Ad Targeting Options Infographic” above and ask them to review the dozens of pieces of data Facebook collects and identify the 3 most interesting, obscure, or surprising things Facebook might know about them (they’ll use this information later in the exercise).

Step 2: Design an Ad

With a sense of ways to potentially target social media ads, your students will have an opportunity to design their own ad for a product you provide for them:

A solar-powered phone charger.

Using our free Social Media Ad Generator each student mocks up different ad images, different ad copy, target audiences, etc. to get a feel for how to create ads.

Social media ad generator

directions to build your facebook ad

Step 3: Design Their Own Ad

Once students have a feel for how to design an ad using a product you assign them, you can ask them to create one for their own product.

Students repeat the same process they did with the solar power charger, except this time they work with their teammates to design a targeted ad for their companies.

Step 4: Launch Their Ad

(Optionally) You can actually help your students launch their ad.

Using the video below, your students will see how they can design a real ad for Facebook or Instagram and share the ad with you so you can launch it for them and measure how well it performs.

Customizing the Marketing MVP Lesson

This lesson is designed to be easy to customize based on the skills of your students:

  • An Intro course may only complete Steps 1 – 3, mocking up their ads but not necessarily launching them.
  • A New Venture Creation may complete Step 4 so students actually see how well their ads perform.
  • In a capstone or graduate course, each team could produce two different ads and you can run them as A/B tests to see which ad variation performs the best.

There are so many ways to leverage this lesson that demonstrates to students the power of social media marketing!. We hope you give it a try!

 


Get the Marketing MVPs Lesson Plan

We’ve created a detailed lesson plan for the “Marketing 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. Please feel free to share it.


What’s Next?

In upcoming posts, we will share more exercises to engage your students.

Subscribe here to be the first to get these in your inbox.

Join 15,000+ instructors. Get new exercises via email!


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:

  • Pilot Your Purpose. This exercise helps students discover what they’re passionate about and see how learning entrepreneurial skills can turn that passion into their purpose.
  • 2021 Top Lesson Plans. Here is the list of our 2021 top entrepreneurship exercises and lesson plans based on feedback from our fast-growing community of thousands of entrepreneurship instructors.
  • “The best class I’ve taken!”  We all want a Dead Poets Society moment in our entrepreneurship class. One professor using the Experiential Entrepreneurship Curriculum got hers!
  • Teaching Customer Interviewing. This card and the online game is a powerful way to teach students the importance of customer interviewing, and the right questions to ask.