Giving Them Stake in the Game

by: Sarah Ackerman

Photos courtesy of Sarah Ackerman

In my Innovations class, students aren’t just learning about creativity and entrepreneurship, they’re living it. I believe the best learning happens when students have the chance to connect their ideas to the real world, so I’ve built a program that challenges them to think like innovators, problem solvers, and business professionals.

Just like in many of your classes, each year in my class begins with one essential question: “What real-world problem can we solve?” From there, students dive into research, brainstorm possible solutions, and begin shaping their ideas into viable products or services. But we don’t stop at ideas, we move into market validation, where students test their concepts with real people. They gather feedback from their target audience to ensure their problem is worth solving and that their proposed solution truly meets a need.

Once validated, students develop a rough prototype to bring their vision to life.

This hands-on stage pushes them to consider design, functionality, and user experience. Students gather feedback on their prototype so that they can revamp it as needed. They learn that failure isn’t a setback, it’s an opportunity to refine and improve.

The next step takes their project from concept to business. Students create a comprehensive business proposal and cost analysis to present when requesting startup funds from my Innovations account. The cost analysis is a Google Sheet I created (see below) detailing the cost of each material needed, how much is needed to create one product, how much they will sell it for, and what their profit will be for one unit sold. The purpose of this cost analysis is to teach them how to think critically about expenses, pricing, profit margins, and sustainability. They learn that every business decision, from material choices to marketing, has financial implications.

Each student or team can request an initial investment of $50–$100, but that money comes with responsibility.

To receive funding, they must demonstrate how their idea will be profitable and outline exactly how many units they’ll need to sell to repay the initial amount. They then have to present it to me for final approval. This step gives them a real sense of ownership and accountability, two key skills for success in any career.

However, one of the hardest lessons comes once they start making sales. At first, students don’t get to keep any of the profits for themselves.

Every dollar they earn must go back into repaying the Innovations fund and reinvesting in materials to produce more units. It’s challenging for them to see their hard work generate income they can’t immediately spend, but this experience teaches them the realities of entrepreneurship, that running a business requires reinvestment, patience, and discipline before profit.

But, it works. Over 75% of my students successfully pay back their Innovations fund by the end of the year. Even more impressive, they don’t stop there.

After receiving the initial seed money, students are required to reach out to community leaders, local businesses, and industry experts to seek additional funding and mentorship. These conversations not only help expand their projects but also give them invaluable experience in networking, communication, and professional confidence.

Through this process, students gain far more than business experience, they gain life experience. They learn the importance of managing money, setting goals, and taking responsibility for their work. They also see firsthand how community connections and resourcefulness can turn a simple idea into something meaningful and market-ready.

By combining classroom learning with real-world partnerships, resources, and opportunities, I’m hoping that I’m helping students see that innovation isn’t just about invention, it’s about impact.

My goal is to prepare them to think boldly, act responsibly, and take charge of their own futures.

Example of a Cost Analysis Request: