Welcome to the Berkeley Innovation podcast. This series is brought to you by the sitar just Center for entrepreneurship and Technology s c-- y-- t-- on the thriving Campus of the University of California Berkeley Hello friends. This is Stephen Torres your host on this journey of entrepreneurial Innovation and Technology leadership on this episode were joined by a very special guest it Glock sidhu Chief scientist and founding director of the sitar just Center forBen technology also the ieo are emerging area Professor. He's a world-class expert in real life Technology Innovation and Leadership. He invented the technology used in Skype and other internet communications with over 75 patents. He's academically trained yet highly focused on application. Dr. Sid who developed the data X lab course and framework for Rapid implementation of digital transformation. Nation he serves on many advisory boards and created the entrepreneurship and Technology Focus areas at the number one University in the world Berkeley. He was recently awarded the 2018 major education Innovation award by the IEEE educational activities board for his contributions in entrepreneurship pedagogy and Innovative teaching methods. It really is a pleasure to have him on this episode. So we clocked thank you for joining us really a pleasure having you on the show. Let's start off. Give us a little history of SCE T the sitar just Center how it all got started. All right, great. Thanks. Great to be here on your podcast and the center how it started. So 2005 is when the center got started and it started really from pretty humble beginnings. It was just one room and one person and and actually that would be me and you know, what happened when we started was that the College of Engineering and The Advisory Board of the College of Engineering up till that point had been requesting the dean and the college and kind of guiding the whole institution that engineering should be broader that it shouldn't be only solving a Problem, you know the question is should engineer's not be involved in understanding why that is the problem going earlier in the in the process of what is the Innovation to to be created and overall. It should it not go into even leading and managing whatever the Innovation is, that would be created. So it's basically a request for interdisciplinary for multidisciplinary for Innovation for entrepreneurship for all those things to Broaden, what would be the engineering education interesting? And so with that kind of input it was Richard Newton the dean at that time in 2005 who thought that an entrepreneurship Center would make a lot of sense and it would be kind of a starting point for all of these activities that would happen within the College of Engineering towards that broadening kind of mission. Do you know what it was like on campus? Entrepreneurship at that time. Yeah, it entrepreneurship was really a different thing at that time people used to start companies and by people I mean a faculty used to start companies, but it was something that they did secretly and in private. So Berkeley always had a lot of innovation output. But so many of the ventures that faculty were involved with were not as publicized. It was kind of a things that people are doing on their own and And kind of separate from what they're supposed to be doing as part of being the University was that intentional or was that just something that happened by default as a legacy at the University here? I don't know intentional not I think there was a culture maybe across the campus that was, you know, very socially oriented culture and possibly a government University perspective that If a person is working on a company than they're not working on whatever is their job it's later on that this whole thing changed. It really turned upside down. If you look at the University today, you've got the president of the entire ten campus system saying entrepreneurship is one of the key drivers of the whole university system. And in fact many Studies have come out one of which that I know particularly says that those faculty Who start companies and are involved with new Ventures are actually more productive even as researchers. They have more Publications and they have more impact in all kinds of other ways. So definitely the whole there's a huge shift that's happened during this course of time, but at that time when we first started there were a much smaller group of people that understood the value of Entrepreneurship and maybe this entrepreneurial Innovation and how It should be part of research and how it should be part of academics one person who really did understand that was Richard Newton and we were fortunate to have him as Dean at that time because he had not only been a world-class academic as in he was in electrical engineering department. He was the head of the department at one time. He had become the dean. So like he had a great track record, but in parallel to all of that he has started two companies one of which is synopsis, which is a major corporation exists today, and then he was an investor and he was a limited partner in in Mayfield The Venture fund and in then later in another venture fund and he was very well integrated into the Silicon Valley entrepreneurial community and he understood both sides the academic side and he understood the venture. And Entrepreneurship side that tends to be rare in Academia. You don't necessarily see that a lot. It's true. I think he was exemplary in