Latest revision as of 20:14, 5 June 2020

Overview

=Fall 2019

Priority One

Priority Two

Priority Three

Priority Four

Fall 2015

The Stanford Innovation and Entrepreneurship Landscape Canvas is full of opportunities. Stanford University strives for innovation and creativity. Students have opportunities to innovation and entrepreneurship to the next levels with perceived value aspects ("Student, I&E is important. Make it a priority."), potential value aspects ("So, you want to learn more?"), applied value aspects ("You want to apply your knowledge to a specific project."), realized value aspects ("You have effectively engaged in I&E."), and reframing value aspects ("You have fine-tuned your understanding of I&E and reframed your approach to your education and career."). Stanford University, like most innovative campuses, are stronger in some areas of I&E values in comparison to others.

Stanford University's strengths lie in the overwhelming spirit of entrepreneurship on campus. As many people say, innovation is in the air. Stanford also has many tangible resources that provide force behind innovation and entreprenership, including venture spaces on and associated with our campus. Some of these include:

The Product Realization Lab (https://productrealization.stanford.edu/)

Design for America (http://designforamerica.com/studios/stanford/)

StartX (startx.stanford.edu)

BASES (bases.stanford.edu)

among others.

While these resources are utilized by many students, there is certainly room for improvement, namely in students discovering these resources earlier in the year. Not all incoming students realize that entrepreneurship and innovation are an option or even important or interesting. A couple of our main goals for I&E projects include getting more students involved in deeper relationships with other like-minded students, and allowing more students to be exposed to topics such as design thinking.

Student Desire for I&E Classes

While not all students are exposed to entrepreneurship when they first get here, as a whole among the student body there is a high demand for project-based design classes. A common piece of advice to students is to "take a d.school class!" However, this is more easily said than done. Due to the nature of project-based classes, there is a need to keep these courses relatively small. This limits the number of students who are able to take classes that are both interesting and beneficial. One fix to this would be to simply include more design-thinking classes. This also presents a challenge. Following are some ideas for implementing this idea.

Ideas

Option One: Faculty Taught Classes

A traditional method for class is to hold professor-lectured sessions. This could prove somewhat difficult in recruiting extra faculty or adding on more responsibility to faculty who already teach and may not be willing or able to take on more responsibilities. There is also the option for professors to hold smaller classes or less frequently meeting classes. This brings us to...

Option Two: Pop-up Classes

This is already implemented in part by the d.school. These classes (http://dschool.stanford.edu/classes/) are already pretty popular, and are admit by application only. This provides a possible barrier to students who are simply looking for an introduction to design thinking. There can be more pop-up classes added, and perhaps ones specifically geared towards inexperienced students (along the line of IntroSems (https://undergrad.stanford.edu/programs/introsems) but more open to a variety of grade levels).

Option Three: Workshops

Another option that is on a lower-commitment scale than pop-up classes is day or week long workshops. Stanford does hold an entrepreneurship week, but what about including one or more of these weeks per quarter? The quarter system moves very quickly, and students who are interested in entrepreneurship may miss out on one week due to prior commitments but still be interested and want another opportunity. Workshops for students would allow students to have fun and learn, and to take a break from the hectic schedule that a rigorous courseload on a quarter system brings.

Option Four: Student-Led Classes

Finally, our last idea for implementing more classes for students based around I&E focuses on student-led classes. There are more than a few design students at Stanford, and a portion of these students are interested in teaching. Why not tap this resource? The senior capstone classes for the product design major focus on producing a real-world project, and one of these options could be implementing and teaching a class about design thinking to underclassmen.

Additionally, Stanford runs Splash classes for 7-12th grade students. This could also be implemented for Stanford students to teach their peers, and put on their own design and I&E expo.

Implementation

Adding new classes can be a daunting task. This is a project that will probably take some time to work on. We are presenting a preliminary schedule for implementation.

Fall 2014/Winter 2015 - Initial research and user analysis - what exactly do students want? Who is willing to provide it?

