Frequently Asked Questions
At the Reese News Lab, we train students to ask lots of questions: Who wants this media product? What value is it providing to customers? How might it make money?
But lately, we’ve started to get a lot of questions ourselves. Visitors, drawn to our door in Carroll Hall by the sounds of loud exclamations and laughter, wonder who the heck we are. Students want to know what we do and why they should get involved. And educators are curious about how we teach students to think entrepreneurially about the media industry.
Everyone has questions because we’re working on the problem that everyone in our industry is worried about: how to help people get accurate information about their communities and hold leaders accountable in a time when the traditional revenue model for the media is broken.
To answer questions about the Lab, we’ve prepared a how-to guide. The guide answers questions about how we get students thinking like start-up founders, considering what their customers want, and generating revenue in new ways.
How do students get involved in the Reese News Lab?
Two ways: as interns or as students in a class. UNC-Chapel Hill students can apply to work as paid interns during the fall or spring semesters, and we also offer a full-time paid internship in the summer. The other option is to enroll in the Lab class for credit. Whether students take part in the class for pay or for credit, the experience is similar.
How do you hire students?
We cast a wide net in our search for applicants, and then we interview the strongest candidates using behavioral interview techniques. Intern Sarah Whitmore wrote about what it’s like as a student to go through a Reese News lab interview, and Associate Director Sara Peach wrote about what it’s like to sit in the interviewer’s chair.
How do you orient students to the Reese News Lab? How do you get them started?
We’ve tried it a couple of different ways. In the summer of 2015, we gave students a “sprint” to complete in 48 hours.
- Warming up with a blank wall and a ticking clock, by John Clark
We also like to give students outrageous ice-breaker activities, like creating giant airplanes, building marshmallow-and-spaghetti towers and inventing new products from bags of random junk. We’ve also tried the plain old “overwhelm them with information” method.
- All-encompassing: Using airplanes, prototypes and blimps to change the world, by Justina Vasquez
- First week at Reese News Lab: My mind is blown, by Simone Duval
- It never gets old: Fresh starts in the Lab, by Samantha Harrington
How do you pick ideas to pursue? Do students come into the Lab with an idea?
Our students don’t come in with ideas. Instead, we issue challenges.
- My secret: Structure makes uncertainty OK, by John Clark
In the first few days of the semester, we brainstorm ideas related to those challenges and come up with as many ideas as possible.
- Brainstorming without ceasing, by Camila Godoy
- When you think you’re out of ideas, think again, by Emily Gregoire
- The “Yes, and” of collaboration, by Casey Moore
After several days of brainstorming, individual students pick one or two ideas to research on their own and then pitch back to the group in a “pitch party.” After listening to all the pitches, the group votes on a select number of ideas to pursue for the rest of the semester.
- I persuaded my peers to spend a semester on “World of Warcraft,” by Hannah Doksansky
How do you form teams? Do the teams have leaders?
We’ve tried pretty much every variation: assigning students to teams at random, allowing them to self-select, assigning students to teams based on preference, and putting students on teams based on their class schedules (the last one seems to work the best). We’ve also tried teams with and without team captains. Our current preference is to have leaderless groups.
- On teams, by Daniel Pshock
Once students are on teams, what do they do next?
They have to answer this question: Why hasn’t your idea been done before?
Then they have to start talking to potential customers. The students must figure out what problem their product would solve, and for whom.
When do you start building your products? How many programmers do you have?
Actually, we tell students not to build their products. And we typically don’t have many programmers on hand. Why? We find that our products turn out better if we prevent students from following their natural instincts to start building right away. Instead, we require them to begin by showing prototypes to potential customers.
- Build better ideas by instructing “Don’t build,” by John Clark
How do you build prototypes if you don’t have many programmers?
We build them out of paper. Or PowerPoint. Or Monopoly money. The way we build prototypes doesn’t matter as much as building them quickly, getting customer feedback, and then rapidly building a new version based on that feedback.
- How to build a digital news prototype, by Cheney Gardner
- How to build a prototype: Choose just one thing, by John Clark
- Watching out for feature creep in a world of possibilities, by Emily Gregoire
How do you get customer feedback?
We ask students to draw on their training as journalists to find potential customers (also known as sources) and gather feedback from them (a type of interviewing).
- Amateur photography hour: User testing inspired by empanadas, by Lilly Knoepp
- Lesson from user tests: Shut up and listen, by Simone Duval
- What to do when someone says your baby is ugly, by Cheney Gardner
- When users attack: What to do when user testing doesn’t go your way, by Cheney Gardner
How do you teach students how to calculate revenue and costs for their businesses?
Students are often afraid of Excel spreadsheets. But they’re not afraid of lemonade stands. So we start simple, walking them through a simple business like an eight-year-old’s lemonade stand, and show them how to calculate revenue and costs on a spreadsheet.
- Reassurance through a canvas, by John Clark
- Spreadsheet gut check: Talking about your business in the language of numbers, by Azul Zapata
How do students learn to pitch?
In a word: practice. We ask students to pitch their ideas starting in their first week in the Lab. As they research their ideas, they must regularly pitch what they’ve learned so far. Then, about three or four weeks before Pitch Day, they begin writing and practicing outlines for their final pitches. By the time they stand up before an audience on Pitch Day, they’ve practiced pitching dozens of times.
- When you don’t know the answer, keep digging, by John Clark
- Finding clarity through blinding lights, by Ashley Roddy
- Drafting a final pitch 101, by Lincoln Pennington
- How to build a pitch the wrong way, by Annie Daniel
As students learn to pitch, they quickly learn that we don’t care what they think, or hope or believe. Instead, we care about what they know from their research.
- I don’t care, by John Clark
What happens after Pitch Day?
On Pitch Day, our audiences evaluate the students’ ideas for desirability, feasibility and viability. Based in part on that feedback, in many cases, we decide that an idea is not worth any more time. But sometimes, students decide to pursue the idea — either with or without additional help from the Lab. That means they must begin the challenging new process of building a product, operating it and making sales.
- OK, we pitched: Now what? by Georgia Ditmore
- How to find your entrepreneurship Plan B, by Samantha Harrington
- I thought I was a reporter, but really I’m in sales, by Corinne Jurney