you know, very few people can reach that level in both categories. I will say that, you know, most universities are similar in this category, which is 95 97 percent depending on where you go a faculty thinking about new Ventures is not their primary objective. Objective their researchers, right and they're they're measured on and they're focused on different things and there's a few, you know this two to five percent and it doesn't matter if you're a Stanford or Berkeley or MIT or you know, any university around the world. There is this percentage that are interested in both and and in fact those few that are are very prolific. Don't just start one company, they start another one and then their research leads to another one and another one and surprisingly all of their students. Maybe not all but you know, many of their students then become entrepreneurs as well. I mean, they really go out and grow up in a research environment that is oriented towards starting Ventures and they learn the behaviors and the techniques they get it directly from the faculty. So these few faculty who Who are entrepreneurial in this way they pass along entrepreneurial behaviors in mindsets even while they're teaching their students on Research topics. So and that's obviously something you brought to the table as well. I'm curious. What what brought you then to Berkeley. Did you see this? Was it talking to Richard knew? What was it that attracted you here in the first place? Yeah. I was definitely recruited by Richard Newton. He had a vision that we had to have a program like this my own background is that I had I had done my PhD in electrical engineering and I had gone back into industry for you know, close to 10 years or approximately 10 years and I had a very successful career prolific career in Industry. I was three comes inventor of the year I had I think by now. I have some 75 patents and various areas from networking and Communications and so forth and and I had also been part of the executive team of a new Venture and you know grew that Venture and went through the entire process of you know, building it. And at that point I made a switch and I actually went back into academics and I went to University of Illinois as a visiting Professor first and there coincidentally half of my job became to grow and manage something called a technology entrepreneurship Center something very similar to what was going to be developed. At Berkeley and the logic my logic was that after all the experiences that I had had an industry, very real experiences of building businesses. I was aware of at least some gaps that I didn't learn in school and I learned them in practice in what you'll some softly consider the real world and I thought well, okay if I go back into academics I could make this. Full circle I could fill those gaps. I could bring back what I thought wasn't being taught so that the education the completeness of the education could start earlier and that people could be more prolific or more capable as they got out with this broader version of education and and that program in Illinois. I grew it and ran it for three years at which time Richard Newton found me there. And he said well if you can grow a program successfully like this in Illinois, just imagine what you could do. If you were in the Bay Area and at UC Berkeley and that logic made a certain amount of sense to me as well as him and that was basically how I ended up here and and part of you know that the full story is just basically I wanted to bring what I had learned and the gaps that were filled those things. That I learned in Industry back into academics and that was really my primary motivator. Was there any specifics why Berkeley why Berkeley? I think at the time this idea of adding at the time this idea of adding entrepreneurship Innovation broader skills into engineering it was starting to emerge or starting to happen across the Engineering universities in us and then also a little bit later around the rest of the world and and I could see it at one or two institutions and and it was just the right timing with Berkeley because their Advisory Board had been asking for this and they didn't have such a program yet and so could call it Serendipity or you know, was it fate? Was it just going to happen? I don't know but the timing was right. And 2005 that's how I ended up here. Gotcha. And now when you first came in, what was it like building the center because the curriculum didn't exist the whole BMO e that we know now wasn't there and that was kind of putting it all together. So tell us a little bit about that. Yes. So when we first started the center there were two components and starting the center. One of them was that I advise. Report was created and it had great people in it and that included John Burke stone. For example who really pulled that Advisory Board together and was teaching in the very original courses of the center. I remember him. Well, yes, the really the first of the entrepreneurship classes that was offered and but it but it had you know So others on that board and it was a very well-connected board. So, you know Michael marks who was the CEO Flextronics and Jim Davidson who is co-founder of Silverlake the private Equity Firm and other people both from the college as well as an industry. And this was necessary like we needed The Advisory Board to be able to connect to all the rest of Silicon Valley and to have Flow of people and information the second component was