????團(tuán)隊(duì)成員走出課堂，通過(guò)采訪潛在客戶,，業(yè)內(nèi)其他企業(yè)和專家等方式取得進(jìn)步,。第一個(gè)月結(jié)束時(shí)，學(xué)生們會(huì)確定用戶群體和市場(chǎng)需要,，最終產(chǎn)生一個(gè)獨(dú)特的見(jiàn)解,，足以使他們確信自己能夠以一種新的方式解決客戶的需求。

????如果學(xué)生帶到潛在客戶面前的第一個(gè)產(chǎn)品原型不能奏效,，那就意味著“你沒(méi)有理解他們的痛點(diǎn)——你還沒(méi)有解決5件或10個(gè)問(wèn)題,，”贊尼奧斯說(shuō)。隨后,，學(xué)生們重返創(chuàng)業(yè)車庫(kù),，繼續(xù)修改。

????這門(mén)課程的核心是來(lái)自創(chuàng)業(yè)車庫(kù)指導(dǎo)老師的不斷審議和反饋,。這支指導(dǎo)團(tuán)隊(duì)共4人,，其中包括席格曼，以及另外兩位風(fēng)險(xiǎn)資本投資人薩爾?古爾和理查德?林,。上課時(shí),，他們?cè)趫F(tuán)隊(duì)間來(lái)回走動(dòng),，提供指導(dǎo)意見(jiàn)。古爾是查爾斯河風(fēng)險(xiǎn)投資公司(Charles River Ventures)的普通合伙人,。林是斯坦福商學(xué)院MBA,，三拱門(mén)風(fēng)投公司(Three Arch Partners)合伙人，他曾經(jīng)在加州大學(xué)舊金山分校醫(yī)學(xué)院(UCSF School of Medicine)和哈佛醫(yī)學(xué)院(Harvard Medical School)從事科研工作,。

????負(fù)責(zé)協(xié)調(diào)課程日常運(yùn)作的創(chuàng)業(yè)車庫(kù)副主任瑞安?普賴斯說(shuō),，贊尼奧斯與這三位風(fēng)投精英的合作已經(jīng)取得了非常好的效果。有時(shí)候,，老師本人也會(huì)成為投資人,。

????去年，創(chuàng)業(yè)工廠學(xué)生托尼?徐和埃文?摩爾計(jì)劃并測(cè)試了一個(gè)名為DoorDash的創(chuàng)意,，嘗試把圣荷西/南灣地區(qū)的餐廳和送外賣的司機(jī)聯(lián)系起來(lái),。

????幾位學(xué)生在冬季學(xué)期花了一些工夫，研究餐廳外賣的經(jīng)濟(jì)性,，嘗試著計(jì)算他們每小時(shí)需要交付多少訂單才能盈利,。隨后，徐和摩爾連同另外兩名斯坦福學(xué)生一起創(chuàng)辦了DoorDash公司,。

????2013年9月,，畢業(yè)僅僅幾個(gè)月后，他們就獲得了230萬(wàn)美元的風(fēng)投資金,，主要投資者包括科斯拉風(fēng)投公司(Khosla Venture)的基思?拉布伊斯和查爾斯河風(fēng)投公司的古爾,。

????古爾和贊尼奧斯確信，創(chuàng)業(yè)精神是可以傳授的,?！叭绻褎?chuàng)業(yè)分解為一個(gè)過(guò)程，就可以教人們創(chuàng)業(yè),，”贊尼奧斯說(shuō),。“可以教不同的創(chuàng)業(yè)要素,，這樣它就變得不那么嚇人,。還可以幫助學(xué)生了解在創(chuàng)業(yè)的每一個(gè)步驟會(huì)發(fā)生什么事情?！保ㄘ?cái)富中文網(wǎng)）

????譯者：葉寒

????Teams progress by interviewing potential customers, other businesses in their space, and industry experts -- hitting the pavement outside of class. At the end of the first month, students identify their user, the market need, and a unique insight that makes them believe they can address a customer need in a new way.

????If the first prototype brought in front of potential customers doesn't work, it means "you don't understand their pain point -- there are five or 10 things you are not addressing," Zenios says. The students go back and revise.

????At the core of the course is constant review and feedback from the Startup Garage team of four instructors, which includes Siegelman and fellow venture capital investors Saar Gur and Richard Lin, who move from team to team during class. Gur is a general partner at Charles River Ventures. Lin, a Stanford MBA, is a former research scientist at the UCSF School of Medicine and Harvard Medical School, and a partner at Three Arch Partners.

????Pairing Zenios with these three successful investors has worked well, says Startup Garage assistant director Ryann Price, who coordinates the day-to-day operations of the course. Sometimes, the teachers become investors.

????Last year, Startup Garage students Tony Xu and Evan Moore were planning and testing the idea behind DoorDash, which matches local restaurants with drivers who deliver takeout in the San Jose/South Bay area.

????The students spent hours during the winter quarter studying the economics of restaurant takeout, trying to figure out how many orders they needed to deliver per hour to run a profitable business. Xu and Moore went on to launch DoorDash with two other Stanford students.

????In September 2013, just months after graduation, Khosla Ventures' Keith Rabois and Charles River Ventures's Gur led DoorDash's $2.3 funding round.

????Gur and Zenios clearly believe that entrepreneurship can be taught. "If you break it down as a process, then you can teach it," Zenios says. "You can teach people the different elements and it becomes less intimidating. You can teach them what to expect from every part of the process."