= Overview<br/> =
=Fall 2019 = Priority One = = Priority Two = = Priority Three = = Priority Four = Fall 2015 <br/>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:
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.
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= 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 ==
=== 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/ 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).
<p style="text-align== Option Three: center"></p>Workshops ===
= Strategy #1: Changing 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 Potential Value hectic schedule that a rigorous courseload on Stanford University's Campus<br/> =a quarter system brings.
Following are an array of strategies that will fully address Gap #1 over a 2=== Option Four: Student-3 year period:Led Classes ===
== Tactic #1: 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 Design senior capstone classes for the product design major focus on producing a real-world project, and Entrepreneurship Class taught by students ==one of these options could be implementing and teaching a class about design thinking to underclassmen.
*Description:*Team Leader(s): Autumn Turpin Additionally, Stanford runs Splash classes for 7-12th grade students. This could also be implemented for Stanford students to teach their peers, and Capella Kerst**put on their own design and I&E expo.
== Tactic #2: I&E Course (Autumn your class) Implementation ==
*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) programAdding new classes can be a daunting task. What is needed This is a course project that brings together sophomore level students from all disciplines will probably take some time to introduce the concepts work on innovation and entrepreneurship before it is too late. 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 We are not within I&Epresenting a preliminary schedule for implementation. 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. In addition, plans to partner aspiring business students with senior design engineering and science students will help stimulate venture growth of life science technologies.*Team Leader: *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: CoFall 2014/Winter 2015 -Ed entrepreneurship fraterunity ==Initial research and user analysis - what exactly do students want? Who is willing to provide it?
*Description: *Team Leaders: *Milestones:**Find founding class- Fall 2014**Pitch the Idea/Concept- Fall 2014**Find a SpaceWinter 2015/Infrastructure- Fall 2014 through Spring 2015**Funding- Fall 2014 through Spring 2015**Purchase SuppliesIdea development - Fall 2014 through Spring 2015**Marketing Resources- Spring 2015**Generate Awareness- Spring 2015**Prepare for alpha class- Winter 2015create a project that aligns with student and faculty feedback to fulfill needs
= Strategy #2: Executing Effectiveness in the Reframing Value at Stanford<brSpring 2015/> =Fall 2015 - Idea refinement - prepare classes/workshops/etc. for rollout
Following are an array of strategies that will fully address Gap #2 over a 2Fall 2015/Winter 2016 -3 year period:Idea implementation - first user cohort
== Tactic #1: Tiger Business Alliance through InnoVenture Network ==
*Description:
*Team Leaders:
*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- Summer 2014
**Host webinar sessions on goals of the program- 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 =Co-Ed Entrepreneurship Fraternity =
*Description<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;*Team Leaderbackground-color: TBD*Milestonestransparent;">Description:**Reach out to Sigma Eta Pi was founded at UCLA in 2010. The current graduate students- Fall 2013 through Spring 2014**Formulate chapters and alumni have many ventures in Silicon Valley and Silicon Beach. The brothers of SEP have a list variety of interested graduate studentsstartups and successes ranging from a clothing brand to a startup backed by Y- Fall 2013 through Spring 2014**Create Combinator, with another acquired by Square for 90 Million dollars. There is a forum wide variety of interests and central backgrounds already existing in SEP. S</span><span style="color: rgb(0, 0, 0); vertical-align: baseline; white-space for these graduate students: pre-wrap; background- color: transparent;Summer 2014**Host webinar sessions on goals ">tanford has a wide array of clubs and activities for the program- Summer 2014**Re-evaluate interested graduate students- Fall 2014**Afford benefits 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 rewards to committed graduate studentslevel of commitment, but at the end of the day it is just that - Fall 2014**Generate awareness of program a club. A brotherhood allows one to current students- Spring 2015**Marketing resources- Spring 2015**Connect know the members on a deeper level. Most students upon graduation more closely identify with graduate students- Fall 2015a 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>
<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><ul style="margin-top:0pt;margin-bottom:0pt;"><li><ul style="margin-top:0pt;margin-bottom:0pt;"><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><li><span id= Tactic #3"docs-internal-guid-9b63a51e-c52d-050f-4724-1702ed5998c1"><span style="vertical-align: Transformation of baseline; white-space: pre-wrap; background-color: transparent;">Pitch the Clemson University Office of Technology Transfer Idea/Concept- Fall 2014</span></span></li><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><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></ul></li></ul>
*Description: The purpose of a technology transfer office is to facilitate innovation from laboratory to commercialization. This is fostered by various techniques, a benchmark of which is still to be established. 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. This could be facilitated through work-shops, seminars, How-To sessions. 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.*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***Setting these goals with both parties sets expectations and responsibilities with each party**Negotiate goals- Spring 2014**Set Measurable Standards- Summer 2014**Facilitate Student-OTT Interactions- Fall 2014**Select and Prepare OTT speakers- Fall 2014**OTT Seminars (re-curring event)- Fall 2014**Prepare Work-Shop Attendance List- Winter 2014**OTT Work-Shops (re-curring event)- Spring 2015**Generate Awareness of How-To Sessions- Spring 2015**Accept Applications- Spring 2015**Verify Applications- Spring 2015**Select Teams- Spring 2015**OTT How-To Sessions (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.
= Related Links =
[https://www.youtube.com/watch?v=UxcIV2twpq0https://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:Student Priorities|Student_PrioritiesS]]<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}}