30WeeksBlueprint June15

THE BLUEPRINT
06/2015 Version 1.0
30 Weeks - A Founders Program for Designers
TABLE OF CONTENTS
1.0 INTRODUCTION
1
1.1 THE ORIGIN OF 30 WEEKS
1
1.2 WHY A BLUEPRINT?
2
2.0 BUILDING THE PROGRAM
3
3.0 THE BLUEPRINT IN 4 PS
5
3.1 PEOPLE
7
3.1.1 BACKGROUND 7
3.1.2 DESIGNERS 8
3.1.3 PROGRAM STAFF 9
3.1.4 RESIDENTS 12
3.1.5 COLLABORATORS 13
3.1.6 EXTENDED NETWORK 13
3.1.7 GOVERNANCE 13
3.2 PROCESS 15
3.2.1 BACKGROUND 16
3.2.2 THE ITERATIVE METHOD 16
3.2.3 CONTENT & FORMATS 21
3.2.4 QUALITY ASSURANCE 24
3.3 PLACE
25
3.3.1 BACKGROUND 26
3.3.2 THE PHYSICAL PLACE 27
3.3.3 THE MENTAL PLACE 29
3.3.4 DIGITAL PLATFORMS 29
3.3.5 INFRASTRUCTURE 30
3.4 PRODUCT
31
3.4.1 BACKGROUND 32
3.4.2 DEVELOPING THE CURRICULUM 32
3.4.3 THE PILOT CURRICULUM 34
4.0 SUCCESS CRITERIA
45
5.0 WANT MORE?
47
6.0 APPENDIX
47
1.0 INTRODUCTION
THE MISSION OF 30 WEEKS IS

TO TEACH FOUNDERISM.
The 30 Weeks program enables designers to incubate
and launch new products and to nurture each persons
entrepreneurial and leadership skills. To achieve this,
we integrate startup principles and practices and
experience-based learning methodologies, in a highly
stimulating and collaborative learning environment.
Together, these core elements create a learning
journey and outcomes that are unique to 30 Weeks.
30 Weeks is operated by Hyper Island, and supported
by Google in partnership with School of Visual Arts,
Parsons, Pratt, The Cooper Union and some of the
smartest minds in design, tech, business and
venture capital.
1.1 THE ORIGIN OF 30 WEEKS
Were at the beginning of a technology

renaissance where art plays a central role in
the development of products and startups.
- Robert Wong, VP Google Creative Lab.
30 Weeks is a program that transforms designers into
founders who are equipped with the entrepreneurial skills,
product knowledge and tech know-how to significantly
add value to the startup ecosystem. Our ambition is
to give more people the tools and training needed to
realize the potential of the value that they can create.
The program leverages Hyper Islands unique experiencebased learning methodology, the thriving tech, design and
startup community in NYC, and the vast alumni networks
of the leading design schools in New York.
We live in a unique time. Never before in history have

digital resources been available for anyone interested in
making a product or service and get it into the hands of
millions of people.
And even with so many tools readily available, most
people wouldnt know how to take an idea and make it a
reality.
From our professional experience we saw the unique
impact that designers were having on products and
startups. They have a unique way of understanding how
people interact with technology. They are becoming
increasing more important in tech - as product innovation
is often happening at the user experience layer.
Page 1
The table below outlines the value that 30 Weeks aims to create:
Universities
30 weeks
Students
Founders
Taught by professors
Mentored by industry professionals
Learn by doing
Learn by launching
Graduate with a degree
Graduate with a product/business
Get a job
Create jobs
1.2 WHY A BLUEPRINT?

In order to truly realize and scale our vision of bringing
more design founders to the world, 30 Weeks always
needed to be bigger than the program itself. Armed with
this ambition, we are codifying and open-sourcing our
methodologies in this Blueprint.
Although our focus has been to support design founders,
the intent of this Blueprint is to enable individuals, schools,
organizations, and companies from any group or industry
to create their own programs.
Think of the Blueprint as a guide or a toolkit. Use only the
pieces that are the most useful for you or your organization
and feel free to modify the framework, add to it and ultimately
evolve it to suit your needs. Then, share what you create so
that others can learn from and build upon it.
To help get you started, weve outlined a step-by-step
process based on our best practices, including insights
and reflections we had after completing our first program.
There are many ways of putting together a program like 30
Weeks. We encourage you to use this Blueprint as a starting
point to create a program that will have maximum value for
the individuals and communities you serve.
Page 2
2.0 BUILDING THE PROGRAM
30 WEEKS IS HIGHLY COLLABORATIVE.

The scale and scope of the 30 Weeks Pilot (2014/2015)
was to create a program with approximately twenty
designers who would come together and bring projects
and businesses to life over the course of thirty weeks.
Passion, grit and tenacity define success

Design for the needs of the future
Ideas are good. Creating value is better
30 Weeks is built on a foundation of four key components:

A group of people eager to create value and a vast
network willing to help
A process based on continuous ideation, validation,
and iteration
Maximum speed with immediate and

constant feedback
Keep momentum, keep testing, keep exploring,
keep moving
A physical and mental place that integrates design,

business, and technology
30 Weeks adheres closely to Hyper Islands central

methodology which is rooted in the belief that originality
comes from the ability to think differently.
An intense focus on creating products in response to

real needs and market realities
30 Weeks applies several core elements of Hyper

Islands methodology:
These components are outlined in

3.0 The Blueprint in 4 Ps.
A focus on solving real-world problems through

project-based, hands-on learning
Maximizing individual potential, performance and
output through collaborative learning
All aspects of the program, and our approach to

developing it, adheres to our guiding principles:
Developing self-awareness and self-efficacy

through reflection, feedback and teamwork
Designers can help build the future of the world

Disruptive innovation happens when design,
technology, and business intersect
The real world is the best learning environment
Launching is learning
Iterate, iterate, iterate
When new groups of people meet,
new relationships and knowledge is created.
Professional practitioners can make
the best teachers
Cultivating sustained creativity through the

development of openness, curiosity and life-long
learning
Fueling creativity and accelerating progress through
engaging intrinsic motivation, emotion, energy and
playfulness
In order to plan and run a quality program like 30 Weeks,
a certain amount of funding is needed for staff, space,
materials and collaborator fees. Funding can be sliced
and diced in many different ways, from government
grants to corporate sponsorships to private donations.
The pilot program was partly funded in year one and
seeks to become self-sustaining by year three.
Page 3
The design and development of the pilot required nine months from the first planning meeting to
Day 1 of the program. Below is a snapshot of what the process looked like:
Page 4
3.0 THE BLUEPRINT
30 WEEKS TEACHES
FOUNDERISM THROUGH:
PEOPLE
PROCESS
PLACE
PRODUCT
Page 5
PEOPLE
Page 6
3.1 PEOPLE
3.1.1 BACKGROUND
A group of people eager to create value and a vast

network willing to help.
Designers are at the core of 30 Weeks and the

30 Weeks community: a network of program staff,
residents, collaborators, and an extended network of
advisors and guest speakers. The community collectively
helps to transform designers into founders and helps with
the development of their products through launch.
HERE YOU CAN READ ABOUT:

