University Innovation Fellows - User contributions [en]

Priorities:Yale University Student Priorities

2014-04-06T20:08:45Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=o0DANkwKqgA}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=o0DANkwKqgA https://www.youtube.com/watch?v=o0DANkwKqgA]

= Strategy #1: Encouraging Risk Taking by Providing Insurance  =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  

Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. Several of the students I spoke with were telling me that they chose thier current careers based on alumni or faculty mentors who had done similar careers. I cant remember the last time I heard a "Masters Tea" (events with Yale alumni or successful people where they will engage in conversation with students) with an innovator. It will become a more popular career interest as soon as we can expose young students to it. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div></div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. <br/><br/>Google even values this kind of "free time" very highly. Every employee is given 20% time, a time where they can work on thier own ideas that may or many not directly relate to their work. If we consider a student's time, 20% would be a LOT of manhours. 20% is approximately one class per semester here at Yale, and I think that there should be required entrepenuership, innovation, or independent work class. This is a new kind of thinking that should not be left out of a liberal arts education simply because it is new. 
<div></div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

<br/></div></div></div>

= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:27:43Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking by Providing Insurance  =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  

Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. Several of the students I spoke with were telling me that they chose thier current careers based on alumni or faculty mentors who had done similar careers. I cant remember the last time I heard a "Masters Tea" (events with Yale alumni or successful people where they will engage in conversation with students) with an innovator. It will become a more popular career interest as soon as we can expose young students to it. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div></div>

= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. <br/><br/>Google even values this kind of "free time" very highly. Every employee is given 20% time, a time where they can work on thier own ideas that may or many not directly relate to their work. If we consider a student's time, 20% would be a LOT of manhours. 20% is approximately one class per semester here at Yale, and I think that there should be required entrepenuership, innovation, or independent work class. This is a new kind of thinking that should not be left out of a liberal arts education simply because it is new. 
<div></div>

= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>

= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:22:48Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  

Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. Several of the students I spoke with were telling me that they chose thier current careers based on alumni or faculty mentors who had done similar careers. I cant remember the last time I heard a "Masters Tea" (events with Yale alumni or successful people where they will engage in conversation with students) with an innovator. It will become a more popular career interest as soon as we can expose young students to it. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div></div>

= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. <br/><br/>Google even values this kind of "free time" very highly. Every employee is given 20% time, a time where they can work on thier own ideas that may or many not directly relate to their work. If we consider a student's time, 20% would be a LOT of manhours. 20% is approximately one class per semester here at Yale, and I think that there should be required entrepenuership, innovation, or independent work class. This is a new kind of thinking that should not be left out of a liberal arts education simply because it is new. 
<div></div>

= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>

= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:19:56Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div></div>

= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. <br/><br/>Google even values this kind of "free time" very highly. Every employee is given 20% time, a time where they can work on thier own ideas that may or many not directly relate to their work. If we consider a student's time, 20% would be a LOT of manhours. 20% is approximately one class per semester here at Yale, and I think that there should be required entrepenuership, innovation, or independent work class. This is a new kind of thinking that should not be left out of a liberal arts education simply because it is new. 
<div></div>

= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>

= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:19:40Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. <br/><br/>Google even values this kind of "free time" very highly. Every employee is given 20% time, a time where they can work on thier own ideas that may or many not directly relate to their work. If we consider a student's time, 20% would be a LOT of manhours. 20% is approximately one class per semester here at Yale, and I think that there should be required entrepenuership, innovation, or independent work class. This is a new kind of thinking that should not be left out of a liberal arts education simply because it is new. 
<div></div>

= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>

= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:15:25Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div></div>

= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T18:15:13Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time.

Classes such as appropriate technology for the developing world also align the ideas and goals of a larger set of students in a slightly more structred way to encourage innovation. These kinds of guided entrepenuership classes and clubs help to ease people into the idea of innovating. Successive failures can be demoralizing, especially for younger students, so these kinds of activities are esepcially useful for freshmen and sophomores. 

Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, on the first day, everyone thrwos ideas onto the board, but those ideas are narrowed and focused by forming groups. Similar strategies can help other organizations. 