where we started with the curriculum and we just mentioned John John had been a product of Harvard Harvard Business School and he brought with him the philosophy of Harvard's entrepreneurship program. And so originally when we offered the classes we did them as Harvard case type of material so we built At the curriculum out of not our own materials, but out of the materials that were available to us, but we could do one thing mostly because of the Advisory Board and that was and also because of our location and that was that we could bring the people who were in those cases live into the classroom. So if it was for example the case on Flextronics Michael marks, who was the CEO Flextronics who happened to be on our Advisory Board? Actually come and be live in the class and he could speak against the case. He could say this part is true. This Parts not exactly right and let me tell you what's really going on and all of that type of discussion. It was just fantastic actually and I'm really cutting edge in engineering because engineering courses didn't typically have this right you'd have those may be in business but for engineers to actually be exposed to this. Pedagogy was really unique. It was an amazing experience. It's what drove our curriculum numbers to go from 50 to 700 in the matter of a couple of years bringing these very real people in you know, they're all such unique people because they are entrepreneurs right and and it's not just the logical part of what they can tell you because that's in the case, but the way they see the world their behaviors how they Act two things what patterns they notice those things are coming from them and they're not coming from the case. And there was a whole nother level of information that we realized was going on when we were inviting these people not to mention students who would sit in the class and say, oh I just watched the CEO Flextronics in class today if they happen to go interview at Flextronics, they could literally say, oh I was talking to the CEO right and you know it say You know complete new reality, you know for them. So but getting back to the speakers and what they were adding so so after a while what we realized was that that but the Harvard case was good, but what the speakers were bringing was even better and that maybe we didn't even need the Harvard case. And we started think what is it? That's so interesting about these speakers and we finally ended up writing a paper called Berkeley method of Entrepreneurship, which listed what we believed were characteristics of entrepreneurs and innovators. And and what we then started to do was we still and and even today we use cases in our classes. And we invite speakers still in our classes. But what we realize is that these behaviors and the mindset that they were bringing we could first identify what it is and then we could find ways to transfer those things into students and that became the Hallmark or the core of what is Berkeley method of Entrepreneurship today. It's a way that a student can or a team of students. Goes through a journey during a semester while they work on their project that's you know called in situation while they're in that situation. They are self reflecting on what is going right and wrong on multiple levels including their own personal nature to the strategy of the company to the way that communication is being done and this and in this self-reflective or inductive process of learning. They are growing and their company is growing and they are picking up absorbing the entrepreneurial or Innovative behaviors in that Journey or in that process. So this was a change that we started probably, you know. Three or four years into the original curriculum and over time. We employ that across more and more, you know wide number of our course types, but most strongly in what is called a challenge Labs a particular segment of courses where students pursue a entrepreneurial opportunity and in that process they pick up these mindsets and Years, and certainly Berkeley method of Entrepreneurship is taught there is of course also taught in our Berkeley method of Entrepreneurship bootcamp, which is a one-week experience at the beginning of each semester and it's taught A variation of it is even taught to Executives from Google Yahoo network appliances Samsung Cisco Apple so forth that attend our executive programs. We actually call it something slightly different. We call it Berkeley method of in Aviation leadership. That is it's not exactly the same there's some differences when you're in an organization and not in a group of just three or four people and Unbound by the rest of the rules of the company, but this method of developing people as part of the education. This is carried through with us widely across all of our programs. It really makes our programs unique. And defines how we teach entrepreneurship and Innovation today. When you start looking at the landscape, you know, obviously a lot of universities teach entrepreneurship. Could you speak to the you know, and you mentioned this when you talk about the difference between a start-up and maybe working an innovation could you share with us? What are those? You know that we don't want to get into the whole. Whole, you know teaching methodology, but what are the key differentiators that those Executives that these companies when they send someone to us? What are they looking for them to learn because you would think that a company say Google or Facebook. They