Background
Designers
Program Staff
Residents
Collaborators
Extended Network
30 Weeks is a highly interactive and experience-driven

journey in which knowledge, skills, and ultimately, products
are created through collaboration. These are developed
through workshops, tactical sessions, and 1 to 1
interactions between designers and the community.
Through our approach of Ideate, Validate and Iterate
(see 3.2) designers test and validate ideas early and often
through weekly pitches and ongoing feedback from tech
and business experts, mentors and peers.
Governance
Page 7
3.1.2 DESIGNERS
Amazing designers coming together to learn,
build and launch.
Designers are identified, screened and selected in a
high-touch recruitment and admissions process.
There are fo u r perspectives to consider when
assessing applicants:
ANALYTICAL THINKERS
Able to understand user needs, business opportunities
and technology execution.
ENTREPRENEURIAL DOERS
Portfolio (their work)
Natural networkers and collaborators who are tenacious,

fearless, optimistic and driven to both launch and run a
business.
Interview (their pitch)
EMPATHETIC LISTENERS
Selection event (their performance)
Passionate, honest and self-aware.
Reflection (their self-awareness)
AMAZING MAKERS
FIRST STEP:
Resourceful, curious, self-teaching and crafty.
To create awareness in design and tech communities

and with design school alumni.
THIRD STEP:
SECOND STEP:
Launch a recruitment website to collect personal info,
a portfolio, a $50 application fee (to ensure that the
applicants are committed) and short written responses
to these questions:
What do you want to build and why?
What qualities will you bring to the program and
the group?
What qualities do you need to complement
your own?
Throughout the recruitment process track ongoing
updates for all applicants, including individual followups with top candidates. Submissions should be
open for at least 3 months. The top 100 candidates
are identified using a recruitment rubric based on
four overall traits:
Host a Selection Sprint to interview and observe the

top 50 candidates. This is a two-day event where the
designers work together in small groups to solve a
problem. The Selection Sprint is an essential part of
the recruitment process because it provides a unique
opportunity for the designers to show their abilities,
traits and competence in practice. It provides the
assessment teams a unique opportunity to gather
data on the designers performance, interviews, and
self-reflection. This enables the team to compare their
observations and create a holistic assessment of the
candidates development potential, values and abilities
against the recruitment rubric. For the Pilot the groups
were asked to create a messaging app. The deliverables
were a pitch presentation.
FINAL STEP:
Enroll and accept the top 20 candidates.
Page 8
Below is the admissions process on a timeline:
3.1.3 PROGRAM STAFF

The Program Staff leads and manages the design,
development and delivery of the program.
Role: Lead and manage the design, development
and delivery of the program.
Profile: A team of five strong leads: education,
design, business or venture capital, operations,
and startup expertise.
Commitment: The core team consists of two
full-time and three part-time roles.
The Program Staff provides an efficient and effective
means for meeting and carrying out the essential
functions of the program, in addition to enhancing
communication, collaboration and overall program
development.
Many others collaborators will parachute in and out at

different points, but the Program Staff should live
and breathe the programs mission and principles.
Its important to have Program Staff in the space on
a continual basis for support when needs arise.
The Program Staff determines OKRs (Objectives and
Key Results), measures success, and does coursecorrecting in real time. They are ultimately responsible
for the overall success of the program.
To maximize successful operations, each role of the
Program Staff should be clearly defined, including both
strategic and day-to-day responsibilities. All program
staff must be self-managing of their own time and
responsibilities. While collaboration is essential for
making the program run smoothly, it is beneficial to
be aware of the different skill sets that are needed.
Page 9
The table below outlines the Program Staff and their responsibilities:
ROLE
PROGRAM
DIRECTOR
PROGRAM
MANAGER
Time
Full-Time
(40 hr/w)
Full-Time
(40 hr/w)
Support
Process and
Operations
Planning, team
lead, budgeting
Operations,
meetings,
documentation,
website
Residents,
advisory board,
partner schools,
sourcing
collaborators
Collaborator
scheduling,
agreements and
logistics
External
Relations
DESIGN
BUSINESS
TECH
Part-Time
(14 hr/w)
Part-Time
(14 hr/w)
Part-Time
(14 hr/w)
1 to1 support with

1 to 1 support with
focus on business 1 to 1 support with
Operations
focus on product
strategy, revenue
focus on product
(sessions, classes,
development and
models,
marketing
and engineering
meetups, etc.)
design
and fundraising
1 to1 support with

focus on personal
development
Designer
FOUNDERS-IN-RESIDENCE
Individual designer
product status
OKRs
Tech mentoring
process
PR, sourcing
collaborators
Program business
strategy and
development,
pitches to
VCs, sourcing
collaborators
Sourcing
collaborators
Operations,
reporting and
licences
Educational
Licensing
Development
Curriculum and
methodology
Documentation
Recruitment/
Admissions
Recruitment/
admissions
(official outreach)
Recruitment/
admissions
process
Business model
and partnerships
Recruitment/
admissions
(personal
outreach)
Recruitment/
admissions
(personal
outreach)
Recruitment/
admissions
(personal
outreach)
Page 10
PROGRAM DIRECTOR - FULL TIME
DESIGN FOUNDER-IN-RESIDENCE - PART TIME
The ideal candidate is an experienced creator

and educator and who can lead the team.
The ideal candidate is an experienced

and networked design entrepreneur with a
passion for helping people grow.
The Program Director is the face of the program along

with the Founders-in-Residence. The PD is responsible
for the content development, networking, and onboarding/
briefing of collaborators. This involves daily presence for
general and ad hoc designer relations, hosting sessions
and providing guidance. Additionally, the PD is responsible
for budget, reporting and project documentation.
Key competences:
The Design Founder-in-Residence is the lead content

collaborator. They bring in current industry expertise and
a vast network. During delivery they play a key role in
supporting the participants, and providing individual coaching
and mentorship during the program. They also recommend
and introduce the participants to other industry experts for
further mentorship.
Key competences:
Developing and running education programs
Designer with broad experience

Leadership experience
Founder of a successful startup
Facilitation and learning design experience
Mentorship and coaching experience
Education management experience
Extensive network of collaborators
PROGRAM MANAGER - FULL TIME
BUSINESS FOUNDER-IN-RESIDENCE - PART TIME
The ideal candidate is a multidisciplinary

producer who can manage all aspects of
the operations.
The Program Manager manages the collaboration between
all entities involved in the making of 30 Weeks. They
are responsible for setting up the invoicing structure
(participants and faculty), managing the space/venue,
driving any processes relating to the education department
(such as financial and other reporting, documenting
and curriculum updates). Additionally, they manage the
admissions process and student relations.
Key competences:
The Business Founder-in-Residence works closely with the

Program Director and the other Founders-in-Residence.
They support the designers in 1 to 1 mentoring of business
models, revenue models, marketing and investment
strategy. They are also instrumental to the scouting and
securing of speakers and collaborators through their
vast network of industry experts and thought leaders.
Additionally, with guidance from the Advisory Board, they
lead the overarching business strategy of the program.
Key competences:
Project/program management experience
Business development experience
Facilitation experience
Education coordination and administration
experience
The ideal candidate is a highly networked

venture capitalist and all-around growth
oriented business brain.
Startup advisor experience

Venture capital knowledge and experience
Extensive network of collaborators
Page 11
TECH FOUNDER-IN-RESIDENCE - PART TIME
The ideal candidate is an experienced and

networked engineer with a track record of
leading and teaching.
The Tech Founder-in-Residence brings in current
industry expertise and a vast network. They play a key
role in supporting the designers and providing individual
coaching and mentorship during the program.
They also recommend and introduce the participants |
to other industry experts for further mentorship.
Key competences:
Tech thought leader
Experience with software engineering
Interest and experience in education, mentorship
and coaching
Extensive network
Leadership experience
3.1.4 RESIDENTS
Residents are thought leaders with a vast
network and a passion for education.
Role: Curate content and guests for a
2, 3 or 4 week module.
Profile: A thought leader with a vast network
and a passion for education.
Commitment: Pre-module 10 hours; 10-15 hours
per week during the module.
The role of the Resident is to curate content and guests
as well as take the lead on the execution and experience
for one of the programs modules. The Resident will work
together with the 30 Weeks staff to choose speakers,
design workshops and do 1 to 1 mentoring. The Resident
will also support the speakers and collaborators to have
a clear understanding of the content area, and act as a
host for one of the modules.
The role is based on a mutual value creation. Benefits to
the Resident are:
Facilitation and learning design experience

