1. +
School To Work Transition
Ideation
Wendy Elman
08.12.13
Design Thinking Action Lab
Stanford Venture Lab

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. + 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. + 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. + 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. + 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. +
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?