Food Innovation Lab

To solve global problems in the food system, innovative solutions are needed. The lecture «Food Innovation Lab» guides interdisciplinary teams through an innovation process – from problem identification to idea generation and prototype creation. Along the way, students acquire method-specific, personal, and social competencies.

This project-based lecture is a self-directed learning process conducted by experts, with minimal reliance on traditional lecture formats. Students› learning is enhanced through self-responsibility and reflection on their own learning objectives. The lecture itself comprises a mix of teamwork, workshops, prototype creation in the lab, business model development, and pitch training.

The course begins with an inspiration phase focusing on global food-related challenges, including guest lectures from external experts and successful entrepreneurs in the food sector. Global food problems addressed include food waste, the impact of food on health (e.g., reducing sugar in products), alternative protein sources, water scarcity, ensuring global food security, and more. After the inspiration phase, ideas are developed using design thinking to address these problems. Teams are formed to create prototypes and business models. A strong emphasis is placed on prototype creation and testing, with experienced students acting as coaches. At the end of the lecture, teams present their ideas and prototypes to a jury consisting of professors, entrepreneurs, and industry experts from the food sector.

The «Food Innovation Lab» empowers students to think independently and provides a framework to develop innovative solutions to global challenges in the food industry. This is crucial for enabling them to make a sustainable impact on society after leaving ETH.

The project-based lecture consisted of four teaching parts:
1. Theory and tools: New theory or tools were introduced by the lecturer or an external guest speaker and provided the foundation for the work carried out by the students within the coming weeks. These topics included entrepreneurship, prototyping, team building, idea development, market research & analysis as well as business models.
2. Student pitches: Numerous times either the team or individuals gave a pitch on the topic they worked on the previous weeks as well as the progress made with their prototypes. Oral feedback was given by one peer and if required by the lecturer.
3. Learning reflection: Each lecture ended with a 5′ learning reflection of the students and the completion of a learning diary.
4. Prototyping: Students teams developed and tested basic prototypes. The prototyping is coached by experienced coaches.

The project goals were largely met. Particularly the learning objectives of the students were achieved:
1. Participants were strengthened to think critically by developing solutions to real-world problems
2. Participants practiced self-responsibility and project management skills
3. Participants believe in their ability to shape the future in a company or start-up
4. Participants improved their public speaking skills, are able to convince others of their ideas and practice speaking up
5. Participants know how to produce a prototype and develop a business model

The learnings were summarized in a survey, both qualitatively and quantitatively. One example of a testimonial of a student shows explicitely what they learnt. Quote of a MSc Food Science student: «I very much enjoyed this lecture because I had a lot of learnings that were completely different than the learnings in the other lectures of the Food Science Programme. Due to all the little exercises and the team work I have learnt a lot of soft skills (group work, give feedback, take feedback, listen, present). I think this is also due to the fact that we were often asked to speak and give opinion to the whole class which was maybe a bit out of my comfort zone but just right to get me out of it. In addition, I liked that we were able to work very independently which allowed us to work on our own ideas and develop them. In addition, I liked very much that we got some insight in business aspects and learnt a lot of methodologies that are useful when working on your own idea and your own start-up. I also really appreciated the different expert inputs which also inspired me to start doing something impactful after studies.»

Deviations of the project goals were mainly in a lower sign-up rate for the lecture in comparison to the same format as an international summer school. This could be improved by implementing the lecture into the food science study degree or in GESS elective courses, adapting the week day when the lecture takes place, and putting more ressources into raising awareness about the lecture.

The lecture «Food Innovation Lab» inspired the Student Project House to build up a Food Laboratory for student’s ideas in the future. This would enable all ETH students who would like to realise a project in the food area to be able to prototype it in the laboratory and thus translate the learnings of this Innovedum project to a larger student population.