Category Archives: Campus Eco-System

A Self-Publication Gold Rush? | Disrupting Higher Education | The Chronicle of Higher Education

Amazon is playing a role in disrupting academic publishing. From Marc Bousquet at the Chronicle of Higher Education (h/t Paul Rogers)

En route to a professorship of rhetoric and writing at the University of Texas at Austin, Clay Spinuzzi published scholarly monographs with the MIT Press 2003 and Cambridge University Press 2008. Last January, right on schedule, he brought out a third book, Topsight: A Guide to Studying, Diagnosing, and Fixing Information Flow in Organizations. His publisher this time? Himself.

Using the Amazon CreateSpace Independent Publishing Platform and a couple of thousand dollars in freelance graphic design and copy-editing, Spinuzzi will make back his financial investment after 300 copies are sold. That’s because he’ll earn exceptionally high royalties: Around $7 for every digital copy, a little more for each print-on-demand paperback. If he sells just 1,500 copies, he’ll earn $10,000. If he gets to the academic equivalent of best-sellerdom—15,000 copies—he’ll easily clear more than $100,000.

Those numbers flow from Amazon’s revolutionary royalty structure. For self-published e-books priced under $2.99 or more than $9.99, Amazon pays a 35-percent royalty. But for those priced between those benchmarks, authors can clear 70 percent for themselves. The sweet spot is designed to keep prices within the range that traditional publishers expect for mass-market and many trade paperbacks­­—and to keep Amazon from underpricing its own traditional wares.

Later in the piece,

Of course, even in the narrower world of textbooks and other works for lay or crossover readerships, the possibility of a cash payout isn’t the only advantage to self-publishing. Spinuzzi cites swift turnaround, freedom to experiment, and greater creative control of layout, images, and content: “I got away with a lot of things that traditional publishers wouldn’t allow,” he says. “Something as small as referencing Scooby-Doo can really set the tone for a book, making it friendly and accessible, and I didn’t want to give that up.”

In the end, those advantages may have more and more influence upon young scholars, for whom the digital-humanities movement has begun to at least modestly undermine the centrality of the monograph in scholarly communication.

Today’s digital humanists increasingly share not only the apex of our analysis but all the constituent elements of our research—unedited oral history in various languages, for instance; edited, arranged, and translated clips; slides; searchable raw data; sorted data; collected primary texts; annotations of primary texts; and so on. This digital, multimodal, social, dynamic scholarship is truly unsuitable for (merely) print, as Jerome J. McGann and others at the University of Virginia’s Institute for Advanced Technology in the Humanities proved long ago with projects like the Rossetti Archive and the Sixties Project.

I am excited to be experimenting with some of the tools/technologies as I finish up my dissertation over the next few months.

via A Self-Publication Gold Rush? – Commentary – The Chronicle of Higher Education.

The Rise of the Hacker Space | Update on 3D Printing Venture Camp @GeorgeMasonU

This evening, I was able to work with Arlington Economic Development and Amplifier Ventures in putting on a 3D Printing Venture Camp event at GMU’s Arlington Campus. Dan Wilson of TechShop and Brian Jacoby of Nova-Labs, both hacker spaces, exhibited and sat on our panel.

Turns out that the NY Times published a piece on maker spaces today. Wonder if I can talk someone at Mason into funding maker spaces on our campus? Can we evolve MCSE coworking space and our Startup Mason curriculum into a maker space. We already have innovators from business, liberal arts, comp sci, electrical engineering, physics and design hanging out in our space.

Venture Camp tonight with multiple displays of printers, scanners, and exhibitors talking of materials sciences, rapid prototyping and the evolution of design and manufacturing. Its time for Mason to get into this emerging space.

From Steven Kurutz of the NY Times in The Rise of the Hacker Space:

Hacker spaces like MakerBar — where people gather to build or take things apart, from rockets to circuit boards to LED displays — are hives of innovation, real-world communities made possible by the emergence of virtual communities.

Businesses like Pinterest and MakerBot have grown out of hacker spaces, which have become networking venues for engineers and inventors. But at their most basic level, the 200 or so hacker spaces across the country function as a modern stand-in for the home workshop, especially in urban areas.