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company, and having a dedicated group whose goal is to incubate start-ups further reduces risk by providing experience and knowledge. 

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T07:21:30Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepreneurship on campus. We have an amazing group of innovators who have plenty of resources available to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time. Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal.

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company  

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T07:19:50Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepenuership on campus. We have ana amazing group of innovators who have plenty of resources availible to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{#Widget:Youtube|id=FApSiyrzWbM}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time. Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal.

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company  

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T07:19:15Z

Chinmay:

= Overview<br/> =

There are many ways in which Yale can improve the culture surrounding Entrepenuership on campus. We have ana amazing group of innovators who have plenty of resources availible to them, however, one of the biggest issues is that not enough manhours are being put into innovation. This is due to there not being enough time for students who want to innovate, and also there not being enough innovators. The more time that can be put into solving big problems, the more amazing solutions can come out of Yale. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

{{#Widget:Youtube|id=34BGBQisgsc}}

<br/><span style="color: rgb(0, 0, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://www.youtube.com/watch?v=FApSiyrzWbM https://www.youtube.com/watch?v=FApSiyrzWbM]

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time. Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal.

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company  

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T07:14:20Z

Chinmay:

= Overview<br/> =

= Strategy #1: Encouraging Risk Taking =

Yale students generally do not like taking risks. We need to find a way to encourage risk taking. The top 15% of students from many schools, Yale included are swept away to work in New York and consulting and financial companies. These are the students who are most likely to succeed with their own business. These are the smartest people that you want to be working on the biggest problems in the world. Instead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for. 

Yale students are passionate people, and it is really easy to excite someone about a meaningful and valuable goal. Social entrepreneurship is thus an effective way to provide motivation because it takes a different set of metrics into account and encourages people to look at impact instead of stability as "success." Clubs such as engineers without borders take service trips and formally structure them. This allows many people to work together on a project and succeed easily where a single person may have a hard time. Having a larger group usually makes activities less risky, so trying to bring people together is an easy way to minimize risk. Another way this can be done is by showing 100 people that if we assign their passion/idea to a slightly more general problem, we can easily link multiple people with the same interest. Thus, 100 startups with 1 person each can easily become 10-20 groups of like-minded individuals all working towards the same end goal.

Finally, groups such as Yale Entrepreneurial Institute are making progress towards structuring the process of innovation and providing mentorship at every step. Having someone who has gone through the process guide you can make students feel safe when they're starting a new company  

= Strategy #2: Creating a Support Network for Engineering Leaders =

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool to have a group of students who regularly met to discuss these general leadership problems and how to fix them. This can be the form of something as simple as a weekly or bi-weekly brunch, or in something as formal as a leadership forum. Either way, having these leaders would be a valuable resource for the members of the group, and also for anyone who would like to join the group of leaders as a leader themselves. Seniors who know the ins and outs of the engineering department (where funding can be found, fastest ways to get approval, who to talk to for outside sponsorships etc.) need to pass this information along or else time is wasted re-learning something that has already be attempted and accomplished for several years.  Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they can bring to the table. 

= Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> =

Making sure to provide a way for anyone, even someone with no experience to get involved is important for getting new students involved, and retaining them throughout their time at Yale. We need to find a way to encourage roles for freshmen and sophomores that will work with their limited engineering skillset and enable them to create without knowing advanced physics or 3D modeling. Perhaps working with freshmen and sophomores as leaders while juniors and seniors help lead but also do the heavy lifting on the engineering front. This encourages big ideas for younger students and gives older students the opportunity to take a deep dive without sacrificing the longevity of a project or club.
<div>
= Strategy #4: Give Students More Time to Create =

Certain classes currently exist that are heavily lab based and involve students playing with arduinos, sensors, and other basic electro-mechanical elements to create projects. At the end of the semester, the class of predominantly freshmen were able to complete and present engineered solutions to a plethora of problems. Working in small 3 people groups, they developed a range of products and projects, simply because they were given the time to do so. If Yale can somehow make students less busy with coursework, they can encourage students to spend that free time innovating. Almost everyone I talked to said they would innovate and think big if they had time to do so. 
<div>
= Strategy #5: Teach Students the Basics of Entrepreneurship<br/> =

