Stanford Design Lab: Ideation by Wendy Elman

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Stanford Design Lab: Ideation by Wendy Elman

  1. 1. + School To Work Transition Ideation Wendy Elman 08.12.13 Design Thinking Action Lab Stanford Venture Lab
  2. 2. + Interview Profile  Meet Sean Leitch, age 22  Attended University of Connecticut to major in Physics with intention of pursuing a related career once he got his degree.  Realized after two semesters he did not actually like his chosen field.  Emerging interest in product design and music  He switched to math because he was proficient at it and was required to choose an alternative in the college he originally applied to  Attempted (unsuccessfully) to minor in marketing, a subject which he thought would to support his growing interest in a more creative field  Dropped out after 2 years.  Passion: collaborative work with designers and manufacturers to develop new products.  Current Work  Production of technical drawings and product visualizations via 3D Modeling software  Reverse-engineering of products to improve upon existing designs  Teaching Assistant for High School Marching Band
  3. 3. + Problem Statement  Student needs a better way to explore and develop skills related to subjects and/or areas of interest in a learning environment in order to better inform and prepare for a career.
  4. 4. + IDEAS: CAREER SERVICES  Job Genie – Wiki for advice, networking, job board. Contributors include alumni professionals, employers, professors, faculty, students.  KickstarterU. – Platform which matches students who need jobs and skill building to recently funded Start-ups who need interns/low cost help. Students can post new business ideas and get rated with highest ranking ideas eligible to win seed grants to build prototype.  Work/Study Partnerships (eg Agency’s, NGO’s, Tech Start-ups)  Soapbox – online video self promotion site – LinkedIn for students to showcase their skills and ideas to a wider university audience  Workplace Audits –coordinated visits with feeder schools to meet with Management, trail employees, and network. Pre-requisite for employment consideration.  Employment Coach – paired with student’s Advisor
  5. 5. + IDEAS: MENTORING/SKILL BUILDING  Credit for Change - apply earned online course credits towards switching to a new major or job related services  “Earn While You Learn” - Earn college credits while building skills on the job. Students must also participate in evaluation reviews, attend lectures, and pass tests but main curriculum is build around actual job roles and responsibly.  Employment “residencies” – accredited real world employment to test/build skills in chosen field. Built into the curriculum.  Career Blog with advice from recent grads  Leadership Apprentice Programs – opportunities to learn directly from leaders across corporate businesses, non-profits, government policy makers, advertising agencies  Career Club – Coaches and networking events for Seniors and 1st year grads  Alumni Network – job opportunities and internships via network  Video practice job interviews – peer to peer review and ratings
  6. 6. + IDEAS: COLLABORATION  MEETs - Mock Employment Education Training Courses  Cross discipline collaboration projects – example: physics researchers and marketing students collaborate on branding and promoting a new research finding to be published in an Peer Reviewed Journal.  Innovation Pavilion – Student exchange network to present ideas, and collaborate on solutions. Earn points, visibility via reputation, redeem for course credits/services.  Corporate sponsored challenges –teams work on solving a problem for prize money (e.g. Netflix algorithm)  University job fairs- pop up career day/job fair events for Universities sponsored by Businesses and Organizations looking for workers  Professional Development – faculty training for job skills development.  Job Skills Modules- professors from different disciplines coordinate to redesign part of their curriculum to integrate skills needed for related jobs
  7. 7. + SELF ASSESSMENT  Readiness Survey – given prior to selecting ones major/minor. Gives visibility into what is expected, employment, job skills required ,etc. Assess potential fit.  Student Self-Assessment Reviews– first 100 days, first semester, year 1, to be shared with Advisor and faculty  Help Squads-faculty/grad student teams who are assigned to undergraduates to assist with questions about careers, course selection direction, and training. Assists with student transfers, recommendations, job references.  Pre-College job training courses – instead of or in addition to AP courses HOW AM I DOING? IS THIS CAREER RIGHT FOR ME? WHO AM I NOW? WHAT INSPIRE S ME?
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