Changes

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

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 develop 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.&nbsp;<br/><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 their work. If we consider a student's timefull schedule, 20% would be a LOT significant number of manhourshours. 20% is approximately one class per semester here at Yale, and I we 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.&nbsp;

Intro 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 micro-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 the amazing creations that are made in = Strategy #6: Increase the labs on science hill. This portion Reach of campus Student Sharing<br/> = There is separated opportunity to create more cross-school content and programming that allows students to share their work as well as learn from the housing buildingswork of their peers. In SOM, off to this occurs in a fragmented way. It might occur during a lunch session in the side by less than 2 blocks, but ends up being a space were not many non-science majors ventureSocial Impact Club. Why is Or it the case that engineers do not present their senior projects to might happen in a broader audience than just classroom. In the engineering students and faculty? Yale has existing programs that answer this questoncollege, such as the Mellon Forumthere are events like 2019's "Chun Challenge for Change, " a student presentation series where people can show their senior research and studies pitch night in which the Dean of Students judges students' ideas related to their peers. This is underutilized by engineers; once solving the word gets out about projects happening, people will come and want to helpmost proessing challenges impacting students.&nbsp;

<br/>&lt;/div&gt;&lt;/div&gt;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."