Winter 2015/Spring 2015 - Idea development - create a project that aligns with student and faculty feedback to fulfill needs

Spring 2015/Fall 2015 - Idea refinement - prepare classes/workshops/etc. for rollout

Fall 2015/Winter 2016 - Idea implementation - first user cohort

Co-Ed Entrepreneurship Fraternity

Description: Sigma Eta Pi was founded at UCLA in 2010. The current chapters and alumni have many ventures in Silicon Valley and Silicon Beach. The brothers of SEP have a variety of startups and successes ranging from a clothing brand to a startup backed by Y-Combinator, with another acquired by Square for 90 Million dollars. There is a wide variety of interests and backgrounds already existing in SEP. Stanford has a wide array of clubs and activities for the entrepreneurial person, but what it lacks is a brotherhood. Stanford needs more than a club. In a club there is certain amount of people and level of commitment, but at the end of the day it is just that - a club. A brotherhood allows one to know the members on a deeper level. Most students upon graduation more closely identify with a national level organization, such as the Society of Women Engineers or a fraternity/sorority. A brotherhood would enhance the entrepreneurial community here at Stanford by creating a stronger network of people. This particular organization has the benefits of having two solidly established chapters in which Stanford would enhance the already rich alumni and membership base.

Implementation

- Find founding class- Fall 2014
- Pitch the Idea/Concept- Fall 2014
- Find a Space/Infrastructure- Fall 2014 through Spring 2015
- Funding- Fall 2014 through Spring 2015

Impact

Introducing these two flagship ideas will provide two unique outlets for student entrepreneurship. This is valuable because it allows students who are new or intrigued by design thinking and entrepreneurship to get their feet wet, and provide a close network and brotherhood with those students ready for a new level of entrepreneurship.