Into Micro-economics is the bread and butter of a Yale Education. The class is always taught, and is the fundamental class many Yale students take at some point during their time here. It is a basic overview of rational thinking, and an equivalent style class for innovation would be an amazing move towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as Yale, it is important that we take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here. There should be a contrast to intro economics, the class that all Yalies want to take, and that will ideally be taught by an engineer. 
<div>
= Strategy #6: Increase the Reach of Engineering and Advertise Better<br/> =

Many students on campus will never see the amazing creations that are made in the labs on science hill. the portion of campus is separated from the housing buildings, off to the side by less than 2 blocks, but ends up being a space were not many non science majors venture. Why is it the case that engineers do not present their senior projects to a broader audience than just the engineering students and faculty. Yale has programs such as the Mellon Forum, a student presentation series where people can show their senior research and studies to their peers. This is underutilized by engineers; once the word gets out about projects happening, people will come and want to help. 

</div></div></div>
= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

School:Yale University

2014-04-06T06:31:39Z

Chinmay:

= Overview =

----

Yale University has long been a hub for scientific research and develpment. As entrepenuership and innovation have shifted become more accesible and important in our society, Yale has shifted its focus towards providing the tools necessary to make innovation possible. Over the last few decades, Yale's engineering department has aquired all the cutting edge technology needed to make the campus a powerhouse in engineering innovation. Providing space and resources to students to create whatever they can imagine is only one part of the equation for empowering innovation

While the facilities are constantly improving and being furnished with the latest technology, the university is also focusing on hiring faculty members who have a passion for creating and will work with students to spread that excitement. The student faculty ratio in the engineering sciences is 3:1, which allows for a lot of interaction between students and thier mentors. There is almost always a place to go on campus where students can find a willing mentor.

Finally, the last piece to the puzzle is the students. Yale is actively recruiting scientists and engineers in the same way other schools recruit atheletes. The first wave of students were part of the class of 2015, and in 3 short years, the culture at Yale has dramatically changed. The exciting part is that this change is just beginning! We have the tools, and we've just begun using them. Students from all disciplines are excited by the new resources availible to us, and as they learn to take 

<span style="font-size: 24px; font-weight: bold;">Entrepenuership in Academic Classes</span>
<div>
----
</div>
Classes at the Center for Engineering Innovation and Design (CEID) take a fresh perspective on what classroom learning can be. At the introductory level, factual knowledge is supplemented with hands-on experimentation and short-term project work in small groups. At the advanced level, students work on long-term projects in teams while professors act more like coaches than sages. Some courses learn more towards engineering, with a focus on working hardware and prototype testing. Others are more innovation-based, with a focus on sound conceptualization and plans for commercialization. Both require a design process infused with creativity and interdisciplinary collaboration to be successful.

MENG 489/EENG 481: Mechanical & Electrical Engineering Capstone Design Courses: Study of the design process, including concept generation, project management, teamwork, detail design, and communication skills. Student teams implement a real-world design project with hardware objectives that can be achieved in a term, and a problem definition that allows room for creative solutions.

ENAS 323: Creativity and New Product Development: An overview of the stages of product development in a competitive marketplace, with simulation of the process in class. A hands-on approach to creativity and the development process.

ENAS 118: Introduction to Engineering, Innovation, and Design: An introduction to engineering, innovation, and design process, aimed at freshman. Principles of material selection, stoichiometry, modeling, data acquisition, sensors, rapid prototyping, and elementary microcontroller programming. Types of engineering and the roles engineers play in a wide range of organizations. Lectures are interspersed with practical exercises. Students work in small teams on an engineering/innovation project at the end of the term.