Education management experience
Relationship with the designers for future hires

and collaborations
Affiliation with the program
Proximity for potential investment relations
A fee ($1000 fee per week of the module)
Page 12
3.1.5 COLLABORATORS
3.1.7 GOVERNANCE
Our Collaborators are the smartest minds in

design, technology, business and product.
Stakeholders, industry thought leaders

and key Collaborators inform and shape
the strategic and tactical development
of the program.
Role: Speakers, workshop leaders, panelists, critics

Profile: Leading practitioners within a specific
technique or area.
Commitment: One time engagements or recurring

visits
Most Collaborators will be sourced across the networks
of the Program Staff and the Residents.
Topic level: These sessions are most similar to what
you would find in a traditional educational program.
Role-model level: Designers respond strongly to
positive role models, particularly speakers who have a
similar designer-founder-background. Thus, speakers
should not only be chosen based on their likelihood of
being good role models, but also for their ability to help
designers reflect on themselves and their own
challenges and aspirations.
ADVISORY BOARD
Purpose: Advise and guide the strategic direction of
the program and provide input on the business model,
partnerships and long-term development. The members
of the board also provide relevant industry and education
credibility.
Who: Made up by representatives from the key
stakeholders, industry thought leaders and the
30 Weeks Staff. 10-15 members.
Commitment: Meets for one hour on six occasions
before, during and after the program.
Network/opportunity level: Speakers, like any guest

to the program, provide an opportunity for the designers
to meet someone who might help them move forward
with their idea. It might be someone who will become
a personal mentor for a designer, or who helps by
introducing a designer to someone else.
3.1.6 EXTENDED NETWORK

Members of our extended network support,
advise or partner with the individual
designers.
Profile: Investors, co-founders, mentors, developers,
advisors, etc.
Commitment: Commitment is organic and ranges
from a few hours of hacking to a long-term
relationship
Page 13
ROUNDTABLE
IN THIS SECTION WEVE COVERED:
Purpose: Inform the ongoing development process of the

curriculum.
Who the designers are and what characteristics

we look for during admissions
Who: Made up of previous Residents, Collaborators,

30 Weeks Staff, and a select few of the designers in the
program.
The program staff and their different roles
Commitment: A two hour session once a year.
How we work to insure long and short-term

development with our advisors
STEERING COMMITTEE
Our fantastic resident Collaborators and their profiles
Purpose: Review, assess and inform the tactical design

of content, curation of guests and operational structures
in response to current and upcoming group and
individual needs and designer progress.
Who: Made up by the previous, current and upcoming
two Residents, 30 Weeks Staff, and a select few of the
designers in the program.
Commitment: Meets six times for one hour through
the delivery of the program. Each Resident attends
four times.
Page 14
PROCESS
Page 15
3.2 PROCESS
A PROCESS BASED ON CONTINUOUS

IDEATION, VALIDATION, AND ITERATION.
HERE YOU CAN READ ABOUT
Background
The Iterative Method
Our core learning model Ideate, Validate, Iterate is a

stage-based loop where the content and process hold
equal weight in each stage. (What you are doing, how you
are doing it and when you are doing it matters.) The best
part of the model is that everything generated from it is
real-world tested.
Content & Formats

Quality Assurance
3.2.1 BACKGROUND
To incubate startups, 30 Weeks leverages startup
principles and practices, particularly the cyclical model
of ideation, validation and iteration.
While the 30 Weeks program is the first of its kind,
there are similarities to other experience-based learning
methodologies. It builds on the belief that learning is
most effective when it is student-centered and directed,
hands-on and real-world applicable, and facilitated in
an environment that encourages learners to explore and
develop their own ideas.
Unique to 30 Weeks is the belief that designers add
unparalleled value to creating new products - they have
the ability to visualize the final product.
While engineers, business development, strategy and
marketing professionals build the company, designers are
ableto focus on the end-user first. That combined with
ideate, validate and iterate to rapidly prototype a minimal
viable product (MVP) places designers at a pivotal point
of deciding the products final outcome.
3.2.2 THE ITERATIVE METHOD

A cyclical process where the designer learns
and improves before repeating the steps.
In a nutshell: First, come up with many ideas. Second,

narrow them down by testing and validating them in the
real world. Third, make informed choices and do it all over
again.
Focusing on these three steps allows for maximum
creativity and efficiency in an innovation cycle by
separating out certain moments for convergent and
divergent thinking. By using the model properly, you wont
be ideating when you should be analyzing and vice-versa,
as these two things require different mindsets.
Rather than getting stuck in a linear process, the student
keeps cycling through Ideate, Validate, Iterate so that
every cycle yields a new insight. Each loop increases
the students chance of success. Encourage them to
be tenacious and keep looping.
The model is neither new or unique to 30 Weeks. It
relates to Joy Paul Guilfords concepts of divergent vs.
convergent thinking, with the iteration piece included to
make it cyclical. It also builds on the principles and model
developed by Eric Reis in his book The Lean Startup.
Divergent thinking (ideating) is creatively coming up with
new ideas. It can happen spontaneously or in a structured
and organized way, but the intent and purpose is the
same: to allow new and novel ideas to arise. Convergent
thinking is an analytical process of finding the right answer.
The following section will go through the different stages.
It gives tangible examples of what you can do in each.
This is not to say that this is the only way you can use
the model.
Page 16
1. Ideate
2. Validate
Where passion and innovation meet.

Its all about brutally honest exploration,
need-finding and problem-solving.
Hacking, prototyping and testing. Sprinting on

the product, getting it out there, testing the
theory, breaking assumptions and proving
the value.
Key questions in the ideation stage include:

What is the problem I am solving?
Key questions in the validation stage:

Do people *actually* want to use this product?
Who am I solving this for?

Is there a market for the product?
Why am I passionate about this?
Does another solution already exist?
What are my ideas for solutions?
If so, is this product 10x better?
There are endless books on creativity and how to generate
new ideas. What matters in this stage is not where you start
or how big or small the initial idea is. What matters is that you
give yourself the time needed to explore and come up with
many ideas. It is best not to decide if ideas are good or bad
at this stage.
Will people pay for the product? If so, who and

how much?
Will it make a profit?
Can the product actually be built?
Despite the advances in digital technology, most

participants in 30 Weeks used flip charts, whiteboards,
post-its and markers in this stage.
Can the product scale?

How can the product be tested?
Below is a photo of what a designer drew during the

ideation phase of creating a mobile application.
What data will the test yield?

The validation phase starts once you have enough ideas
sketched out on paper, whiteboards, etc. In this phase
you begin filtering through the endless opportunities and
uncertainties that each idea presents. The first challenge is
to choose what you want to test first.
Its a balancing act between two questions:
Whats the most limiting uncertainty for this idea
to happen? Will people want to use it? Can I actually
make it? Will it be a viable business?
How hard will it be to validate this uncertainty?
With the same amount of time available, to what
degree might I validate this uncertainty relative to
others?
There is no golden rule to picking the right validation point.
But dont worry too much about it as you will come back to
this junction again soon. Some of the validation tools can
serve to help you pinpoint what you might need to validate.
Page 17
Here are four overall types of validation techniques and the

questions they help to ask and answer. Each is explained
in detail below:
Prototypes
3. Prototypes / hacking Can I make it work?
Making a prototype can help you test whether or not your

technological solution will actually work. In many cases
you can get a fair estimate from experts on whether an
idea will be possible to build, however, in some cases you
might want to test it in the simplest way possible. This is
also a great way to learn about the technology itself. You
can also make prototypes that dont test the technology,
but simply create an illusion of the experience. This is
helpful for user testing.
4. User testing Does this work for others?
User testing
1. Research Have other people done anything