@@ Line 1: / Line 1: @@
 = Overview<br/> =
-The Stanford Innovation and Entrepreneurship Landscape Canvas is full of opportunities. &nbsp;Stanford University strives for innovation and creativity. &nbsp;Students have opportunities to innovation and entrepreneurship to the next levels with perceived value aspects ("Student, I&E is important. &nbsp;Make it a priority."), potential value aspects ("So, you want to learn more?"), applied value aspects ("You want to apply your knowledge to a specific project."), realized value aspects ("You have effectively engaged in I&E."), and reframing value aspects ("You have fine-tuned your understanding of I&E and reframed your approach to your education and career."). &nbsp;Stanford University, like most innovative campuses, are stronger in some areas of I&E values in comparison to others.
+=Fall 2019
-Stanford University's strengths lie in the ......................venture spaces on and associated with our campus. &nbsp;Some of these include:
+= Priority One =
-&nbsp;These amenities exist, but after speaking with current students, few knew these resources existed. &nbsp;It is here where a major gap in Stanford's I&E canvas lies.
+= Priority Two =
+= Priority Three =
+= Priority Four =
+Fall 2015
+<br/>The Stanford Innovation and Entrepreneurship Landscape Canvas is full of opportunities. &nbsp;Stanford University strives for innovation and creativity. &nbsp;Students have opportunities to innovation and entrepreneurship to the next levels with perceived value aspects ("Student, I&E is important. &nbsp;Make it a priority."), potential value aspects ("So, you want to learn more?"), applied value aspects ("You want to apply your knowledge to a specific project."), realized value aspects ("You have effectively engaged in I&E."), and reframing value aspects ("You have fine-tuned your understanding of I&E and reframed your approach to your education and career."). &nbsp;Stanford University, like most innovative campuses, are stronger in some areas of I&E values in comparison to others.
+Stanford University's strengths lie in the overwhelming spirit of entrepreneurship on campus. As many people say, innovation is in the air. Stanford also has many tangible resources that provide force behind innovation and entreprenership, including venture spaces on and associated with our campus. &nbsp;Some of these include:
+The Product Realization Lab ([https://productrealization.stanford.edu/ https://productrealization.stanford.edu/])
+Design for America ([http://designforamerica.com/studios/stanford/ http://designforamerica.com/studios/stanford/])
+StartX (startx.stanford.edu)
+BASES (bases.stanford.edu)
+among others.&nbsp;
+While these resources are utilized by many students, there is certainly room for improvement, namely in students discovering these resources earlier in the year. Not all incoming students realize that entrepreneurship and innovation are an option or even important or interesting. A couple of our main goals for I&E projects include getting more students involved in deeper relationships with other like-minded students, and allowing more students to be exposed to topics such as design thinking.
 <p style="text-align: center"></p>
-= Strategy #1: Changing the Potential Value on Stanford University's Campus<br/> =
+= Student Desire for I&E Classes<br/> =
+While not all students are exposed to entrepreneurship when they first get here, as a whole among the student body there is a high demand for project-based design classes. A common piece of advice to students is to "take a d.school class!" However, this is more easily said than done. Due to the nature of project-based classes, there is a need to keep these courses relatively small. This limits the number of students who are able to take classes that are both interesting and beneficial. One fix to this would be to simply include more design-thinking classes. This also presents a challenge. Following are some ideas for implementing this idea.
+== Ideas ==
-Following are an array of strategies that will fully address Gap #1 over a 2-3 year period:
+=== Option One: Faculty Taught Classes ===
-== Tactic #1: The Design and Entrepreneurship Class ==
+A traditional method for class is to hold professor-lectured sessions. This could prove somewhat difficult in recruiting extra faculty or adding on more responsibility to faculty who already teach and may not be willing or able to take on more responsibilities. There is also the option for professors to hold smaller classes or less frequently meeting classes. This brings us to...
-*Description:
+=== Option Two: Pop-up Classes ===
-*Team Leader(s): Autumn
-**
-== Tactic #2: Interdisciplinary Sophomore Level I&E Course with Complimentary Senior Design Venture Projects ==
+This is already implemented in part by the d.school. These classes ([http://dschool.stanford.edu/classes/ http://dschool.stanford.edu/classes/]) are already pretty popular, and are admit by application only. This provides a possible barrier to students who are simply looking for an introduction to design thinking. There can be more pop-up classes added, and perhaps ones specifically geared towards inexperienced students (along the line of IntroSems ([https://undergrad.stanford.edu/programs/introsems https://undergrad.stanford.edu/programs/introsems]) but more open to a variety of grade levels).&nbsp;