know everything right? There's this perception that well Google they're the best out there or Cisco or Intel, you know, they've had this history they know what to do. So what are they gleaning through this method? They wouldn't have otherwise just an industry. Okay, so there's a couple layers to what happens in one of our executive programs for example in the ELP P or entering leadership professional program and it's exactly the type of program that you're talking about where Google and Facebook and apple have all sent people in there and do send people so the first is this is a version of broadening MBA like materials that an engineering leader is not likely to take and not likely to have had in another place. So so if they're not going to invest in a full MBA and they've grown up in a technical organization, these are just things that are very helpful to them for them to know as they rise up in their positions and there's not another kind of more effective and Tuned way that is targeted for the context of engineering for them to get these things. So that includes things like technology strategy marketing and product management topics operations leadership personal development topics relating to communication. Those are the types of things that had a logical level at content level are covered in a course like this and another level. There is what that what the job requires from the person and basically what the company needs the person to do, but there's also the idea of career development or personal development for the person who's in it. So for them to understand that the things that made them successful up till today are not necessarily the things. Going to make them successful next right and you can first go through the thought process of what is it that you actually want and if you want to do exactly what you've been doing. You could even regress and go back to when you were an engineer working on a project just by yourself and without other teams and people coordinating with you and perhaps those skills that got you successful there would be Fine, but as you rise up and as you aspire to do new things there's other capabilities. And in fact, there's behaviors and ways of seeing the world and mindset that now are necessary to not just the logical part, but it's even a how you will behave and act and and see the world in order to pursue those opportunities and to be successful in those those other opportunities. So to Seeing what those are and how to develop them as people. It's a career development process of a sort. Well, I think that's really fascinating because I think those are all things, you know, if you just look at the headlines, sometimes there are skills somehow that are not being imparted in our leadership whether it be in Tech or you know, all types of other industry and to have a program that actually does that right that can impart those skills that it has that kind of entrepreneurial Journey if you will as well as that leadership Journey intertwined, I think For you get a lot of magic happening. At least from what I've observed. Yeah. So I've seen this we've been doing this program for a number of years and I've seen a number of paths and versions of how this all works. One thing that I'll say is that we have to do it first from a logical and content view point and then later from a behavioral point of view in other words, if we start with soft skills people say, oh, this is a Very soft class this this material is not related to what I'm doing every day. So we usually start with things that are in Harvard cases which start with Frameworks we under start with strategy topics and and they start to realize okay, there's things that I've never thought about there's ways to analyze these things and it feeds the logical part of what they want from the program and then there's a point where they say. Oh, I think I understand which direction I should go on a project or I think I understand what would be good for the company and then they realize the rest of this is not about what they know. The rest of this is whether other people who work with them will go along in that same direction and then all of a sudden these softer skills become incredibly important, right? And so you basically transition from what we'll call the more harder skills to the soft. Your skills and you do it at the right timing and then you can really put these things together. Right? Let me tell you a little story and I've seen this from all kinds of very high-profile companies like Facebook and Google and so forth. So usually when companies are very successful and they're in their early stage of being successful. They have this belief that they know everything right that there's nothing that they could possibly learn from anyone else because They are at the Leading Edge of whatever they're doing with the technology and and so, you know, sometimes students come in and I can see this this attitude right on their face. They want to express how great the things they are doing are and after a little while what I notice after about three or four weeks into the class after we bring in experienced Executives, and we connected into the cases. they start to realize that the same problems they're having right now are there problems that these Executives have faced 10 years ago and 20 years ago and even 30 years ago and that oh my goodness, you know, the world was not invented today and that their suffering and about to go into all the problems at every other company ever went into and that wow, this is really important to understand right if you Learn to do well and navigate through these things another variation of this. I had one student and he was from Facebook. He was at Facebook at the time and he said I've listened to the suggestions that you've made in terms of innovation and starting new projects and things like that. And he says I'll tell you that it's really against my natural way of working and like I would normally never do this, but I I've had about five projects and they get to a certain stage and then they don't go any further. So I thought one time against my own judgment. I'm going to try your approach. Hmm and my Approach was basically to share the information a little bit earlier than he was normally used to sharing it. And so what he said was he wrote some code that was going to be the beginning of a certain project. And following this advice which he thought would not work at all. But he did it. Anyway, just because somebody in the class me told him that you know, this would be a good approach he put a version of that code on a bulletin board where other people could get access to it and see what he was doing relatively early and he got messages back like yeah. This is not very helpful. It doesn't work in all of these ways. It's not solving the problem that we need solved. However, there was one comment that says, you know, I do know somebody that could actually use this and it's a different group of people and for a different purpose and you should see what they say. So then he moved his code to a different location where those that new Target segment would be and those people started to give him all kinds of constructive feedback. Oh, this is really good, but it needs this and it needs that and he's just started making these changes. judges, he comes back and he tells me this is the first time that I've had my project get so much farther off the ground and I'm getting off this visibility and attention and basically I'm having a success like I've never had before and so even at the Facebook's and Google's one and and all the other companies and apples and everywhere where you think of them as the Leading Edge of innovation and they are not taking anything away from from them that done some great things. But even there they're full of people that can learn from past history and can learn from the behaviors of really good entrepreneurs and it makes their it makes their projects more successful. So that's why they send people right and that ties directly into kind of the teaching methodology of our Labs as well. You know, there's a lot of exciting things happening with the SCT Labs on Serious, what are some of the exciting things in your view right? Now that are happening in those labs? What are they? What's kind of going on there? Could you okay. Yeah, there's a couple things that have been coming together. So one thing is that that about three years ago. I thought it was time to refactor a data science class particularly a technical class where the where what you could build or develop from it has a lot of impact, you know, it's an emerging. Technology area that is data artificial intelligence and machine learning machine learning. So forth all of those things are wrapped up in this idea. And so I thought well what would be an ideal class that you know, I would like to take if I could start over and you know, go to a data science / machine learning type of class. What would I want to take? And so I would want it to be very real? Very Hands-On and practical that you could build whatever in the field you wanted it would have all the current tools whether you know, it's the ones that are used at Google are the ones that are used at any startup company definitely open-ended in terms of the project and what I could make but it wouldn't be missing the theory and you know, you would be able to learn the relevant math and the foundations that would go with that. So I put these things together. And in fact, I refactored the order of the the theory to make it all relative to whether you needed to know it to do the project or to use the tools. And so sometimes there's a foundational Theory but you don't directly need to know it I could wait on that. We're maybe I won't have it at all and the ones that are more connected and more likely to be used in getting your project done. I put those earlier. So this became became something like a hacker's guide to data science and Ai and ML and so forth. And the enrollment on this class popularity overall has been tremendous. We're seeing about 80 percent increase in enrollment every semester of now for four semesters, right? It was 55 the 90 than a hundred thirty-five now, we're around 200 and cumulatively we've had 550 students through the semester that have taken it. So there's a lot of momentum because all of these students are learning a a very valuable skill. It's a hard skill. They're coming up a steep learning curve, but we found a way that they can learn it from an implementation point of view. All of that is feeding what we're doing with our Laboratories. So now we have well technically we have three Laboratories and more are emerging. So we have a data lab and you can see how the students that we're teaching in the data X course the best of them are. Contributing to what happens in the data lab, we're also running a lab in the blockchain area and we have one on meat Alternatives because that's a global sustainability