similar? What, when, how, why?
2. Pitching Do other people understand the idea?
What are the main uncertainties that other people see?
Research
One of the simplest and fastest ways to test an idea is
to see if anyone else has worked on something similar.
Search engines will get you far. Hopefully you will find
examples of others who have tried. To some it might
seem counterintuitive if the goal is to create something
truly new and innovative, but the fact that others have
tried should be seen as a sign that the problem is real.
By researching what others did you can avoid hitting
the same obvious pitfalls.
User testing involves anything where your idea meets

the end user in some form. A simple sign-up page on a
website with a brief explanation of your idea can help
you test how real users respond to the product idea long
before it exists. You can do this with four different ideas,
put them up separately and track which of them gets
the most signups. It can also be a qualitative user study
where you get prototypes in the hands of real users or
conduct user interviews.
Product validation with children:
Pitching
Pitching your idea is a great way to test if your idea makes
sense to other people. Can you explain the problem in a way
where people accept that it is a legitimate problem and how
your approach to solving it will work? If you are working on
an app that helps teenage girls adjust their lipstick in a dimly
lit bathroom, the solution seems solid. However, it might
not be obvious why the problem is such a big deal, unless
they are either teenage girls or have kids who are. If you are
building an alarm clock app the problem it solves is easy
to understand.
The main misunderstanding with pitching is that people

think the only purpose is to convince an investor that its a
great idea. But just as important as it is to learn how to pitch,
listening to the feedback from everyone present is equally as
important, if not more so. You want to understand where in
your pitch did you lose your audience. What kind of validation
do they need to be convinced that theres a problem worth
solving? You will use this information to iron out kinks in your
pitch. And as soon as you gain mastery over this, all sorts
of new opportunities will arise.
App user testing:
Page 18
3. Iterate
Learning, growing and building insights.
Setting direction, getting back out there,
pushing forward towards launch.
What do the test results mean?
What story does this data tell?
What will I stick with and what will I change?
Before going back to Step One or ideating, there is an
important step which is a matter of choice. Perhaps you
came up with an idea that you really believed would
change the world, but when you tried to validate it
everyone you talked to and everything you tried made
you believe that it would never work. Nobody will invest
in it. Nobody believes that it will be possible to build.
Using this model doesnt make you a victim of the
feedback you recieve in what can sometimes be called
the in-validation stage. You choose what you will iterate
on. You might still decide to stick with your idea and
simply go back and ideate new ways of making it happen.
Perhaps you can fund it as a nonprofit and rely on
donations. Or maybe you work solely to attract the
talent that will prove to people that it is possible to build.
But regardless, its your choice.
As you iterate and gradually build confidence in your idea
you can also take on bigger and bigger validation points.
And then, back to Step One: Ideate.
What follows is a series of images that show product
iteration and evolution.
Page 19
Product version roadmap:
Hardware iteration:
Week 3
Week 10
Week 15
Week 20
Week 30
Page 20
3.2.3 CONTENT & FORMATS
A FOCUS ON PRODUCT FROM DAY 1,

WITH SUPPORT AND GUIDANCE
TO ACCELERATE THE PROCESS.
Meetups / Salons
1 to 1 Mentoring
Designers meet with potential collaborators in the

business, tech and design communities for 2-3 hour
long events.
During 30-60 minutes sessions, staff and guests support

the individual designers exactly where they are in the
product development process.
Meetups are informal events where a group of potential

collaborators are invited to casually meet all the designers.
There should be little structure or formal programming.
Focus instead on curating the designers. Bring in
technical co-founders early on in the program.
Program Director and Founders-in-Residence have weekly

office hours and monitor the level of mentoring activity that
takes place. Are there some designers who are not getting
any mentoring support because they are shy or unsure
how to approach the right people? The designers should
not rely on you to facilitate mentoring sessions,
but you can support the creation of a culture where
mentoring sessions are part of your program offerings.
Suggested meetups:
All residents and designers
Engineers and developers
Hackathon with potential business partners
Mentoring sessions are important because they help

the designer pinpoint exactly where they are in their own
process, which is not possible in speaker sessions and
pitches.
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Speaker Sessions
Reflections
Talks held for designers by external speakers around a

given topic.
Designers are guided to reflect on their experience and

grow through facilitated 1-2 hour sessions.
Pick speakers based on their specific domain knowledge

and expertise, their potential as role models and their
network. Can they introduce designers to potential
mentors, investors, etc. Encourage speakers to bring their
own stories of both successes and failures.
Reflection is a powerful tool to capture learnings from

hands-on experiences. By having regular reflection
sessions in the program, inevitable frustrations, challenges
and roadblocks can be shared and turned into valuable
learnings.
Always make sure that each guest speaker has an

assigned host. The host solicits questions from the
designers ahead of the session and collects them. During
the session the host serves as moderator and ensures a
lively and engaging conversation.
Suggested reflection sessions:

Roadmapping the program
Bi-weekly lunches to share experiences and learnings
All speaker sessions are recorded and we ask relevant

guests to come back and do 1 to 1 sessions with the
students.
Group expectations
Troubleshooting Sessions
Debrief for each module
Guests help the designers overcome product roadblocks

during 30 minute long sessions.
They also bring in relevant product designers, engineers,
product managers, investors, hardware professionals,
game developers, etc. to work with designers in groups
based on their needs and trouble areas. Guests also work
with designers to create a template of their milestones
towards their road to launch.
Workshops
Guests help designers hone new skills over 2-3 hour
sessions.
The designers may not be at the same phase of their
product development, but they can still gain valuable
new skills through a workshop that focuses on a particular
aspect. This is a good alternative to the speaker talks
since it allows designers to get hands-on learning.
Find speakers who are aligned on the design and
methodology of the program, but offer a range of topics
from different fields. Seek out speakers who are also
practical and good at giving solid answers.
Suggested workshops:
Ideation session (both in the beginning and
later in the program)
User research
Culture
Pitches and Demos

The primary purpose of a pitch session is to force the
designers to think further ahead than the idea itself,
and to be concrete and specific.
Having pitch sessions regularly also gives designers a
platform to practice and master the soft skills that are
essential in the early stages of building something new.
The main feedback that the presenter receives is in
observing how the audience responds, and what
questions they ask. Constructive dialogue should
happen 1 to 1 after the pitch session.
Be mindful that pitch sessions take a lot of time and effort
for designers to prepare. We suggest reducing frequency
after Module 5. Be precise with time so that each designer
has the same time to present and get feedback.
A pitch session will always have an element of pressure.
Designers will be a bit nervous especially early in the
program. Approach it with empathy. There is no need to
create additional tension or pressure.
The most challenging part of running a pitch session is
to guide the feedback after the pitch so that it is useful
for everyone in the room. Positive feedback that is overly
general like, its a good idea has limited value. Critical
judgements like it wont scale or there is no business
model usually also have limited value. Its easy to shoot
things down. Remember that most great ideas seemed
silly, impossible or unexciting at first.
Page 22
Bring in relevant external guests from the tech, business

and design worlds. Guests who already know a designers
product will ask more poignant questions and give more
relevant feedback.
Scheduling
In the beginning, there is an even split between scheduled
sessions and time for the designers to work independently.
As the program progresses, there are fewer group
sessions and a stronger focus on the individual designers
road to launch.
Graduation Day
The primary purpose of graduation day is to showcase
and celebrate the designers and their products, thank
all those who contributed to the program and celebrate
founderism together.
You have two important tasks to prepare:
1. Invite the right people
2. Set the stage
The right people are those committed to seeing potential,
opening new doors and helping the designers succeed.
The invite list can include Residents from the program,
guest speakers and investors.
While the designers will show their products in their
current form, its crucial to remember that this is mainly a
day for celebration. Remind the designers that this is not
a make or break it moment. Its a time to have fun
to celebrate both what went well and what didnt.
You set the stage for this by aligning expectations with
both guests and designers.
Guiding principles could be:
See the potential (not just the barriers)
Celebrate mistakes and detours as they are
Make it fun
Page 23
3.2.4 QUALITY ASSURANCE