-*Description: The current I&E curriculums across campus address only juniors and seniors in the Executive Leadership and Entrepreneurship department, Engineering Senior Capstone Design Classes, or even only graduate students in the MBA in Innovation and Entrepreneurship (MBAe) program. &nbsp;What is needed is a course that brings together sophomore level students from all disciplines to introduce the concepts on innovation and entrepreneurship before it is too late. &nbsp;Many students do not encounter design or innovation until their senior design capstone engineering classes, at which point, the students have already committed to medical schools, law schools, graduate schools, or other careers that are not within I&E. &nbsp;This course will be offered to all colleges in hopes to bring together young, innovative minds to shape the I&E landscape at the start. &nbsp;In addition, plans to partner aspiring business students with senior design engineering and science students will help stimulate venture growth of life science technologies.
+=== Option Three: Workshops ===
-*Team Leader: John DesJardins, PhD (current advisor and mentor to University Innovation Fellow, Breanne Przestrzelski), Peter Gianidos (graduate professor of MBA in Entrepreneurship and undergraduate professor in College of Business and Behavioral Science)
-*Milestones:
-**Curriculum Assessment- completed with undergraduate student services coordinators- January 2014
-**Small Interest Meetings with faculty and students of affected departments- March 2014
-**Preparation of Audience- completed with help from Martine LaBerge (current Bioengineering Department Head)- May 2014
-**Presentation to Undergraduate Advisory Council, Board of Trustees, and University President- June 2014
-**Curriculum Preparation- Fall 2014
-**Faculty Search- Spring and Summer 2014
-**Full Acceptance into Undergraduate Curriculum-Fall 2014
-== Tactic #3: Summer LemonADE Stand: Acceleration in Design and Entrepreneurship ==
+Another option that is on a lower-commitment scale than pop-up classes is day or week long workshops. Stanford does hold an entrepreneurship week, but what about including one or more of these weeks per quarter? The quarter system moves very quickly, and students who are interested in entrepreneurship may miss out on one week due to prior commitments but still be interested and want another opportunity. Workshops for students would allow students to have fun and learn, and to take a break from the hectic schedule that a rigorous courseload on a quarter system brings.
-*Description: &nbsp;There is little direction on the Clemson University Campus once students do become passionate about I&E. &nbsp;To address this gap, it is necessary to offer programs and outlets for students to learn from those who have been in their shoes, current successful CEOs of small business start-ups, from professors whose passion is in teaching design and innovation to young captivating minds. &nbsp;This summer course will not be for credit. &nbsp;This summer course will not be for a certificate. &nbsp;This summer course will be for the experience. &nbsp;Two passionate individuals will lead their own version (a Clemson version) of a Lean Start-Up summer workshop- getting students passionate about I&E while teaching them a thing or two along the way about how to create their own start-up.
+=== Option Four: Student-Led Classes ===
-*Team Leaders: John DesJardins, PhD, Assistant Professor, BioE Senior Design Capstone&nbsp;Instructor, David Orr, PhD, CEO of Kiyatec (a start-up founded on his Clemson University research), and Peter Gianidos (graduate professor in MBA in Entrepreneurship Program and undergraduate professor in College of Business and Behavioral Science)
-*Milestones:
-**Attend&nbsp;Lean Start-Up&nbsp;Workshops- Fall 2013 through Summer 2014
-**Create a Portfolio of Topics- Fall 2013 through Summer 2014
-**Formulate a Summer Curriculum- Fall 2013 through Summer 2014
-**Pitch the Idea/Concept- Fall 2014
-**Find a Space/Infrastructure- Fall 2014 through Spring 2015
-**Funding- Fall 2014 through Spring 2015
-**Purchase Supplies- Fall 2014 through Spring 2015
-**Marketing Resources- Spring 2015
-**Generate Awareness- Spring 2015
-**Prepare for First Summer Session- Spring 2015
-**Host First Summer Session- Summer 2015
-= Strategy #2: Executing Effectiveness in the Reframing Value at Stanford<br/> =
+Finally, our last idea for implementing more classes for students based around I&E focuses on student-led classes. There are more than a few design students at Stanford, and a portion of these students are interested in teaching. Why not tap this resource? The senior capstone classes for the product design major focus on producing a real-world project, and one of these options could be implementing and teaching a class about design thinking to underclassmen.&nbsp;
-Following are an array of strategies that will fully address Gap #2 over a 2-3 year period:
