Changes

There are many ways Yale has increased its investment in which Yale can improve innovation, largely spurred by a grant from Joseph Tsai to create Tsai CITY, the culture surrounding entrepreneurship on -campus. We have an amazing group of innovators who have plenty of resources available center welcoming diverse students to thempursue innovative ventures, howeverprojects, and initiatives. However, one of the biggest issues main barriers to taking that first step to focused innovation is that not enough manhours are being put into a perception of innovationas starting a company. This Another hypothesis is because of lack that students' fear of time for students who want failure poses another barrier to innovate, trialing innovation and also the lack of student innovatorscreation. The more time that can be put into solving big problems, We aim to tackle these challenges through the more amazing solutions can come out of Yalefollowing strategic priorities. I've listed some strategies below, and also described a few things I want to implement immediately on campus 

<br/>{{= Strategy #Widget1:Youtube|idDe-risking the pursuit of innovation and new ventures&nbsp; =o0DANkwKqgA}}

<br/><span style="color: rgb(0Yale students generally do not like taking risks, 0so we need to find a way to encourage risk-taking. The top 15% of students from many schools, 0); font-family: Arial; font-size: 15px; line-height: 21px; white-space: pre-wrap;">Link if video isn't working: </span>[https://wwwYale included, are swept away to work in New York and consulting and financial companies.youtubeThese are the students who are most likely to succeed with their own businesses.com/watch?v=o0DANkwKqgA https://wwwThese are the smartest people that you want to be working on the biggest problems in the world.youtubeInstead, rational thinking about stability and security has prevented entrepreneurship from being a valid goal that they strive for.com/watch?v=o0DANkwKqgA]&nbsp;

Yale Also at SOM, the Global Social Entrepreneurship (GSE) course allows students generally do not like taking risks, so we need to find a way partner with global non-profits and for-profits to encourage risk takingtackle real-world problems. The top 15% These kinds of students from many schools, Yale included are swept away to work in New York and consulting guided entrepenuership classes and financial companies. These are the students who are most likely clubs help to succeed with their own business. These are the smartest ease people that you want to be working on into the biggest problems in the worldidea of innovating. InsteadSuccessive failures can be demoralizing, especially for younger students, rational thinking about stability so these kinds of activities are especially useful for undergraduates, or anyone who might be exploring innovation and security has prevented entrepreneurship from being a valid goal that they strive forthe first time.&nbsp;

Yale students are passionate people, and it is really easy to excite someone about = Strategy #2: Creating 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.Support Network for Those Pursuing their Ideas =

Classes such as appropriate technology for Leaders often run into the developing world also align the ideas same problems in very different situations and goals of environments. It would be a powerful tool to have a larger set group of students who regularly meet to discuss these general leadership problems and how to fix them. This can be in the form of something as simple as a weekly or bi-weekly workshop (e.g., SOM's Startup Club's weekly workshop), or in something as formal as a slightly more structred way to encourage innovationleadership forum. These kinds Seniors students know the ins and outs of guided entrepenuership classes and clubs help to ease people into the idea of innovatingschool (e.g. Successive failures , where funding can be demoralizingfound, fastest ways to get approval, especially who to talk to for younger outside sponsorships etc.) can pass this information along to avoid other students, so these kinds of activities are esepcially useful for freshmen re-learning something that has already been attempted and sophomoresdiscovered.&nbsp;

Having a larger group usually makes activities less risky, so trying to Incorporating alumni into the system would make it even more valuable because they have experience from outside Yale that they 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 interesttable. Thus, 100 startups with 1 person each can easily become 10-20 groups Several of like-minded individuals all working towards the same end goal. This is acomplished in groups such as DFA, where, students who we spoke with mentioned they chose thier current careers based 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 organizationsalumni or faculty mentors who had done similar careers.&nbsp;

= Strategy #2: Creating Providing a Support Network way for Engineering Leaders =all, even someone with no experience, to get involved in innovation is important for gaining new students and retaining them throughout their time at Yale. We need to find a way to stimulate opportunities for freshmen and sophomores in Yale College, or first years in the graduate programs, that will work with their limited skillset and enable them to create. This could come in the form of participating in day-long design and innovation sprints. It could also look like instigating small internships for students either at Yale or in early-stage startups such that students can have the opportunity to 'taste' entrepreneurship and innovation.<div></div>

Leaders often run into the same problems in vary different situations and environments. It would be a powerful tool = Strategy #4: Give Students More Opportunities 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. &nbsp;Innovate =

Incorporating alumni into the system would If Yale can somehow make it even more valuable because they have experience from outside Yale that students less busy with coursework, they can bring encourage students to the tablespend that free time innovating. Several of the students Almost everyone I spoke with were telling me that talked to said they would innovate and think big if 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 itdo so.&nbsp; = Strategy #3: Creating Entry Level Positions for Entrepreneurship<br/> = Making sure <br/>Google 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 may not directly relate to provide their work. If we consider a way for anyonestudent's full schedule, even someone with no experience to get involved 20% would be a significant number of hours. 20% is important for getting new students involved, and retaining them throughout their time approximately one class per semester here at Yale. We need to find a way to encourage roles for freshmen , and sophomores we think that will there should be required entrepenuership, innovation, or independent 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 frontclass. This encourages big ideas for younger students and gives older students the opportunity to take is a deep dive without sacrificing the longevity new kind of thinking that should not be left out of a project or clubliberal arts education simply because it is new.&nbsp;

Into MicroIntro 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 is a fundamental course in an undergraduate's Yale Education. An equivalent style class for innovation would be an amazing move a strong step towards completely changing the way our campus looks at engineering and innovation. At a school as traditional as YaleIn SOM, for example, it is important that we students are required to take time to explore the wild possibilities, and many people get locked into a conservative viewpoint early in their time here"Innovator. There should be a contrast to intro economics" However, the this class that all Yalies want does not occur until Spring semester 2, meaning students are left without any concrete training related to take, innovation and that will ideally be taught by an engineerentrepreneurship for the frst 6 months of their limited 2-year education.&nbsp;

Many students on campus will never see = Strategy #6: Increase the amazing creations that are made in the labs on science hill. the portion Reach 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.&nbsp;Student Sharing<br/> =

<br/>&lt;/div&gt;&lt;/div&gt;There is opportunity to create more cross-school content and programming that allows students to share their work as well as learn from the work of their peers. In SOM, this occurs in a fragmented way. It might occur during a lunch session in the Social Impact Club. Or it might happen in a classroom. In the college, there are events like 2019's "Chun Challenge for Change," a pitch night in which the Dean of Students judges students' ideas related to solving the most proessing challenges impacting students. One opportunity could be creating a podcast on which we host a weekly Q&lt;A/div&gt;background with a student founder. This enhanced reach could help demystify the belief that there is a high barrier to becoming a "founder" or launching a "venture."