We ensure the highest possible quality of
experience for current and future founders.
Designer Surveys
Surveys are sent to designers each week. They evaluate and
assess themselves. The responses are collected in a master
spreadsheet and analyzed on an ongoing basis. The purpose
of this is to make immediate changes and adjustments to the
program based on the insights taken from the data collected.
Designer Progress Metrics
The program team assesses the progress of each designer
and their individual products. Where are they? What do they
most need most right now? What will they need next? By
knowing where they are we can anticipate emerging needs
and be ahead of the curve.
Alignment & Interpretation
Data requires interpretation. Look behind the numbers:
a speaker might score low, but still prompt very important
questions and reflections. Use data and metrics to align
around priorities.
Collaborator Surveys
Every single collaborator (residents, speakers, etc.) is asked
to contribute feedback in order to insure that the program
creates value in the world.
IN THIS SECTION WEVE COVERED

Our approach and methodology
The Ideate, Validate, Iterate method and how it
informs everything we do
The content formats and how they can be used
Our tools for continuous learning and iterative
development of the program
Page 24
PLACE
Page 25
3.3 PLACE
A PHYSICAL AND MENTAL PLACE THAT

INTEGRATES DESIGN, BUSINESS, AND
TECHNOLOGY.
Background
The physical place
The mental place
Digital platforms
3.3.1 BACKGROUND
One of the most important aspects of creating an
effective learning environment is that the space is flexible.
Creating a space that is part library, part lecture hall, and
part laboratory can be tricky. The most important thing to
remember is that the space should be inspiring and FUN.
It should be a place that people want to come to, and then
dont want to leave!
Infrastructure
Page 26
3.3.2 THE PHYSICAL PLACE

An environment that caters to individual
needs and supports collaboration with the
industry.
Startup DNA and community
Based on our experience, this program thrives in a city
with an existing startup DNA and a wide network it can
leverage - an established startup community, active
venture capital firms, and a flourishing tech scene.
Flexibility
The space should be furnished with highly flexible furniture
like tables and chairs with wheels that can be arranged
to accommodate any of the following: individual work
stations, various types of presentations, pitches and
demos.
Page 27
Below is an image of the 30 Weeks space in NYC:
Page 28
3.3.3 THE MENTAL PLACE
3.3.4 DIGITAL PLATFORMS
A real world learning environment where bold

experiments, failures and success are celebrated.
Individual Product Progress Document
Iterative Development
The program content is continuously developed in
response to the designers needs. Insights are captured
through weekly surveys and reflections.
Here the designers keep an updated document with the

name of their product, a one-line description, the URL,
and the current product development status in a shared
Google doc.
Tight Feedback Loops

Weekly 1 to 1 coaching Insures that individuals needs
are identified and supported immediately. These typically
range from 30 to 60 minute sessions.
Collective Learning
Designers meet with Residents (see pg. 10) and
Program Staff every 6 weeks to collectively capture
learnings and continue to evolve the program as part of
the Steering Committee. (see pg. 12) .These meetings
run between 1 - 2 hours.
Podcasts from Speaker sessions

The majority of guest sessions are recorded, edited for
sensitive information, and made available as podcasts for
the designers to revisit.
Individual Accountability
Designers create accountability through reflection,
feedback and constant external input.
Email and Google+

Gmail is used for messages and announcements.
A private Google+ group is used to share inspirational
content and references.
Calendar and Drive
Google Calendar is used to schedule all program activity
3 weeks in advance. All speaker decks, materials and
agreements are stored on a Google Drive.
Page 29
3.3.5 INFRASTRUCTURE
To protect the designers and the 30 Weeks greater
community, various agreements and licenses are
created for various purposes.
Code of Conduct
The best way to solve a legal problem is before it happens.
A strong code of conduct allows for clear communication
and lowers risk.
Educational License
Operating a school is often regulated by local laws. If your
program depends on tuition from students you will likely
need to apply for a licence to be an accredited school.
In NYC this was done through the Bureau of Proprietary
School Supervision (BPSS). Approval times can take
anywhere from a few months to as long as a year so we
highly recommend working with experienced partners
(legal, administrative and finance) who can guide you
through this process.
Faculty Agreement
The main purpose of the faculty agreement, also known
as a faculty release, is to be able to record sessions,
which will later be made into podcasts for the designers
to revisit later on. In addition, our faculty releases allow
you to document events and sessions in the space
and use the photographs and/or video footage for your
website, blog or social media pages at a later point in
time. The agreement should be written up by your legal
representative and signed by all collaborators at least 1
week in advance of their session. They can then be stored
on a drive to reference later on. For anyone unwilling to be
photographed or videotaped, they should still sign a formal
agreement that explains why. Everything agreed to should
be kept on record for documentation purposes.
IN THIS SECTION WEVE COVERED:

Our advice and considerations around creating
the best experience for all
Our approach to creating rich learning
environments
How we use different platforms to maximize the
experience for everyone involved
The infrastructure needed to support the day-to-day
and long-term operations
Scholarships
Scholarships should be awarded based on certain
eligibility requirements, for example, need or minority
based. You should check first with your educational
license provider before offering any internal scholarships.
There are usually requirements and additional paperwork
and approval times. Also, when you consider offering a
potential participant a scholarship you should always ask
yourself if the participation of that student would benefit
the whole group.
Page 30
PRODUCT
Page 31
3.4 PRODUCT
3.4.2 DEVELOPING THE CURRICULUM
An intense focus on creating products in

response to real needs and market realities.
Our curriculum development is based on two major

phases:

Background
Developing the Curriculum
The Pilot Curriculum

3.4.1 BACKGROUND
1. Developing Module Drafts

2. Finalizing Module Plans
Module Drafts are the rough versions of the Module
Plans and they are created with inputs from Roundtable
Sessions (see pg.28).
Module Plans are the final versions of the curriculum and
they are designed together with the Residents.
The process for curriculum development is as follows:
Products emerge from an ethos that places value at the

starting point and the fundamental purpose of products,
services and businesses.
Every 30 Weeks product is centered on identifying and
creatively solving a problem. This guarantees that every
product launched will meet a current or emerging human
need.
Over the course of 30 Weeks, designers are challenged to
deeply explore and understand the value and purpose of
their work, beyond functionality and potential profitability.
Within this realm of consideration and responsibility lies a
concern for:
Social relevance: awareness of the social implications of
ones work.
Social responsibility: a commitment to share knowledge
and resources, to be transparent, and to serve the greater
good.
Interconnectedness and interdependence: transcending
boundaries, moving beyond pure self-interest, and
building a mutually beneficial, expansive, and collaborative
community through partnerships and active participation
in networks.
Step 1: Pick Focus Areas