Challenge and we are looking into and I'm sure you'll hear more about all the activity around Sports Tech and there's other areas as well. That are kind of on the horizon for future but the the the course that you're talking about is data X, right? That's that's right. Yeah, the the big course is called a 2X the the technical name of the University of the official name and the university is is applied data science with Venture applications. It's a really long name and when I originally created it. I wanted it to be called Data X. Well, it wasn't suitable in an academic sense to write on the books for the official name of the class. Informally that is what it's known as and people tend to still refer to it that way and are these all graduate students are is this open to undergrads who are technically Savvy who typically takes this it is about 60% undergraduate and forty percent graduate. Students of The Graduate students, we have a lot of Masters students and some PhD students. So really all kinds of people all kinds of students take this class. There's there's a reason why so if you think about the logic we went from the class to a lab. And in fact, we have multiple Labs the labs and the classes they really interact in an important way. We picked lab areas, which are Going to go away in one year or two year data science and and artificial intelligence and machine learning. That's not about to go away blockchain while there's a lot of hype. There's also a lot of actual progress going on and while it needs to be filtered where where we are in reality that is not going to go away the global sustainability challenges relating to food are not going away. All of these things create Industries. They don't just create one company. It's not not just one customer that had one question, but they all enable Industries to grow and with the challenge Labs. We wanted to be able to have questions that our objectives in the challenges that were related to Industry growth or or societal impact and and so when we have a lab we we are able to seed Talent and topics into the challenge labs and those challenge Labs educate students in the best of the students and the best of those projects can end up back in the labs as well. So there's symbiotic with each other. It makes the strategy and it makes our choice of challenges that lead to companies and emerging new Industries systematic. I see so that leaves me then to a question. Where does this all go? What's kind of the long-term? Objective of SCE tea and everything that you're doing with these pedagogical ways and the classes and so forth. What what's that long-term objective? Yeah. Okay. So our fundamental Mission here is Empower is to empower people to change the world students and all the people that we work with and we've we've had a very good track record and there's a lot of companies that have come from here. We tend to say it all starts here. There's a lot that has started here. Right? Whether that's the master of engineering program, whether that's the early incubation that led to Skydeck whether that's really all kinds of programs and then all of the companies whether it's GoGo van or companies that have recently been acquired into Facebook or whoever all of these companies have also started here. So we have this track record of Empowering students and giving them the skills that they need to make impact in the world. And where will we go from here? I think one thing that I've been trying to figure out is is there a space that is not pure engineering and a space that is not pure business but something that is Uniquely in the middle of those two and this is a it's an perhaps an academic area of its own and it is a and it's a skill and a capability that virtually every company organization around the world needs. They have people who are pure Engineers. They have people who are pure Executives and Business Leaders, but at the edge of innovation there's other combinations and how those fit into all these different jobs in companies that are not only high tech companies. But you know, whether you're in construction or you make carpets or whatever there's a part of every company now it is at the edge of technology and at the edge of the of their actual business. So that is one thing that we're pursuing. What is this middle space like in Japan ear. Worship or something like that right the part to name it hard to name it at this stage, but there's something between management and Technology / engineering and we seem to somewhat naturally have fallen into that area. And I think we're going to continue to empower people, you know in this way. I think the other thing that you know in terms of growth threads for the center. I'll say besides doing kind of more of good work that we've been doing is I think I think the nature of our faculty the people who teach these classes having this unique mix of academic experience and background with industry orientation and Channel orientation it leads to a segment of people that bring a different perspective into into education overall. And I think we'll see more of that more of this crossover segment of people who are part of our teaching capability, but can I answer actually there's one other big thing where I should we're going and that is The way that we can engage industry projects for the purpose of both Education and Research Now that we are doing what we're doing with both labs and education that capability is really growing and and I think we're going to do