+Additionally, Stanford runs Splash classes for 7-12th grade students. This could also be implemented for Stanford students to teach their peers, and put on their own design and I&E expo.&nbsp;
-== Tactic #1: Tiger Business Alliance through &nbsp;InnoVenture Network ==
+== Implementation ==
-*Description: &nbsp;Alumni presence to a university is crucial for many reasons, with funding being that which commons to mind most often. &nbsp;However, keeping a successful alumni network close to the students for mentorship opportunities is one that should first come to mind. &nbsp;The Tiger Business Alliance will keep successful graduate entrepreneurs connected to the university. &nbsp;This program will allow for mentorship within the community from those who have the answers, understand where the young entrepreneurs are starting out, and will be there for them along their own journey towards I&E. &nbsp;It is crucial to execute this program with the right mindset. &nbsp;It is not a goal to raise x dollars for Clemson University. &nbsp;It is to foster a relationship between successful graduate entrepreneurs and aspiring entrepreneurs- all who have been and will forever be TIGERS.
+Adding new classes can be a daunting task. This is a project that will probably take some time to work on. We are presenting a preliminary schedule for implementation.
-*Team Leaders: John Warner (CEO of InnoVenture), David Orr, PhD, and Matthew Gaevert, PhD (co-founders of Kiyatec)
-*Milestones:
-**Reach out to current alumni- Fall 2013 through Spring 2014
-**Explore the local, regional, and national entrepreneurial space for Clemson alumni- Fall 2013 through Spring 2014
-**Formulate a list of interested alumni- Fall 2013 through Spring 2014
-**Create a forum and central space for these alumni-&nbsp;Summer 2014
-**Host webinar sessions on goals of the program-&nbsp;Summer 2014
-**Re-evaluate interested alumni- Fall 2014
-**Afford benefits and rewards to committed alumni- Fall 2014
-**Generate awareness of program to current students- Spring 2015
-**Marketing resources- Spring 2015
-**Connect students with alumni- Fall 2015
-== Tactic #2: BioInnovation ==
+Fall 2014/Winter 2015 - Initial research and user analysis - what exactly do students want? Who is willing to provide it?
-*Description: Already in place at Tulane University is a mentorship program for entrepreneurial minded scientists looking to take their research interests beyond the labspace or machine shop. &nbsp;This program is designed to capture the attention of undergraduates who possess that drive for I&E but are unsure how to attack it. &nbsp;To lead and mentor these students, PhD entrepreneurs (both aspiring and achieved) work with undergraduates to foster new innovators and entrepreneurs.
+Winter 2015/Spring 2015 - Idea development - create a project that aligns with student and faculty feedback to fulfill needs
-*Team Leader: TBD
-*Milestones:
-**Reach out to current graduate students- Fall 2013 through Spring 2014
-**Formulate a list of interested graduate students- Fall 2013 through Spring 2014
-**Create a forum and central space for these graduate students-&nbsp;Summer 2014
-**Host webinar sessions on goals of the program-&nbsp;Summer 2014
-**Re-evaluate interested graduate students- Fall 2014
-**Afford benefits and rewards to committed graduate students- Fall 2014
-**Generate awareness of program to current students- Spring 2015
-**Marketing resources- Spring 2015
-**Connect students with graduate students- Fall 2015
-== Tactic #3: Transformation of the Clemson University Office of Technology Transfer ==
+Spring 2015/Fall 2015 - Idea refinement - prepare classes/workshops/etc. for rollout
-*Description: &nbsp;The purpose of a technology transfer office is to facilitate innovation from laboratory to commercialization. &nbsp;This is fostered by various techniques, a benchmark of which is still to be established. &nbsp;One tactic to raise the bar for technoogy transfer offices across the country is to establish a mentorship relationship between current I&E students and their university technology transfer office. &nbsp;This could be facilitated through work-shops, seminars, How-To sessions. &nbsp;All of these outlets generate learning experiences and shine a positive light on the technology transfer office, an entity who, if they facilitate technology development throughout all stages, will clearly be seen as facilitating innovation from laboratoty to commercialization.
+Fall 2015/Winter 2016 - Idea implementation - first user cohort
-*Team Leader: Sarah Helms (current BioE Master's candidate), Elizabeth Perpall, Chief Technology Transfer Officer, Clemson University Research Foundation (CURF)
-*Milestones:
-**Set goals with students (What would they like to see from their OTT?)- Fall 2013 through Spring 2014
-**Set goals with OTT (What would they like to see from their students?)- Fall 2013 through Spring 2014
+= Co-Ed Entrepreneurship Fraternity =
-***Setting these goals with both parties sets expectations and responsibilities with each party
-**Negotiate goals- Spring 2014