= Landscape Canvas =

----

The following spreadsheet outlines specific resources that Yale has for furthering entrepenuership and innovation on campus broken down into the following categories: Make it a priority; So, you want to learn more; You want to apply your knowledge to a specific project; You have effectively engaged in I&E; You have fine-tuned your understanding of I&E and reframed your approach to your education and career. Each of the categories is necessary at different stages of a students path to entrepenuership. Yale has many resources, and this document's goal is to characterize Yale's landscape and identify our strengths and weaknesses. 

[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

= Related Links =

----

[[Yale University Student Priorities]]

[[Chinmay Jaju]]

[[Category:Universities]]

School:Yale University

2014-04-06T05:57:14Z

Chinmay:

School:Yale University

2014-04-06T05:23:33Z

Chinmay:

School:Yale University

2014-04-06T05:19:02Z

Chinmay:

Priorities:Yale University Student Priorities

2014-04-06T05:17:32Z

Chinmay:

= Overview<br/> =

= Strategy #1: Changing the Potential Value on Clemson's Campus<br/> =

== Tactic #1: The Design and Entrepreneurship Network (The DEN) ==

== Tactic #2: Interdisciplinary Sophomore Level I&E Course with Complimentary Senior Design Venture Projects ==

== Tactic #3: Summer LemonADE Stand: Acceleration in Design and Entrepreneurship ==

= Strategy #2: Executing Effectiveness in the Reframing Value at Clemson<br/> =

== Tactic #1: Tiger Business Alliance through Clemson InnoVenture Network ==

== Tactic #2: BioInnovation ==

== Tactic #3: Transformation of the Clemson University Office of Technology Transfer ==

= Impact<br/> =

= Related Links =

[[Yale University]]

[[Chinmay Jaju]]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Yale University Student Priorities

2014-04-06T05:17:17Z

Chinmay: Created page with "<div>= Overview<br/> =</div><div><br/></div><div>= Strategy #1: Changing the Potential Value on Clemson's Campus<br/> =</div><div><br/></div><div>== Tactic #1: The..."

<div>= Overview<br/> =</div><div><br/></div><div>= Strategy #1: Changing the Potential Value on Clemson's Campus<br/> =</div><div><br/></div><div>== Tactic #1: The Design and Entrepreneurship Network (The DEN) ==</div><div><br/></div><div><br/></div><div>== Tactic #2: Interdisciplinary Sophomore Level I&E Course with Complimentary Senior Design Venture Projects ==</div><div><br/></div><div>== Tactic #3: Summer LemonADE Stand: Acceleration in Design and Entrepreneurship ==</div><div><br/></div><div><br/></div><div>= Strategy #2: Executing Effectiveness in the Reframing Value at Clemson<br/> =</div><div><br/></div><div><br/></div><div>== Tactic #1: Tiger Business Alliance through Clemson InnoVenture Network ==</div><div><br/></div><div><br/></div><div>== Tactic #2: BioInnovation ==</div><div><br/></div><div><br/></div><div>== Tactic #3: Transformation of the Clemson University Office of Technology Transfer ==</div><div><br/></div><div><br/></div><div>= Impact<br/> =</div><div><br/></div><div><br/></div><div><br/></div><div>= Related Links =</div><div><br/></div><div>[[Yale University]]</div><div><br/></div><div>[[Chinmay Jaju]]</div><div><br/></div><div>[[Category:Student Priorities|Student_Priorities]]</div>

Fellow:Chinmay Jaju

2014-04-06T05:14:42Z

Chinmay:

[[File:ChinmayJaju.jpeg|right|500x500px|ChinmayJaju.jpeg]]

Chinmay is a junior Mechanical Engineering major at Yale University. Chinmay grew up in the heart of the Silicon Valley, and has been surrounded by technology from a very young age. He is passionate about race cars and robots, and spends a lot of his time outside class working on both. He is a mentor for two FIRST Robotics teams, one near his college, and one back home in San Jose. He has also built the website BecauseRobots.org to encourage high school students to consider and appreciate all the things robotics and technology do for them every day.

