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 ## Instructor ## Instructor
  
-Nathan Schneider ("Nathan" or "Professor Schneider")   +Dr. Nathan Schneider ("Professor Schneider")   
-<nathan.schneider@colorado.edu>   +<nathan.schneider@colorado.edu> ([[:email_etiquette|email etiquette]])   
 Armory Building, 1B24    Armory Building, 1B24   
-Office hours: Wednesday at 3-5 p.m., or by appointment ([[:email_etiquette|via email]])   +Office hours: Wednesday at 3-5 p.m., or by appointment   
 Website: [nathanschneider.info](https://nathanschneider.info) Website: [nathanschneider.info](https://nathanschneider.info)
  
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 * Gain familiarity with discourses surrounding media entrepreneurship and disruptive innovation * Gain familiarity with discourses surrounding media entrepreneurship and disruptive innovation
 * Encounter the social impacts of economic disruptions * Encounter the social impacts of economic disruptions
-* Cultivate habits of ethical entrepreneurship in media economies+* Cultivate habits of critical entrepreneurship in media economies
  
  
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 The course consists of six evaluated components; three are consecutive "phases" and three are ongoing. The course consists of six evaluated components; three are consecutive "phases" and three are ongoing.
 +
  
 ### Phase one: Report ### Phase one: Report
 *20 percent* *20 percent*
  
-Early in the course, each student produces a brief, researched report on a past disruption. Write an internal memo by an employee of an incumbent organization as it comes to terms with a potentially threatening disruption taking place. Examples of incumbent organizations include large corporations, governance agencies, and cultural institutions. Explain the disruption clearly to colleagues and suggest possible responses that their organization might take. The report should be between 1,200 and 1,500 words, formatted and written appropriately (and creatively) in the guise of an official document from the organization. Evaluation criteria are as follows:+Early in the course, each student produces a video report on a past disruption based on original research. Perform the role of an employee of an incumbent organization as it comes to terms with a potentially threatening disruption taking place. (Examples of incumbent organizations include large corporations, government agencies, and cultural institutions.) Explain the disruption clearly to colleagues and suggest possible responses that their organization might take, including both narrative and market data. 
 + 
 +The report should be between five and seven minutes, presented appropriately (and creatively) in the guise of an internal statement from the organization. It should include slides that cite all relevant sources. Turn in both the video (as a Zoom link using your campus account) and the slides (in PDF format). Evaluation criteria are as follows:
  
   * Completion of the assignment with clarity, stylistic correctness, and creativity   * Completion of the assignment with clarity, stylistic correctness, and creativity
-  * Comprehension of the disruption and explanation of what qualifies it as disruptive +  * Comprehension of the disruption and explanation of what qualifies it as disruptive, based on meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course 
-  * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using [[citation standards|appropriate citation]] +  * Evidence of self-directed research with at least eight sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style  
-  * Meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course+  * Clear and compelling one-minute, in-class summary with an elegant slide, summarizing the report in character
  
-### Phase two: Presentation+ 
 +### Phase two: Oral history
 *20 percent* *20 percent*
  
-The second project for the course is a presentation to the class about the human impacts of a disruptive innovation. Each student should interview at least one person (outside the CU community) whose way of life or livelihood has been threatened by the disruption. In the presentation, students will share interviewees' insights, alongside an explanation of the nature of the disruption and its broader context. This assignment is conducted in groups of 3-4, who will present 10-minute presentations with slides.+The second project for the course is a ten-minute group presentation to the class about the human impacts of a disruptive innovation. Each student should interview at least one person (outside the CU community) whose way of life or livelihood has been threatened by the disruption. In the presentation, students will share interviewees' insights, alongside an explanation of the nature of the disruption and its broader context. Each presentation should cover a unique topic.
  
-Each presentation should cover a unique topic. Evaluation criteria are as follows:+Before the presentation takes place, one student in the group should turn in the slide deck that identifies all contributors. Evaluation criteria are as follows:
  
   * Completion of the assignment with clarity, stylistic correctness, and creativity   * Completion of the assignment with clarity, stylistic correctness, and creativity
-  * Comprehension of the disruption, including its history, market dynamics, and what qualifies it as disruptive 
   * Insightful interviews in disrupted communities by each student (duly credited), along with contextual data on social impacts   * Insightful interviews in disrupted communities by each student (duly credited), along with contextual data on social impacts
-  * Meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course+  * Comprehension of the disruption and explanation of what qualifies it as disruptive, based on meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course 
 +  * Evidence of self-directed research with at least 10 sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style  
  
