The surprisingly simple details are below, but I can attest this process works (it’s the same one we use to improve the Experiential Entrepreneurship Curriculum).
Step 1: Ask Your Students How They Feel
At the end of each lesson or exercise, simply ask your students how they felt about it.
From our experience, surveying students about their feelings provides more actionable feedback than a question like “On a scale from 1 to 5 how would you rate…?”.
Here are the specific questions we students ask after every ExEC exercise:
We get better results by asking emotionally-based questions because:
It’s easier for students to check boxes indicating their feelings than it is for them to score an exercise on an arbitrary number scale.
We care as much about the “why” behind their rating as we do about the rating itself. From our experience, students provide more in-depth answers to why they have a feeling than why they gave something a numeric rating.
Step 2: Analyze the Data
Once your data comes back, patterns will emerge.
For example, this data from Fall 2021 shows how ExEC students felt after completing their first exercise:
While the majority of students felt excited and confident about the assignment, 18% of them felt confused, which provided an opportunity for improvement.
After reading why those students felt confused, we hypothesized adding a video that showed students how to turn their assignments in might reduce their confusion.
Step 3: Implement Improvements
In our case we created a video demonstrating how to submit ExEC assignments on each of the major LMSs (e.g. Canvas, Blackboard, Moodle, D2L).
In your case, you’ll implement solutions informed by your students’ surveys. After that, you can simply ask your students for their feedback again so you can . . .
Step 4: Compare the Before Data
In our case, the impact of the new video was immediate. By Spring of 2022 . . .
We saw student confusion cut in half, while excitement and confidence continued to rise.
The best part is, you can use these four steps to improve just about anything related to your course.
Just ask these two questions:
How did you feel doing this?
Why that feeling?
And you can improve the quality of a specific lesson, a homework assignment, or the course overall.
Last week we discussed the challenges of AI in academia. This week, we’re exploring the benefits of it, with a new lesson plan! In this exercise, your students will explore…
Who is a better cofounder: a human, or ChatGPT?
In this lesson you’ll simultaneously:
Demonstrate some of the amazing capabilities of ChatGPT to your students
You’ll also give them an opportunity to demonstrate their understanding of the business model validation process
This is a powerful exercise to wrap up your term, in particular as a final project or exam.
Watch the video below for a demo:
My ChatGPT Cofounder Demo
Get the “My ChatGPT Cofounder” Lesson Plan
We’ve created a detailed lesson plan for the “My ChatGPT Cofounder” exercise to walk you and your students through the process step-by-step.
Students’ eyes glaze over when they read the syllabus.
How we can engage students and start teaching them entrepreneurship skills from the moment they walk into our classes?
Jay Markiewicz from Virginia Commonwealth University developed a novel way to start your semester that almost guarantees students will WANT to come back!
Step 1: Problem Definition and Customer Discovery
It’s the first day of class. We want to be anti-boring.
We want to put students in the middle of an engaging experience right away.
And even better, we want the engagement to be instructive.
By asking the question below, the moment is instantly relevant because students are experiencing it in real-time. Students begin by using Post-it notes to answer this question
What are the challenges and concerns students face on day one of a new course?
Students then text their friends that same question, write down their friends’ responses on post-it notes, and mark them as ‘friends said.’
Within minutes, students are practicing customer discovery!
In small teams of 3-4, students take a moment to meet each other and then collaborate by discussing with each other the challenges/concerns they wrote on their post-it notes.
In this step, students start identifying problems, and progress into customer discovery, all within a matter of minutes!
Step 2: Data Analysis
In this step, teams use their post-it notes to group similar answers, ranking their top concerns/challenges.
Each team writes their top 2-3 answers on the board to start a list of all of the concerns/challenges students identified.
You can now engage the class in a discussion on the priority “problems” that students have on day one.
Here are some example answers you may see as the top priority”
“Getting to know each other. Avoiding day one awkwardness.”
“Getting interested in the course. Knowing what I’ll be learning throughout the course.”
In this step, students start analyzing customer discovery data – and you’re not even halfway through your first class!
Step 3: Solution Generation
Now we engage students even deeper, and have a little fun along the way!
They practiced problem definition, customer discovery, and data analysis. The next skill is generating solutions to the problem they just identified.
Ask students to write answers on the post-it notes to the following question:
If you were me, what solutions would you design for these problems?
Students don’t need to text friends this time. Instead, have them form NEW teams of 3-4 students and go through the same steps as above – meet each other, identify the most common solutions, then debrief with answers grouped on the board or wall.
Step 4: Reflection
The last step of this amazing kickoff experience, included in the lesson plan below, are to have students reflect and then to implement solutions.
This is where the lesson goes from good to great as you ask your student to analyze the process they’ve gone through on the first day of class, and the “ah-ha!” moments begin.
Click below to….
Get the Full “What is Your F Problem?” Lesson Plan
We’ve created a detailed lesson plan for the “What is Your F Problem?” exercise to walk you and your students through the process step-by-step.
Below you’ll find the slides, lesson plans, and where available, recordings from our presentations.
But first, we wanted to say thank you for such a fantastic conference and share some of our highlights:
HAPPY HOUR MILKSHAKES
MEETING SUMMIT FACILITATORS (IN REAL LIFE)
Twice a year we host the Teaching Entrepreneurship Summit showcasing the best entrepreneurship exercises we can find, and we couldn’t do it without an outstanding cohort of facilitators.
This award gives special recognition to the people whose outstanding passion for entrepreneurship is reflected in their teaching, writing, research, training, and public service.
Doan is one of only 85 people to be selected as a Longenecker Fellow over the last 36 years and we can’t thank him enough for his contribution to entrepreneurship education.
MAKING THE 3E PODIUM
This year’s exercises were the best we’d ever seen at USASBE.
Considering the level of competition among the Entrepreneurship Experiential Exercises (3E), we were ecstatic, and honored, that the Financial Modeling Showdown got recognized!
This continues our streak:
FEDERICO BOWLING FOR THE FIRST TIME
That face says it all 🙂
Overall, we came away from the conference reinvigorated and recommitted to providing the best entrepreneurship education resources we can!
Speaking of which, here are all of our resources from USASBE:
SLIDES, LESSON PLANS, AND RECORDINGS
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Get Slides, Lesson Plans, and Exercises
Marketing MVPs: Testing Demand on Social Media (Justin Wilcox)
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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]
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.
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.
Students will then iterate with their partners to come up with a more ideal solution for the problem based on their partner’s feedback.
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?
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?
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.
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!
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 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!
Pitches that celebrate their learning process, not just the outcomes
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:
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.
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.
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!
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