Stories

"Facilitating broader thinking across cultures and academic disciplines is essential in developing world-class STEM students who are prepared to enter a professional environment where there are no easy answers." 
-from A Message from 100 STEM Social Innovators

Catalyze. Lead. Create Value.

Get inspired! We've gathered stories from our community and beyond that demonstrate exceptional use of the entrepreneurial mindset. Generate and adapt ideas for your own classes and communities, and be sure to download resources the story authors provide.

Enjoy the featured stories our editors have picked out for you below, and keep scrolling on this page to view more. You can also search all stories.

Featured Stories

 Social Innovators

A Vision for Value

Are engineers designers first—or value creators?

Creating and delivering value is perhaps the ultimate expression of an entrepreneurially minded engineer. But what does "value" really mean?
From Engineers to Intrapreneurs

From Engineers to Intrapreneurs

An Educator’s Toolbox

Great products make an emotional connection to the user. Do your students have a proper appreciation of intrapreneurship to prepare them for the dynamic, technology-driven business?
Poke holes in design

Poking Holes in Design

How to Ensure Value Creation

We need to go after our design decisions with forks and knives so we can poke as many holes as possible.

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Evidence that the Entrepreneurial Mindset Works

Evidence that the Entrepreneurial Mindset Works

Engineering students benefited in many ways from the entrepreneurial mindset project with no drop in technical skills achievement.
Connecting Industry and Students

Advice From 100 STEM Innovators

This excerpt of candid responses is packed with advice for professors and universities as they educate the next generation of social innovators.
Building Faculty Buy-In for Entrepreneurial Mindset

Building Faculty Buy-In for Entrepreneurial Mindset

There is nothing more thrilling than introducing entrepreneurially minded learning (EML) to your class. But what happens when you try to expand EML beyond your own classroom, the domain that you control?

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