Before you can develop plans, you create an initial
draft with defined focus areas. The initial focus areas
are developed by the Program Staff and for the way
the contact is structured. These serve as buckets in
which content is structured around. The focus areas for
the original 30 Weeks Program are Design, Business,
Technology, Product and Collaboration.
Step 2: Develop Learning Objectives for
Each Focus Area
The program team then proceeds to write out learning
objectives for each focus area. The learning objectives
include specific skills, knowledge and competence
descriptions designed in way where they can
be quantified.
An example of a learning objective could be:
participants will be able to simplify ideas and
communicate them with clarity.
Page 32
Step 3: Roundtable Sessions
Step 4: Develop Module Drafts
In order to develop the focus areas, learning objectives

and suggested content, the curriculum is presented to
industry leaders and domain experts through program
design roundtables. These are short workshops that bring
together groups of industry experts to shape the content
of the program.
From the Roundtable Sessions a set of module drafts are

laid out. These give guidance to the Residents in terms
of both learning outcomes and suggested experiences,
speakers, sprints, etc. These module drafts serve as
a starting point for the collaboration with each module
resident.
Host at least five roundtables in order to gather as much

industry input as possible. Within each roundtable there
should be at least 4-6 industry experts. The sessions
should run between 90-120 minutes.
We suggest that each module draft contains the specific

learning outcomes and concrete suggestions for
experiences, topics and people.
The roundtables serve to define the curriculum, specific

content, and the types of professionals that will make up
the program. A series of roundtables should be held with
a diverse range of experts, to explore the specific focus
areas of the program (i.e. Design, Business, Technology,
Product, Collaboration).
Step 5: Develop Module Plans

The real work starts when the Module Drafts are turned
into Module Plans. This is where the focus areas and
learning outcomes for the module are turned into a
concrete plan that consists of speaker sessions, pitches,
mentoring, etc. This design happens in collaboration with
the Program Staff as laid out in the onboarding guidelines.
The sessions ensure that the program content is

representative of whats currently relevant in each industry.
with the reality of the industry. In addition, the sessions
serve build relationships with key collaborators.
This process results in an overall curriculum of what
participants should learn during the program and when
they should learn what. At the end of the Roundable
Sessions, the learning objecives are finalized.
Page 33
3.4.3 THE PILOT CURRICULUM

A curriculum and content co-created with
industry professionals to give designers the
best possible platform to launch.
The curriculum is delivered through 10 modules ranging
1-7 weeks. Each module is led by a Resident and
comprises of 2-4 workshops, guest speaker presentations
and/or collaborative working sessions each week.
All of the curriculum is developed in collaboration with the
Program Staff and key industry representatives.
Page 34
Module 1. Your New Reality (1 week)

Set up a platform for collaboration.
Designers are immediately thrown into groups to work
together to solve problems, ideate, prototype and receive
feedback in a real world context. Designers develop their
collaboration skills, create a supportive group culture and
build the foundation for the program.
Learning Objectives
By the end of the module the designers will be able to:
D: Develop their personal passions into opportunities
and user needs
D: Ideate, develop concepts, prototype, and test
After the module:
P: Optimize a product based on feedback and data
Designers will have experienced their new reality

as founders-to-be. They will have met role models,
created a foundation for a collaborative culture, and
begun developing their ideas. They will have a better
understanding of their own abilities, and will feel excited
to be part of a team of design founders.
C: Take ownership of ones learning experience,

individually and collectively
Key to learning objectives
C: Use methods and tools for developing a strong team

of collaborators
D = Design
P = Product
C = Collaboration
T = Technology
B = Business
C: Proactively identify ones strengths and weaknesses

and take responsibility for ones own professional
development
C: Effectively manage simultaneous complex tasks

and handle disruption
Page 35
Module 2. Creating Value (4 weeks)

Anticipate needs, spot opportunities and
design for them.
Learning Objectives
This module gives designers a broad understanding

of emerging social, economic and technology trends.
Designers will practice identifying needs and developing
hypotheses and insights.
D: Develop their personal passions into opportunities and

user needs
They will apply design thinking and use a range of

methods and tools for ideation, concept development
and design prototyping.
D: Understand human behavior and how it can drive

product innovation
After the module:

Designers will have tangible experiences with several
methodologies of how to work with idea and concept
development. They will have understood large scale
problems and themes, identified the specific need they
are trying to fulfill, and generated a strong pool of ideas.
They will understand how an idea based on a personal
passion can evolve into a product.
D: Develop unique design hypotheses to test against

D: Simplify ideas and experiences and communicate
them with clarity
P: Optimize based on feedback and data
B: Use storytelling to pitch to a range of audiences
C: Demonstrate the openness to fail and continue iterating
Page 36
Module 3. User First (3 weeks)

Quickly design products based on ideas
and concepts.
Learning Objectives
Designers test hypotheses by iterating product prototypes

in a live, real world context and get feedback from industry
pros. They are exposed to the challenges of iterating to
develop a new product.
D: Understand human behavior and how it can drive

product innovation
After the module:
D: Develop unique hypotheses to test their ideas against
Designers will have tested potential product ideas and

interacted with a number of users, conducted user testing,
and defined their next steps. They will have seen the
potential of their ideas and started to understand what
type of team will be needed to see their vision become
a reality.
D: Simplify ideas, experience and communicate them

with clarity

P: Package and present the final concept in a
compelling way
T: Demonstrate the willingness to experiment with
technology that is new
Page 37
Module 4. Fail Fast (2 weeks)

Launch and iterate a product concept.
Designers test and iterate product prototypes in a real
world context, with a focus on innovative applications of
business models and value creation. They are exposed
to the challenges of iterating on a new product.
After the module:
Designers will have created prototypes in real world
contexts. They will have experimented with different
innovative applications of business models and value
creation. They will build basic prototypes, and will be
ready to move ahead and build the technology.
Learning Objectives
P: Experiment with a range of business models in
relation to a product
P: Use a range of tactics to hack a products growth
B: Navigate the landscape of startup funding and
financial stakeholders
Page 38
Module 5. Hacking (3 weeks)

Understand a range of technologies and
how they can be used.
Learning Objectives
This module gives designers hands-on experience using a

range of emerging technologies. Strengthens their ability to
experiment and discuss technology as it relates to creating
value and developing products.
After the module:
Designers will have experimented with emerging

technologies. They understand and are able to discuss
a range of APIs (Application Programming Interface, a
language and message format used by an application
program to communicate with the operating system
or some other controlled program such as a database
management system or communications protocol).
They have developed a MVP (minimum viable product),
and have been exposed to potential team members and
co-founders outside the program.
B: Build your network and find the right partners
D: Identify opportunities to create design-driven

products using new technologies

T: Explore a wide range of technologies in order
to see opportunities
T: Identify appropriate technologies for a specific
product prototype
T: Experiment with a range of technologies in
building prototypes
Page 39
Module 6. Jump to the End (2 weeks)

Challenge how technologies can be used
and build prototypes of product concepts.
Designers test and iterate product prototypes in a
real world context with a focus on innovative uses of
technology. They collaborate with technology experts and
receive feedback from industry mentors. They are exposed
to the challenges of iteratively developing a new product.
After the module:
Designers will have conducted tests and iterated on their
product prototypes. They will be able to answer what if
questions so as to preemptively discover the failings or
shortcomings of their prototypes. They will be able to
tell the story about their product.
Learning Objectives
P: Package and present the final concept in a
compelling way
T: Explore a wide range of technologies in order to
see opportunities
product prototype
T: Challenge how various technologies can be used
to create value
T: Collaborate and communicate around technology
with technologists
Page 40
Module 7. Design the Business (3 weeks)

Understand a range of business models
and trends.
This module gives designers a broad understanding of
economic and social trends and introduces them to a
range of business models. It strengthens their ability to
navigate the business landscape and create value
through the products they create.
After the module:
Designers will have explored and identified a range of
revenue and business models for their product. They will
be able to define product/market fit, navigate the business
landscape and create value through the products they
create. They will be ready to focus on their team and
practice how to lead.
Learning Objectives
D: Understand human behavior and how it can
drive product innovation
D: Reflect on the concept of value and how it is
created and sustained
B: Build your network and find the right partners
B: Understand a range of new and emerging
business models
B: Use a range of methods to analyze viability of
business concept
Page 41
Module 8. Facilitate & Lead (2 weeks)

Be self-driving, collaborative, courageous
leaders that continue to develop.
This module gives designers tools and skills to grow
their network and lead the development of a product
team. They hone their ability to facilitate collaborative
processes. They critically reflect on their own strengths
and weaknesses and lead their own development.
After the module:
Designers will have expanded their networks and
strengthened their ability to both lead a product team
and facilitate collaborative processes. They will have
explored their unique voice and determined what
qualities make them a good leader.
Learning Objectives
C: Use methods and tools for building culture and
team development
C: Lead collaborative processes in a range of contexts
C: Assemble and develop the right product team
C: Proactively identify ones strengths and weaknesses
and lead ones own development
C: Effectively manage simultaneous complex tasks and
handle disruption
Page 42
Module 9. Pitch & Package (2 weeks)

Communicate ideas through logic and
storytelling.
Designers build skills in pitching, storytelling and
communication with a focus on packaging and
positioning a product. The module helps to strengthen
their confidence and versatility to communicate a
product story with authenticity and passion.
After the module:
Designers will have had the chance to practice pitching
and learning the importance of brand storytelling (the
application of narrative thinking and storytelling techniques
to define brands) as it relates to their product. They will
have created a strategy and tried out tactics for marketing
and PR.