 ### Phase three: Whitepaper ### Phase three: Whitepaper
 *25 percent* *25 percent*
  
-At the conclusion of the course, students produce a [[whitepaper]] outlining an original proposal for a disruption involving networked digital media. It can advance business, social, or policy goals. In between 1,500 and 1,800 words, describe the nature of the disruption, its economic and technological context, and the means of its financing and growth. Be sure to also consider its potential social effects.+At the conclusion of the course, students produce a [[whitepaper]] outlining an original proposal for a disruption involving networked digital media. It can advance business, social, or policy goals. In between 1,500 and 1,800 words, describe the nature of the disruption, its economic and technological context, and the means of its financing and growth. The proposal should demonstrate expertise in the relevant markets and differentiation from existing offerings. Be sure to also consider its potential social effects.
  
 Students will twice present their ideas to the class---first as a one-minute practice run for feedback and, second, as a one-minute pitch with one parsimonious slide. Students will twice present their ideas to the class---first as a one-minute practice run for feedback and, second, as a one-minute pitch with one parsimonious slide.
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   * Completion of the assignment with clarity, stylistic correctness, and creativity   * Completion of the assignment with clarity, stylistic correctness, and creativity
-  * Comprehension of the disruption and explanation of what qualifies it as disruptive +  * Comprehension of the disruption and explanation of what qualifies it as disruptive in the context of the relevant market 
-  * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using APA citation +  * Meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the course 
-  * Meaningful [[engagement with assigned sources|engagement]] with at least two assigned sources from the courses+  * Evidence of self-directed research with at least 10 sources beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, cited in APA style 
   * Clear, compelling in-class pitch with an elegant slide   * Clear, compelling in-class pitch with an elegant slide
 +
  
 ### Quizzes ### Quizzes
 *15 percent* *15 percent*
  
-Quizzes based on readings and lectures will occur at random intervals during class using Canvas. Quizzes are meant to be taken individually, in class, without referencing external materials. Deviating from these norms will be regarded as a violation of the campus Honor Code.+As a warm-up at the start of many class sessions, there will be quizzes based on readings and lectures on using Canvas. Students may consult course materials while completing them. 
 + 
 +Quizzes are meant to be taken individually and in class; unapproved deviations will be regarded as a violation of the campus Honor Code. If you cannot attend class, you must inform the instructor ahead of time to arrange a make-up.
  
  
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 * Evidence of listening to others * Evidence of listening to others
 * [[engagement with assigned sources|Engagement]] with assigned materials * [[engagement with assigned sources|Engagement]] with assigned materials
 +
  
 ### Entrepreneurial events ### Entrepreneurial events
 *10 percent* *10 percent*
  
-Part of the course is participation in two synchronous events in the Boulder entrepreneurial community---at least one on campus. Within 24 hours after each event, submit a discussion post in Canvas about your experience there. With this, include proof of participation (such as a photo of yourself there or of you and your screen). Evaluation criteria are as follows:+Part of the course is participation in two live, in-person events in the Boulder entrepreneurial community---at least one on campus. Within 24 hours after each event, submit a discussion post in Canvas about your experience there. With this, include proof of participation (such as a photo of yourself there or of you and your screen). Evaluation criteria are as follows:
  
   * Compelling proof of attendance at the event   * Compelling proof of attendance at the event
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 Entrepreneurship-related events can be found at the campus [Innovation & Entrepreneurship Initiative website](https://www.colorado.edu/innovate/events), [Silicon Flatirons](https://siliconflatirons.org/events/), and [Meetup](https://www.meetup.com/cities/us/co/boulder/events/). Entrepreneurship-related events can be found at the campus [Innovation & Entrepreneurship Initiative website](https://www.colorado.edu/innovate/events), [Silicon Flatirons](https://siliconflatirons.org/events/), and [Meetup](https://www.meetup.com/cities/us/co/boulder/events/).
- 
  
  
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 * Work together to foster a respectful, mature, convivial community based on mutual learning, diverse perspectives, and accommodation * Work together to foster a respectful, mature, convivial community based on mutual learning, diverse perspectives, and accommodation
 +* Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise
 +* Be present in our interactions together; students should put away [[:screen_devices|screen devices]] during lectures and class discussions
 * Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, inclusivity, and religious observances; we take responsibility for understanding them and the relevant procedures * Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, inclusivity, and religious observances; we take responsibility for understanding them and the relevant procedures
-* Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise 
-* Be present in our interactions together, keeping programs, tabs, and notifications unrelated to class off during meetings 
  
-If you find yourself in a position where lack of access to food, housing, health care, or other basic necessities interferes with your studies, consider seeking support from the [Dean of Students](https://www.colorado.edu/studentaffairs/deanofstudents) and, if you feel comfortable doing so, your instructor. We will work to assist you however we can.+**AI policy:** Since this is a skills-building and knowledge-integrating course, generative AI should not be the primary means of producing anything turned in as original work.
  