a lot more there and let me just clarify that to get the understanding of it. So for a long time, we've been teaching people. How to change their mindset and behavior to be ready for entrepreneurship and Innovation and we have 1500 students a year that come through our classes and we do this so they take their original skills, but now they have this new mindset and behavior and a lot of Entrepreneurship is that kind of mindset and behavior plus really good team formation. Really? Good mixing up the right people you You take that and you intersect it with our interest in these technical emerging areas, whether that's data aai blockchain so forth or whether it's what's happening in terms of Industry changes in the world and that can be Sports Tech or whatever segment is is being affected and why it's being affected, you know industry orientation, but you take this ability to do really high. Quality team formation with experts that have you know, knowledge and the end this you know, right mindset this team formation with the right mindset and you intersect it with the ability to work with companies in these very specific emerging technology areas. And I think we're going to see we're already starting to see applied research projects and Industry. A connection that really the whole university all of academics has never seen before and there's a lot of Promise in our ability to educate students in a way that they've never been educated before and to be a conduit to the rest of the world in a way that academics has not really been connected before so I think there's really something powerful there. Wow, that's awesome. If someone wants to engage with the center, what's the best way for them to You reach out to the center be engaged. I would say come to our website take a look at our how to connect to our mailing list because there's a lot that goes on and you'll at least get updated who's coming what new projects are we doing? And then from the center depending on who you are in if you're interested in our engineering leadership program or executive types of programs. There's a part of the site that lets you, see what It's going on there. If you're a student definitely take a look at our curriculum from an industry perspective contact us. If there's things in these areas data a AI digital transformation. If you're interested in being being part of the solution within your own company and connecting with resources at Berkeley. You can contact contact us for that as well. Right? We even have researchers from all over the world coming in doing things. Absolutely, great part of our job of connecting to the whole rest of the world. And that website is SCE T dot berkeley.edu, right? Exactly. Okay. So, how about what is a song that you've been listening to lately that relates do I really have to answer this? Yes. Oh my God a song that I've been listening to later a tryout think it's the last song that I listened to the promise. I'll listen to NPR on the way over here. So that's not helping me with songs. And you know, this is not the answer that you're thinking of but frankly I am hearing more Bollywood songs. Okay, then English songs these days because my kids all listen to and like to hear Bollywood and Indian music songs. Connected with the movies and just otherwise indents things. So I'm going to leave it as a category. Is there some Curious so I don't listen to Bollywood songs. So, is there a Bollywood song out there that I should listen to what's a good one? I don't I'm not yeah, I don't hear you. It has to be a good one. Is there a good one? I don't know. I can tell you that my kids like things by a Grue runs Ava who I'm David. Yeah, and and then you know, there's a whole sequence of songs that come from movies if you if you are aware of Bollywood you could go Back to math hoonah, or you can go to well you could go to Namaste London or you could go to there's a lot of kind of very popular and very watchable even from a western point of view Bollywood movies and everyone has you know, every one of those has like six songs in it each one of them will have at least one like hit so there's a lot of awesome for I'll have to check them out a Glock. Thank you so much for Joining us on the podcast that look at you. Thank you. Begin Again
Episode #1  Faculty Insight Interview with Professor Ikhlaq Sidhu, PhD, Chief Scientist & Faculty Director of Berkeley Engineering's Sutardja Center for Entrepreneurship & Technology (SCET). In this episode, Dr. Sidhu discusses the history of SCET on campus at U.C. Berkeley. System today 06:03 - About Former Engineering Dean Richard Newton 07:19 - The 95-97% of Faculty vs the 3-5% of Faculty regarding New Ventures and their impact on students 08:40 - What brought Dr. Sidhu to Berkeley 12:01 - Why Berkeley 12:59 - Building SCET 16:20 - The way entrepreneurs see the world 17:25 - Characteristics of entrepreneurs and innovators - Berkeley Method and transfer to students 19:35 - Challenge labs 20:50 - The key differentiators for innovators to learn 25:38 - Logic & content first, then soft skills 27:01 - Stories of executive learning 31:30 - What's next for SCET labs - Real, Practical ML AI Data Science classes; the hackers guide class 36:40 - Challenge lab objectives - Talent & Topics 37:50 - Long-term objective of SCET 41:45 - Engaging Industry projects 44:15 - How to engage with SCET 45:30 - Fun! Be sure to check out Professor Sidhu's new book, Innovation Engineering: A Practical Guide to Creating Anything New. 