He began working in the Robotics lab at Yale his freshmen year working with shape memory alloys and tier applications in grasping and manipulation. He is passionate about being able to simplify the technology needed to manufacture effective prosthetic and robotic hands to enable people with a disability or an amputee to be able to regain functionality of tier limb. Chinmay also works for the Admissions Office at Yale recruiting prospective STEM students and engaging with them about Yale's resources

Outside of engineering, Chinmay is an active member of the student government as a Class President, and previously as the Class Secretary and as a Class Representative. He also is the lead photography for the Yale Yearbook. His favorite pass times include playing intramural sports, building model airplanes, and listening to EDM while dreaming of DJ-ing. 

== Related Links ==

[[Yale University]]<br/>[[Yale University Student Priorities]]

[[Category:Student Changemakers|Student_Changemakers]]

Fellow:Chinmay Jaju

2014-04-06T05:13:38Z

Chinmay:

Fellow:Chinmay Jaju

2014-04-06T05:13:12Z

Chinmay:

Chinmay is a junior Mechanical Engineering major at Yale University. Chinmay grew up in the heart of the Silicon Valley, and has been surrounded by technology from a very young age. He is passionate about race cars and robots, and spends a lot of his time outside class working on both. He is a mentor for two FIRST Robotics teams, one near his college, and one back home in San Jose. He has also built the website BecauseRobots.org to encourage high school students to consider and appreciate all the things robotics and technology do for them every day.

He began working in the Robotics lab at Yale his freshmen year working with shape memory alloys and tier applications in grasping and manipulation. He is passionate about being able to simplify the technology needed to manufacture effective prosthetic and robotic hands to enable people with a disability or an amputee to be able to regain functionality of tier limb. Chinmay also works for the Admissions Office at Yale recruiting prospective STEM students and engaging with them about Yale's resources

Outside of engineering, Chinmay is an active member of the student government as a Class President, and previously as the Class Secretary and as a Class Representative. He also is the lead photography for the Yale Yearbook. His favorite pass times include playing intramural sports, building model airplanes, and listening to EDM while dreaming of DJ-ing. 

[[File:ChinmayJaju.jpeg|right|500x500px|ChinmayJaju.jpeg]]

School:Yale University

2014-04-06T05:03:08Z

Chinmay:

School:Yale University

2014-04-06T05:02:12Z

Chinmay:

Yale University has long been a hub for scientific research and develpment. As entrepenuership and innovation have shifted become more accesible and important in our societys, Yale has shifted its focus towards providing the tools necessary to make innovation possible. 

= Landscape Canvas =

{{#widget:Google Spreadsheet|key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE|width=1300|height=700}}

<br/>[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

<br/><br/>[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

Landscape Canvas for Yale University

[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

[[Category:Universities]]

School:Yale University

2014-04-06T05:01:36Z

Chinmay:

Yale University has long been a hub for scientific research and develpment. As entrepenuership and innovation have shifted become more accesible and important in our societys, Yale has shifted its focus towards providing the tools necessary to make innovation possible. 

= Landscape Canvas =

{{#widget:Google Spreadsheet|key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE|width=1300|height=700}}

https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0

<br/>[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

Landscape Canvas for Yale University

[https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0 https://docs.google.com/spreadsheet/ccc?key=0AnII1k7RbXJ-dEZncW94SjFkQ0ZkZTlnejBxbkhSaEE#gid=0]

School:Yale University

2014-04-06T05:01:00Z

Chinmay:

School:Yale University

2014-04-06T04:54:16Z

Chinmay:

School:Yale University

2014-04-06T04:32:24Z

Chinmay:

School:Yale University

2014-03-30T18:15:55Z

Chinmay: Created page with "Yale University has long been a hub for scientific research and develpment. As entrepenuership and innovation have shifted become more accesible and important in our societys,..."

Organization:Ignite Talks

2014-02-28T16:27:18Z

Chinmay: Created page with "= Ignite Talks = Imagine that you’re in front of an audience made up of your friends, family, and people from your community, about to present a 5-minute talk on the thing ..."