  
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 * Peter Thiel with Blake Masters, _[Zero to One: Notes on Startups, or How to Build the Future](https://libcat.colorado.edu/Record/b11042512)_, chapters 4-5 (Crown Currency, 2014) * Peter Thiel with Blake Masters, _[Zero to One: Notes on Startups, or How to Build the Future](https://libcat.colorado.edu/Record/b11042512)_, chapters 4-5 (Crown Currency, 2014)
-* Cory Doctorow, "[Tiktok's Enshittification](https://pluralistic.net/2023/01/21/potemkin-ai/#hey-guys)," _Pluralistic_ (January 21, 2023) +* Cory Doctorow, "[‘Enshittification’ Is Coming for Absolutely Everything](https://web.archive.org/web/20240208152542/https://www.ft.com/content/6fb1602d-a08b-4a8c-bac0-047b7d64aba5)," _Financial Times_ (February 7, 2024) 
-* Constance Grady, "[How Does Elon Musk Get Away with It All?](https://www.vox.com/culture/23833377/elon-musk-image-analysis-acts-of-love-talulah-riley)" _Vox_ (Aug 17, 2023)+* Matt Seybold, "[The Secret History of Canvas LMS, Corporate Raiders, & The Chatbot Bubble](https://theamericanvandal.substack.com/p/historyofcanvas)," _The American Vandal_ (March 24, 2026)
  
 #### 6. Capitalism, all along #### 6. Capitalism, all along
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 ### Phase two: Disrupted ### Phase two: Disrupted
  
-Phase two centers around how one company, Amazon, has disrupted US society, through the lens of one book, available in the bookstore:+Phase two centers around how one company, OpenAI, has helped create the AI disruption, through the lens of one book, available in the bookstore:
  
-* Alec MacGillis, _Fulfillment: Winning and Losing in One-Click America_ (Farrar, Straus and Giroux, 2021)+* Karen Hao, _Empire of AI: Dreams and Nightmares in Sam Altman's OpenAI_ (Penguin, 2025)
  
-#### 7. The basement to security+#### 7. Divine right
  
-* MacGillis, _Fulfillment_, "Introduction" to ch. 3+* Hao, _Empire of AI_, Prologue and Part I
  
-#### 8. Dignity to power+#### 8. Ascension
  
-* MacGillis, _Fulfillment_, ch. 4 to ch. 6+* Hao, _Empire of AI_, Parts II and III
  
-#### 9. Shelter to overtime+#### 9. Reckoning
  
-* MacGillis, _Fulfillment_, ch. 7 to "Overtime"+* Hao, _Empire of AI_, Part IV
  
-### Phase three: Disruptionism+### Phase three: Disrupt
  
 What, then, can we do? What, then, can we do?
  
-#### 10. Disrupting work+#### 10. Disrupting power 
 + 
 +* Richard Barbrook and Andy Cameron, "[The Californian Ideology](https://monoskop.org/images/d/dc/Barbrook_Richard_Cameron_Andy_1996_The_Californian_Ideology.pdf)," _Science as Culture_ 6, no. 1 (1996) 
 +* Jennifer Brandel, Mara Zepeda, Astrid Scholz, and Aniyia Williams, "[Zebras Fix What Unicorns Break](https://medium.com/@sexandstartups/zebrasfix-c467e55f9d96)" (March 8, 2017) 
 +* Paul Engler, "[What Social Movements Can Learn from the ‘Innovator’s Dilemma’](https://wagingnonviolence.org/2025/11/innovators-dilemma-social-movements/)," _Waging Nonviolence_ (November 12, 2025) 
 + 
 +#### 11. Disrupting work
  
 * Ben Tarnoff, _[The Making of the Tech Worker Movement](https://logicmag.io/the-making-of-the-tech-worker-movement/full-text/)_ (Logic(s), 2020) * Ben Tarnoff, _[The Making of the Tech Worker Movement](https://logicmag.io/the-making-of-the-tech-worker-movement/full-text/)_ (Logic(s), 2020)
 * Anisia Uzeyman and Saul Williams (dirs.), _[Neptune Frost](https://colorado.kanopy.com/node/12574154)_ (2021) * Anisia Uzeyman and Saul Williams (dirs.), _[Neptune Frost](https://colorado.kanopy.com/node/12574154)_ (2021)
  
