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Kultur Dokumente
“Each term, I end the class with the “If I knew” assignment. Students are asked to fill out
a simple PowerPoint template that asks the following questions:
Before class, I go through all of the student responses and aggregate the feedback into
the themes. I then present the summary to the students for the last class and we
discuss their reflections. This summary presentation is then used to iterate on the
course for the following year and is assigned as the first reading for the next cohort of
students as their first assignment. This sets the stage for the next class.”
“I like class activities like the envelope exercise developed by Tina Seelig at Stanford
University. In this exercise, the students are asked to plan for a two-hour activity to
increase an initial, unknown investment provided to them in an envelope. The amount of
money in the envelope is very small – around $2. The students are usually surprised at
how little money is in the envelope. Yet, every time I’ve done this exercise, the students
have increased the investment money provided to them. The exercise helps students
realize how easy it is for them to make money. I was particularly delighted when the
students at the Bluefields, Indian, and Caribbean University in Nicaragua came to this
realization. These students are generally from relatively poor communities and lack
confidence in their ability to make money. When they performed this exercise and
realized how easily they could make money, it was really eye-opening and thrilling for
them. It was also a very rewarding experience for me.”
3) The Get Out of the Building Exercise
Rodney Boehm
Texas A&M University
“I provide exercises that get students out of the building. Nothing shapes a student’s
perception about their idea or market better than talking with a customer. Most students
are uncomfortable when they start a conversation with a potential customer. Once they
are comfortable with the skill, it transforms them and their way of thinking.”
“I think almost all entrepreneurship professors use class activities to create what is now
considered to be a “flipped classroom.” I’m no different. Students in my courses work to
develop business ideas and concepts, go out to understand customers, pivot, pitch, and
spend time outside the building to learn and practice Lean Startup concepts. I also try to
spark interesting conversations inside my classroom. Sometimes I do that by using
short, focused video clips or the Startup podcast. I use the mishaps and adventures
featured in the podcast to illuminate important ideas and concepts. The episodes are a
perfect match with so many concepts related to entrepreneurship and Lean Startup. The
class becomes very invested and opinionated about the founders and the company.”
“There is a simple business thesis exercise that we use in our I-Corps program that
teaches teams to articulate their value proposition and customer segment in a concise
way. It sounds simple, but it always amazes me how challenging it is for students to do
at first. I even crack out this exercise every time that I give a guest lecture across
campus.”
“I use game-based class activities to help students develop their soft skills such as oral
communication and teamwork, both of which are critical for entrepreneurs. Each player
has a card with various symbols on it, and only one of the symbols on their individual
card is defined. Without showing their cards to other players, participants have to
decode the symbols and reveal the message on their individual cards, using only oral
communication. The end result: all players enter a color on a rainbow-colored game
board and the whole class wins.”
“In some classes I teach, I will hand out blindfolds and ask everyone to put them on.
Then they pair up. Their task is to leave the second floor of the engineering building,
navigate the campus, find the library, stand in line at the café and order a coffee or tea.
The pair only gets to take off their blindfold when they get their beverage. Afterward we
deconstruct this activity. The most important insight is that we as educators talk a lot
about knowing your customer. Sometimes the only way to really understand a customer
is to live in their world. After this activity the challenge is to find ways to become or
simulate how to be your customer. Students seem to remember these class activities for
a very long time!”
For many student inventor entrepreneurs, their first exposure to innovation and
entrepreneurship happens in the classroom. That’s why it’s important to continuously
develop and improve upon innovation and entrepreneurship class activities to ensure
early-stage innovators are well-equipped to solve the world’s biggest problems.
Learning curriculum development ideas and best practices from other faculty in the
ecosystem can help educators adopt, implement, and refine their own coursework for
maximum impact.
Get more ideas for class activities! Read 6 Class Exercises to Amplify Innovative
Thinking.
Last year, we shared a collection of cutting-edge class exercises used by our Faculty
Grant recipients to prepare student inventors for their innovation and entrepreneurship
journey. To kick off the start of the new academic year, we curated a fresh new list of
class exercises that you can incorporate into your courses.
From systems thinking to design sprints, these innovative class exercises can help you
adopt, implement, and refine your own coursework for maximum impact.
For many students, their first exposure to innovation and entrepreneurship happens in
your classroom. That’s why it’s important to continuously develop and improve upon
class exercises to prepare students to launch a journey to solve the world’s biggest
problems through innovation.