+<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif;"><span id="docs-internal-guid-9b63a51e-c52c-7e97-4717-19c3e3ebb58a"><span style="vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Description: Sigma Eta Pi was founded at UCLA in 2010. The current chapters and alumni have many ventures in Silicon Valley and Silicon Beach. The brothers of SEP have a variety of startups and successes ranging from a clothing brand to a startup backed by Y-Combinator, with another acquired by Square for 90 Million dollars. There is a wide variety of interests and backgrounds already existing in SEP. S</span><span style="color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">tanford has a wide array of clubs and activities for the entrepreneurial person, but what it lacks is a brotherhood. Stanford needs more than a club. In a club there is certain amount of people and level of commitment, but at the end of the day it is just that - a club. A brotherhood allows one to know the members on a deeper level. Most students upon graduation more closely identify with a national level organization, such as the Society of Women Engineers or a fraternity/sorority. A brotherhood would enhance the entrepreneurial community here at Stanford by creating a stronger network of people. This particular organization has the benefits of having two solidly established chapters in which Stanford would enhance the already rich alumni and membership base.</span></span></span></span>
-**Set Measurable Standards- Summer 2014
-**Facilitate Student-OTT Interactions- Fall 2014
+<span><span style="font-size: 15px; font-family: Arial; color: rgb(0, 0, 0); vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Implementation</span></span>
-**Select and Prepare OTT speakers- Fall 2014
+<ul style="margin-top:0pt;margin-bottom:0pt;">
-**OTT Seminars&nbsp;(re-curring event)- Fall 2014
+<li><ul style="margin-top:0pt;margin-bottom:0pt;">
-**Prepare Work-Shop Attendance List- Winter 2014
+<li><span id="docs-internal-guid-9b63a51e-c52d-050f-4724-1702ed5998c1"><span style="vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Find founding class- Fall 2014</span></span></li>
-**OTT Work-Shops (re-curring event)- Spring 2015
+<li><span id="docs-internal-guid-9b63a51e-c52d-050f-4724-1702ed5998c1"><span style="vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Pitch the Idea/Concept- Fall 2014</span></span></li>
-**Generate Awareness of How-To Sessions- Spring 2015
+<li><span id="docs-internal-guid-9b63a51e-c52d-050f-4724-1702ed5998c1"><span style="vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Find a Space/Infrastructure- Fall 2014 through Spring 2015</span></span></li>
-**Accept Applications- Spring 2015
+<li><span id="docs-internal-guid-9b63a51e-c52d-050f-4724-1702ed5998c1"><span style="vertical-align: baseline; white-space: pre-wrap; background-color: transparent;">Funding- Fall 2014 through Spring 2015</span></span></li>
-**Verify Applications- Spring 2015
+</ul></li>
-**Select Teams- Spring 2015
+</ul>
-**OTT How-To Sessions&nbsp;(recurring event)- Spring 2015
+= <br/> =
 = Impact<br/> =
+Introducing these two flagship ideas will provide two unique outlets for student entrepreneurship. This is valuable because it allows students who are new or intrigued by design thinking and entrepreneurship to get their feet wet, and provide a close network and brotherhood with those students ready for a new level of entrepreneurship.&nbsp;
 = Related Links =
-[[Category:Student Priorities|Student_Priorities]]
+[https://www.youtube.com/watch?v=UxcIV2twpq0 https://www.youtube.com/watch?v=UxcIV2twpq0]
+<span style="font-size:medium;">Stanford University Innovation Fellows</span>
+[http://universityinnovation.org/wiki/Capella http://universityinnovation.org/wiki/Capella]
+[http://universityinnovation.org/wiki/Autumn_Turpin http://universityinnovation.org/wiki/Autumn_Turpin]
+<span style="font-size:medium;">Stanford University Campus Overview</span>
+[http://universityinnovation.org/wiki/Stanford_University http://universityinnovation.org/wiki/Stanford_University]
+<span style="font-size:medium;">Stanford University Student Priorities (this page)</span>
+[http://universityinnovation.org/index.php?title=Stanford_University_Student_Priorities http://universityinnovation.org/wiki/Stanford_University_Student_Priorities]
-[[Category:https://www.youtube.com/watch?v=UxcIV2twpq0|Student_Priorities]]
+[[Category:Student Priorities|S]]<br/>[[Category:Https://www.youtube.com/watch?v=UxcIV2twpq0|Student_Priorities]]
+[[Category:Student Priorities]]
+[[Category:Student Priorities]]
+[[Category:Stanford_University]]
+[[Category:Student_Priorities]]
+{{CatTree|Stanford_University}}

Difference between revisions of "Priorities:Stanford University Student Priorities"

Latest revision as of 20:14, 5 June 2020

Contents

Overview

Priority One

Priority Two

Priority Three

Priority Four

Student Desire for I&E Classes

Ideas

Option One: Faculty Taught Classes

Option Two: Pop-up Classes

Option Three: Workshops

Option Four: Student-Led Classes

Implementation

Co-Ed Entrepreneurship Fraternity

Impact

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