It’s no accident that some of the earliest and most popular hacker spaces, like Noisebridge in San Francisco and NYC Resistor in Brooklyn, are in cities where living spaces tend to be small, real estate is expensive and having a home workshop is a pipe dream for all but the very lucky or very wealthy.

“The 1950s version of tinkering was doing it in your garage,” said Dale Dougherty, who as the founder of Make magazine and its popular get-togethers known as Maker Faires is a patron saint to the hacker community. “A lot of people in urban settings don’t have that.”

“Sometimes these hacker spaces are not much bigger than a garage,” he said. “But people can’t organize their home into a workshop.”

via The Rise of the Hacker Space – NYTimes.com.

Venture College @BoiseStateLive Launches in August

Received a thoughtful email from Greg Hahn at Boise State University the other day telling me about their new Venture College. Sounds very exciting and it seems they have buy in and support from the entrepreneurial community in Boise. Can’t wait to hear about their incoming class. From Venture College’s homepage:

Venture College prepares students to launch businesses or nonprofits. This new, non-credit program is open to all full-time students in any major , especially non-business students. Students who successfully complete the program receive the Boise State University Venture College Badge.

Start-up is Fall 2013. While the application deadline has passed, we are accepting applications for the wait list. If you would like to submit an application and be added to our wait list click here to apply. We expect to notify wait list applicants on May 15 as to whether or not there is room in the program.

Interestingly, when you visit the Why Venture College page you read this…

Boise State is taking a leadership role in developing models to teach the skills necessary to succeed in the 21st century.  We are challenging traditional educational strategies and piloting new methods for superior, relevant education. One of the new models is Venture College, a skills-based program that will prepare our students, especially non-business students, to launch enterprises of economic and social value, some while they are still students.

Venture College will provide self-paced, on demand access to knowledge, intensive mentoring and an opportunity to compete for resources needed to start a business.

Venture College is a unique university-wide initiative independent of any academic college and structured as a concurrent, non-credit program for degree seeking students.  This independence from traditional course, credit and accreditation requirements frees Venture College to deliver an innovative and rigorous non-traditional experience for those students, regardless of discipline, who have a passion for starting their own businesses or working in new ventures.

Pretty exciting, glad to have learned about Venture College at Boise State and we’ll see what the Broncos come out with and what the playbook looks like in August 2013 when the first class begins.

via Venture College | Green light your dreams.

Iman Jalali: If My School Had an Entrepreneurship Major, I Wouldn’t Have Dropped Out #highered

From Iman Jalali at The Accelerators Blog at WSJ.com:

I dropped out of college because my marketing and business major wasn’t allowing me to create and build. I was listening to lectures that weren’t relevant to me or for what I already knew I wanted to do: Start a business.

I wish they had taught me about idea validation, customer acquisition and bootstrapping. That’s what would make for a great entrepreneurship program, and what would have kept me engaged and happy with the skills I was learning.

Ideally, an entrepreneurship major would not be treated like just another business major. It’s not about book learning; It’s not about lectures. It’s about finding your passion, gathering resources, testing your idea and being able to scale.

Having students create startups during their major while being mentored by founders themselves would be an invaluable experience. Legitimate businesses, with business licenses, credit-card merchant accounts — the whole nine yards. Basically a “Startup Weekend” that lasts the entire time you’re in school. Not to mention the perks of having a job after graduation and possibly creating jobs for peers if your startup is successful.

Offering an entrepreneurship program would not only help students prepare for the challenges that await them, but would also give them the hands-on experience so many current entrepreneurs wished they had at a college-level. I say, don’t deny the business-savvy minds of today’s world and fuel them with the resources they need to succeed.

via Iman Jalali: If My School Had an Entrepreneurship Major, I Wouldn’t Have Dropped Out – The Accelerators – WSJ.

Business Model, Customer Development Celebration | USASBE LAUNCH! |

Received an email the other day about a celebration / competition focusing on business models and customer development. Lots of mentoring and tools will be available for undergraduate participants. Check out the USASBE Launch competition website.