D: Simplify ideas and experience and communicate
them with clarity
P: Jump to the end; package and present the
final concept in a compelling way
P: Know what launching looks like for your product
B: Package and communicate a concept via a range
design media
Page 43
Module 10. Perpetual Iterations (7 weeks)
Learning Objectives
Implement and iterate a product.
Designers experiment with bringing products to market,

learning how to launch, brand, market, hack growth (a
marketing echnique developed by tech startups which
uses creativity, analytical thinking, and social metrics to
sell products and gain exposure) and iterate all in a live
context. Along the way, they are exposed to the complex
challenges of iteratively developing a new product.
After the module:
By the end of this module, designers will have conducted
experiments, brought products to market, learned how to
raise money, figured out how to acquire users, brand and
bring their products to market, hack growth, iterate - and
then launch.
IN THIS SECTION WEVE COVERED

P: Use a range of tactics to hack a products growth
P: Develop a brand around a product
P: Launch a design-driven product that creates value
P: Pitch and promote a product in private and
public contexts
P: Use a range of methods and tactics to market a product
The process involved in designing and developing

the curriculum
The breakdown of the pilot curriculum modules,
learning objectives and content.

product prototype
Page 44
4.0 SUCCESS CRITERIA

1. Founding and launching a product
The program attracts people who are initially committed to
this path. Success criteria includes launching a product,
raising capital, finding co-founders and incorporating, or if
needed applying for an incubator or accelerator program
program or incubator after 30 Weeks.
2. Joining an early stage startup
Deciding that you dont want to launch your product is a
valuable outcome. Reasons including: not having found
funding, a co-founder or a startup idea that a designer
is passionate about. By having worked on their own
products, designers are well equipped to support other
early stage startups get off the ground. They know what
it means to ideate,validate and iterate.
3. Joining an established company
Established companies need to reinvent and create new
products. Armed with valuable skills and learnings from
the program, a designer may join an established company
to support internal innovation.
The aforementioned success criteria were specific to
30 Weeks. Depending on how you choose to run your
program, you might find these or other success criteria
to be more relevant.
Page 45
OUR ONGOING DEVELOPMENT:

Based on our learnings and insights from the Pilot, we are continuing to experiment and develop the method.
Some of the changes that we are currently exploring are:
Pilot
Year 2
30-week program
15-week intensive + 15-week hotseats
16 designers
20 to begin at the beginning of the program and 20 new

students to begin at the conclusion of the first 15 weeks.
1 class
2 staggered, overlapping classes
1 Founder-in-Residence
3 Founders-in-Residence (design, business, tech)
2-4 week long modules
3-week long modules
1 focus per module (e.g. business)
Modules focused on development stages,

not particular subjects
Page 46
5.0 WANT MORE?
6.2 CODE OF CONDUCT
Whether you are curious to build a program
In order to create the most productive and collaborative

work environment possible, 30 Weeks has established
the following Code of Conduct.
inspired by 30 Weeks, want to explore a

partnership, get involved as a collaborator,
or simply want to meet for a coffee wed love to hear from you:
Email: blueprint@30weeks.com
Twitter: @30weeksProgram
6.0 APPENDIX
6.1 RESOURCES ON STARTUP DISRUPTION THROUGH DESIGN
The Shape of Things to Come: How An Industrial
Designer Became Apples Greatest Product,
February 2015, The New Yorker.
Link: http://www.newyorker.com/
magazine/2015/02/23/shape-things-come
Silicon Valleys Hottest Commodity: The Design-Savvy
Founder, Nov 2012, Inc Magazine.
Link: http://www.inc.com/eric-markowitz/

designer-entrepreneur-silicon-valley-hot-
commodity.html
Let Computers Compute. Its the Age of the Right Brain,
April 2008, The New York Times.
Link: http://www.nytimes.com/2008/04/06/
technology/06unbox.html
The Hyper Island Toolbox, Hyper Island
Link: http://toolbox.hyperisland.com
As members of the the 30 Weeks community,

designers will:
1. Exercise their rights to freedom of expression with
reason and discretion. Designers will show respect
for members of the program and refrain from all forms
of intimidation, harassment, and acts of prejudice
that infringe upon the rights of other members of the
community.
2. Exercise integrity in all aspects of their work by not
lying, stealing, and cheating, or otherwise compromising
the integrity, rights and work of others.
3. Be responsible for the visitors and guests brought into
the facilities. Visitors, including invitees, must conduct
themselves, at all times, in a manner which is consistent
with this Code of Conduct. Additionally, designers may
be held accountable for the acts of misconduct of their
guests while on the facilities or at any program activities.
4. Contribute to a collaborative and honest working
environment. While all designers are in ownership of their
own Intellectual Property, designers should acknowledge
the value of input and support from peers. Designers are
encouraged to acknowledge and reward others accordingly,
based on the assistance, input and collaboration around
his/her products.
5. Designers should conduct themselves as law abiding
members of the community. Designers will not commit
theft, or attempted theft, of property or services on
premises. This includes intentionally or recklessly
destroying, damaging, or attempting to destroy or
damage workspace or fellow student property.
6. Refrain from making disparaging or slanderous
comments about any member or partner of the of
the 30 Weeks community.
7. Refrain from behaving in ways that knowingly support,
assist or, in any way, attempt to enable another member
of the community to engage in any violation of the
Code of Conduct.
Page 47
6.3 FACULTY AGREEMENT