-#### 11. Disrupting capital +#### 12. Disruptive governing
- +
-* Richard Barbrook and Andy Cameron, "[The Californian Ideology](https://monoskop.org/images/d/dc/Barbrook_Richard_Cameron_Andy_1996_The_Californian_Ideology.pdf)," _Science as Culture_ 6, no. 1 (1996) +
-* Jennifer Brandel, Mara Zepeda, Astrid Scholz, and Aniyia Williams, "[Zebras Fix What Unicorns Break](https://medium.com/@sexandstartups/zebrasfix-c467e55f9d96)" (March 8, 2017) +
- +
-#### 12. Disruptive citizenship+
  
 * Maria Mazzucato, "[The Entrepreneurial State](https://www.proquest.com/docview/912870584/fulltextPDF/86FE0FED4208456EPQ/1?accountid=14503)," _Soundings_ 49 (Winter 2011) * Maria Mazzucato, "[The Entrepreneurial State](https://www.proquest.com/docview/912870584/fulltextPDF/86FE0FED4208456EPQ/1?accountid=14503)," _Soundings_ 49 (Winter 2011)
-* Malka Older, "[Temporary Organizations in Disaster Response: Crisis, Temporality, and Governance](https://journals.sagepub.com/doi/10.1177/00027642221144847)," _American Behavioral Scientist_ (2022)+* Andrea Pollio, "[Silicon States of Development](https://www.jstor.org/content/oa_chapter_monograph/jj.37105697.6)," in _Silicon Elsewhere: Nairobi, Global China, and the Promise of Techno-Capital_ (University of California Press, 2026)
  
-#### 13. Disrupting time+#### 13. Disrupting imagination
  
 * Niles Eldredge and Stephen Jay Gould, "[Punctuated Equilibria: An Alternative to Phyletic Gradualism](https://www.blackwellpublishing.com/ridley/classictexts/eldredge.pdf)," in Schopf, T.J.M. (ed.), _Models in Paleobiology_ (Freeman Cooper, 1972) * Niles Eldredge and Stephen Jay Gould, "[Punctuated Equilibria: An Alternative to Phyletic Gradualism](https://www.blackwellpublishing.com/ridley/classictexts/eldredge.pdf)," in Schopf, T.J.M. (ed.), _Models in Paleobiology_ (Freeman Cooper, 1972)
 * Walidah Imarisha, "[All Organizing Is Science Fiction](https://archive.org/details/podcast_umass-amherst-history-departme_walidah-imarisha-all-organiz_1000423858347)," History Department, University of Massachusetts Amherst (November 13, 2018) * Walidah Imarisha, "[All Organizing Is Science Fiction](https://archive.org/details/podcast_umass-amherst-history-departme_walidah-imarisha-all-organiz_1000423858347)," History Department, University of Massachusetts Amherst (November 13, 2018)
 +* Stefano Harney and Fred Moten, "Fantasy in the Hold" (pp. 84-99), _[The Undercommons: Fugitive Planning & Black Study](https://www.minorcompositions.info/wp-content/uploads/2013/04/undercommons-web.pdf)_ (Minor Compositions, 2013)
  
-#### 14. Disruption Fantasies+#### 14. Disrupting innovation
  
 * David Edgerton, "Introduction" and "Maintenance" in _[The Shock of the Old: Technology and Global History Since 1900](http://www.wtf.tw/ref/edgerton.pdf)_ (Profile Books, 2008) * David Edgerton, "Introduction" and "Maintenance" in _[The Shock of the Old: Technology and Global History Since 1900](http://www.wtf.tw/ref/edgerton.pdf)_ (Profile Books, 2008)
-* Stefano Harney and Fred Moten, "Fantasy in the Hold" (pp. 84-99), _[The Undercommons: Fugitive Planning & Black Study](https://www.minorcompositions.info/wp-content/uploads/2013/04/undercommons-web.pdf)_ (Minor Compositions, 2013) +* Nathan Schneider, "[Innovation Amnesia: Technology as a Substitute for Politics](https://firstmonday.org/ojs/index.php/fm/article/view/13668/)," _First Monday_ 29, no. 11 (2024)
- +
-### Further resources +
- +
-* _[How I Built This with Guy Raz](https://www.npr.org/podcasts/510313/how-i-built-this)_, NPR podcast +
-* [Resources](https://www.theselc.org/resources), Sustainable Economies Law Center +
-* [Tech Workers Coalition newsletter](https://news.techworkerscoalition.org/) +
-* [Startup School library](https://www.startupschool.org/library), Y Combinator +
- +
- +
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-[ [[note:disruptive_entrepreneurship|Notes]] ]+
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