USASBE Launch! is an exciting global student startup competition designed to provoke and reward undergraduate students from any discipline who can

1) design an impactful idea,

2) identify, test and validate business model hypotheses using customer development tools and

3) show traction which measures how well a startup is delivering its business model and how well the target demographic is accepting that business model.

There is no required application process, but students can sign up to receive updates. There are no required fees or purchases, there is no required format or procedures. We will recommend a process and tools, and students can engage as much or as little as they desire. The ultimate goal of student participants should be to start a sustainable business and tell an engaging story . . . plain and simple.

via USASBE LAUNCH! | A New Generation of Possibility.

MBA Students: Why Take an Internship When I Can Start Up?

When I took an internship with a pre-IPO startup in between my 1st and 2nd years of bschool at U of C I was nearly alone on the entrepreneurship career path. Today the route is more established and the infrastructure is filling out. From Inc.

An increasing number of MBA students are foregoing traditional summer internships in favor of a start-up experience, reports Bloomberg Businessweek.

Thirteen percent of this year’s Harvard Business School graduates founded or worked at a start-up last summer—a 4 percent increase since 2011—while 9 percent of both the Wharton School of the University of Pennsylvania and Stanford Graduate School of Business’s graduating classes did the same.

“[Students] want a different skill set. They’re looking for a skill set that’s appropriate for start-ups and small fast growing companies, which is quite different from the skill set they’d need for a large company,” Prof. Erik Gordon, who teaches entrepreneurship at University of Michigan’s Ross School of Business and University of Michigan Law School, told Inc.

BTW, the BusinessWeek article by Erin Zlomek has some great information and anecdotes.

Business accelerators have become another popular destination for first-year MBA students looking to start a business over the summer. These programs, which support startups through a combination of grants and mentoring, legal, accounting, and other services, are highly competitive and frequently reject applicants who aren’t committed to dropping out of school if their companies flourish. “I made a spreadsheet of 55 or 60 accelerator programs of all different flavors. Some paid, some didn’t, some took equity,” says former Harvard student Danielle Weinblatt, 29.

Again, its great to see how much the infrastructure for entrepreneurial students is growing. As to be expected, much of this is coming bottom up or from off of campus.

via MBA Students: Why Take an Internship When I Can Start a Company? | Inc.com.

#Hackmason | edx/XBlock · GitHub | MOOC

Startup Mason and The Mason Center for Social Entrepreneurship are hosting HackMason 1.0 on April 5th and 6th. We will be offering broad #highered challenges for our attendees (sign up here). One of the challenges will involve developing for edX and its Xblock. Here are some basics at GitHub on XBlock Courseware Components from edX.org (created by Harvard and MIT):

XBlock is a component architecture by edX.org for building courseware.

This is a pre-alpha release of the XBlock API, to gather input from potential users of the API. We like what is here, but are open to suggestions for changes. We will be implementing this shortly in the edX LMS.

This repo contains the core code for implementing XBlocks as well as a simple workbench application for running XBlocks in a small simple environment.

BackgroundEdX courseware is built out of components that are combined hierarchically. These include components like the video player, LON-CAPA problems, as well as compound components like learning sequences. We are developing a second-generation API for these components called XBlocks. Although they’re in a prototype stage, we like the API, and want to collaborate with others to develop them into an industry standard. This is our proposed API and specification for XBlocks.

How does this differ from existing industry standards like LTI and SCORM? On a high level, XBlocks is a Python language-level API, and it provides sensible defaults for things like storing data. XBlocks could be wrapped up in LTI, and one could make an LTI XBlock. The core reason to write an XBlock is that it is deployable. You can give us the code to an XBlock, and we can embed it in our courseware. LTI would require you to give us a virtual machine image which ran it.

We are really excited to work with this new courseware to see what can be developed at our Hack Mason 1.0 event. Please, if you are in the DC Metro, let us know how you would like to be engaged in this event. #edtech #highered #hackedu #mooc

via edx/XBlock · GitHub.