Company 1 and Company 2 have jointly developed an educational program focused on entrepreneurship and digital
design, named 30 Weeks (the Program), which is designed to enable the free dissemination of materials developed during
the Program. Accordingly, I hereby grant Company 1 and its subsidiaries, affiliates, licensees, successors, and assigns
(collectively, Company 1) and Company 2, a sublicensable, irrevocable, perpetual, worldwide, fully paid-up, royaltyfree, non-exclusive right and license to any syllabi, content or other course materials that I develop or use for the Program
(including, without limitation, any content that I present, display or provide to students during any course that I teach or
participate in for the Program) (the Course Materials). In addition, in connection with my participation in the Program,
I hereby (a) give Company 1 and Company 2 consent to film and record me (the Recording) and (b) grant Company 1 and
Company 2 a sublicensable, assignable, irrevocable, perpetual, worldwide, royalty-free license to my voice, image, persona,
likeness, and performance in such Recording (the Performance).
This license includes without limitation the right to (a) reproduce, create derivative works of, translate, modify and otherwise
use the Performance and Course Materials or derivative works thereof, in whole or in part, in any manner and matter or in
combination with any other material, including without limitation for marketing and promotional purposes, in any format
or media, whether now existing or hereafter created (the Works); and (b) publicly display, perform, distribute (directly or
indirectly), transmit, or broadcast the Works by any means now known or hereafter.
For the sake of clarity, the licenses granted herein will not grant either Company 1 or Company 2 ownership rights in or
I waive all rights, including any right of prior approval or moral rights, and release Company 1 and Company 2 from, and will
neither sue nor bring any proceeding against Company 1 or Company 2 for, any claim or cause of action (including, without
limitation, copyright infringement, invasion of the rights to privacy or publicity, defamation or any similar matter), whether now
known or unknown, based upon or relating to the use or exploitation of the Performance, Course Materials or the Works.
In addition, I agree that any suggestions, ideas or concepts that I propose to the students during the course(s) that I teach
or participate in for the Program, may be used by such students on a royalty-free, irrevocable, worldwide and perpetual
basis.I represent and warrant: (i) that execution of this license, release, and waiver will not cause or create any conflict
with, breach of or default of any contract by which I am bound; (ii) that use of the Course Materials or Performance will not
violate or infringe any third party right and that I will maintain all rights, authorizations or licenses, if any, that are required for
me to grant the rights and licenses granted hereunder; (iii) that I will keep this agreement confidential, except to agents or
professional advisors who need to know it and who have agreed in writing, or are otherwise bound, to keep it confidential;
and (iv) that I will provide services hereunder as an independent contractor and not as a Company 1 or Company 2 employee.
I will not be entitled to any compensation, options, stock or other rights or benefits accorded to Company 1 or Company 2
employees, I waive any right to them and promise never to claim them. I agree that there is no obligation for either
Company 1 or Company 2 to use the Course Materials, Recording, The terms of this agreement commence on the date
below and continue in perpetuity. This agreement is governed by California law, excluding Californias choice of law rules.
The parties consent to personal jurisdiction in, and the exclusive venue of, the courts in Santa Clara County, California.
Page 48
6.4 STUDENT AGREEMENT

Company 1 and Company 2 have jointly developed an educational program focused on entrepreneurship and digital design,
named 30 Weeks (the Program), which is designed to enable the free dissemination of materials developed during the Program.
Accordingly, I hereby grant Company 1 and its subsidiaries, affiliates, licensees, successors, and assigns (collectively, Company
1) and Company 2, a sublicensable, irrevocable, perpetual, worldwide, fully paid-up, royalty-free, non-exclusive right and license
to any content that I create or develop during the Program (the Content). In addition, in connection with my participation in the
Program, I hereby (a) give Company 1 and Company 2 consent to film and record me (the Recording) and (b) grant Company 1
and Company 2 a sublicensable, assignable, irrevocable, perpetual, worldwide, royalty-free license to my voice, image, persona,
likeness, and performance in such Recording (the Performance).
This license includes without limitation the right to (a) reproduce, create derivative works of, translate, modify and otherwise
use the Performance and Content or derivative works thereof, in whole or in part, in any manner and matter or in combination
with any other material, including without limitation for marketing and promotional purposes, in any format or media, whether
now existing or hereafter created (the Works); and (b) publicly display, perform, distribute (directly or indirectly), transmit,
or broadcast the Works by any means now known or hereafter created.
For the sake of clarity, the licenses granted herein will not grant either Company 1 or Company 2 ownership rights in or to the
Content.
I waive all rights, including any right of prior approval or moral rights, and release Company 1 and Company 2 from, and will
neither sue nor bring any proceeding against Company 1 or Company 2 for, any claim or cause of action (including, without
limitation, copyright infringement, invasion of the rights to privacy or publicity, defamation or any similar matter), whether
now known or unknown, based upon or relating to the use or exploitation of the Performance, Content or the I represent and
warrant: (i) that execution of this license, release, and waiver will not cause or create any conflict with, breach of or default of
any contract by which I am bound; (ii) that use of the Content or Performance will not violate or infringe any third party right
and that I will maintain all rights, authorizations or licenses, if any, that are required for me to grant the rights and licenses
granted hereunder; (iii) that I will keep this agreement confidential, except to agents or professional advisors who need to
know it and who have agreed in writing, or are otherwise bound, to keep it confidential; and (iv) that I will provide services
hereunder as an independent contractor and not as a Company 1 or Company 2 employee. I will not be entitled to any
compensation, options, stock or other rights or benefits accorded to Company 1 or Company 2 employees, I waive any
right to them and promise never to claim them.
I agree that there is no obligation for either Company 1 or Company 2 to use the Performance, Recording, Content or Works.
The terms of this agreement commence on the date below and continue in perpetuity. This agreement is governed by
California law, excluding Californias choice of law rules. The parties consent to personal jurisdiction in, and the exclusive
venue of, the courts in Santa Clara County, California.
Page 49
6.5 CREATIVE COMMONS LICENSE
The 30 Weeks Blueprint is licensed under Creative Commons Attribution-ShareAlike 4.0 International.
Under this license you must give appropriate credit, provide a link to the license, and indicate if changes were made.
You may do so in any reasonable manner, but not in any way that suggests that the licensor endorses you or your use.
If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
For more information visit: http://creativecommons.org/licenses/by-sa/4.0/deed.en_US
Page 50
KEEP IN TOUCH
Email: blueprint@30weeks.com
Twitter: @30WeeksProgram
Facebook: https://www.facebook.com/30WeeksProgram
LinkedIn: https://www.linkedin.com/company/30-weeks
YouTube: http://www.youtube.com/30WeeksProgram

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THE BLUEPRINT

06/2015 Version 1.0

30 Weeks - A Founders Program for Designers

THE MISSION OF 30 WEEKS IS

1.1 THE ORIGIN OF 30 WEEKS

Were at the beginning of a technology

We live in a unique time. Never before in history have

30 Weeks - A Founders Program for Designers

Mentored by industry professionals

Graduate with a degree

Graduate with a product/business

1.2 WHY A BLUEPRINT?

30 Weeks - A Founders Program for Designers

2.0 BUILDING THE PROGRAM

30 WEEKS IS HIGHLY COLLABORATIVE.

Passion, grit and tenacity define success

30 Weeks is built on a foundation of four key components:

Maximum speed with immediate and

A physical and mental place that integrates design,

30 Weeks adheres closely to Hyper Islands central

An intense focus on creating products in response to

30 Weeks applies several core elements of Hyper

These components are outlined in

A focus on solving real-world problems through

All aspects of the program, and our approach to

Developing self-awareness and self-efficacy

Designers can help build the future of the world

Cultivating sustained creativity through the

30 Weeks - A Founders Program for Designers

30 Weeks - A Founders Program for Designers

3.0 THE BLUEPRINT

30 Weeks - A Founders Program for Designers

30 Weeks - A Founders Program for Designers

A group of people eager to create value and a vast

Designers are at the core of 30 Weeks and the

HERE YOU CAN READ ABOUT:

30 Weeks is a highly interactive and experience-driven

30 Weeks - A Founders Program for Designers

Portfolio (their work)

Natural networkers and collaborators who are tenacious,

Interview (their pitch)

Selection event (their performance)

Passionate, honest and self-aware.

Reflection (their self-awareness)

Resourceful, curious, self-teaching and crafty.

To create awareness in design and tech communities

30 Weeks - A Founders Program for Designers

Host a Selection Sprint to interview and observe the

Below is the admissions process on a timeline:

3.1.3 PROGRAM STAFF

30 Weeks - A Founders Program for Designers

Many others collaborators will parachute in and out at

1 to1 support with

1 to1 support with

30 Weeks - A Founders Program for Designers

PROGRAM DIRECTOR - FULL TIME

DESIGN FOUNDER-IN-RESIDENCE - PART TIME

The ideal candidate is an experienced creator

The ideal candidate is an experienced

The Program Director is the face of the program along

The Design Founder-in-Residence is the lead content

Developing and running education programs

Designer with broad experience