= Ignite Talks =

Imagine that you’re in front of an audience made up of your friends, family, and people from your community, about to present a 5-minute talk on the thing you’re most passionate about. You’ve brought 20 slides, which advance every 15 seconds whether you’re ready or not. You have a few last-minute butterflies, but off you go—and the crowd loves it. Welcome to Ignite.

Ignite is a fast-paced event similar to TED Talks... Speakers are given 20 slides, each shown for 15 seconds, giving each speaker 5 minutes of fame. Ignite has two parts: the Ignite contest, where people make things, and Ignite talks, where presenters get 20 slides and five minutes to make their point. You can opt to do one or both of the events. If you’re looking for a good explanation of the why and how of giving an Ignite talk, then take a look at this presentation by O’Reilly author Scott Berkun. He does a great job of summarizing what can be achieved in five minutes with twenty slides. Here’s a short URL to share:[http://youtu.be/yGENcskRGRk http://youtu.be/yGENcskRGRk]

Below are some resources to get you started planning one. It seems like a fairly straightforward process as long as funding can be secured. 

________________________________________________________________________________________________________________________

= Plan It =
<div><div id="plan_it">
You've decided that you want to organize an Ignite event and may be wondering what the next steps will be. [http://igniteshow.com/plan_it Start here].

*Gather a Team
*Find a Location
*Pick a Date
*Let Us Know
*[http://igniteshow.com/plan_it more...]
</div><div id="promote_it">
= Promote It =

Once you’ve gathered a team, found a location, and picked a date you’ll want to [http://igniteshow.com/promote_it let the world–know].

*Create an Account
*Get Ignite-in-a-Box
*Promote!
*Recruit Speakers
*[http://igniteshow.com/promote_it more...]
</div><div id="produce_it">
= Produce It =

If you've planned it well and you take things in stride, then [http://igniteshow.com/produce_it the night] will be easy. Have fun!

*Select Speakers
*Prepare the Slides
*Setup the Venue
*Setup the Contest
*[http://igniteshow.com/produce_it more...]
</div><div id="broadcast_it">
= Broadcast It =

You’ll want to let the rest of the world know how much fun you had by [http://igniteshow.com/broadcast_it posting video] on igniteshow.com

*Post Event Video
*Naming Conventions
*Screencasts
*[http://igniteshow.com/broadcast_it more...]
</div><div id="sponsorship">
= Sponsorship =

If you accept local [http://igniteshow.com/sponsorships sponsorship], let them know you appreciate their contribution.

*Display Local Sponsors
*Find a Local Charity
*View Demographics
*[http://igniteshow.com/sponsorships more...]
</div><div id="tips">
= Tips & Tricks =

We’ve picked up a few <br/>[http://igniteshow.com/tips tips & tricks] along the way <br/>and thought we’d share them with you.

*Handle Cancellations
*Video Production Tips
*Advice for Speakers
*[http://igniteshow.com/tips more...]
</div></div>

<div id="why">
== <br/> ==
</div>

Fellow:Chinmay Jaju

2014-02-22T16:49:03Z

Chinmay: Created page with "Chinmay is a junior Mechanical Engineering major at Yale University. Chinmay grew up in the heart of the Silicon Valley, and has been surriounded by technology from a very you..."

Chinmay is a junior Mechanical Engineering major at Yale University. Chinmay grew up in the heart of the Silicon Valley, and has been surriounded by technology from a very young age. He is passionate about racecars and robots, and spends a lot of his time outside class working on both. He is a mentor for two FIRST Robotics teams. He has also built the website BecauseRobots.org. He began working in the Robotics lab at yale his freshmen year working with shape memory alloys and thier applications in grasping and manipulation. Outside of engineering, Chinmay is an active member of the student government as a Class Secretary and previously as a Class Representative. He also is the lead photography for the Yale Yearbook. His favorite passtimes include playing intramural sports, building model airplanes, and listening to EDM while dreaming of DJ-ing. 

[[File:ChinmayJaju.jpeg|thumb]]

File:ChinmayJaju.jpeg

2014-02-22T16:32:05Z

Chinmay: Yale University, UIF Spring 2014

Yale University, UIF Spring 2014