Experiential learning is at the heart of the LAS curriculum. Recently, students in our Changemakers class (which follows Babson College's EPIC—Entrepreneurial Program for Innovators and Changemakers—curriculum) took their learning beyond the classroom and into the heart of our local Leysin community.

The EPIC Process

Through a project-based learning approach, students identify a real-world problem connected to the United Nations Sustainable Development Goals (UNSDGs), research it deeply, and design a meaningful solution.

The EPIC process requires students to:

• Identify a community problem (within LAS or in Leysin)
• Brainstorm and refine possible solutions
• Conduct surveys, interviews, and research to ensure they are solving the right problem
• Develop and test a prototype through the end of the school year
• Present their final solution in the spring in a “Shark Tank”-style jury presentation, earning a Babson certificate upon completion

Focusing on Transportation in Leysin

Several EPIC teams independently chose to focus on transportation challenges in Leysin from a student perspective. One team has taken a particularly proactive approach, reaching out directly to the Commune of Leysin to better understand both current challenges and the commune’s future transportation plans for Leysin.  

This team was invited to the Leysin Maison de Commune, where they participated in a two-hour meeting with local authorities. During the meeting, officials presented Leysin 365, the municipality’s long-term development plan. Students presented what they learned through the 60 student surveys they conducted, as well as proposing their ideas to address these problems and needs discovered through their research process. 

A Meaningful Collaboration

In order to address the fact that 75% of students surveyed use taxis regularly, the EPIC students proposed developing a digital, AI-supported solution which would increase awareness and encourage use of public transportation options. In support of this initiative, the commune agreed to provide these students with transportation timetables to help them further develop their project.

The meeting resulted in a productive and encouraging exchange. Local authorities emphasized how valuable it was to hear directly from student users, not just institutional perspectives. They expressed interest in continuing conversations with EPIC students as projects develop, seeing this as a genuine opportunity for collaboration. 

Other Project Themes

This transportation project is just one example of the diverse issues EPIC teams are exploring this year, including:

• Food systems
• Digital access to local businesses
• Expanding opportunities for alternative sports

What’s Next

Students will continue refining their prototypes through the end of the school year and return to their projects in March as they prepare for their final jury presentations. These “Shark Tank”-style sessions will challenge teams to pitch their ideas clearly, persuasively, and with real-world impact.

EPIC at LAS is more than a class. It’s a platform for students to engage with their community, collaborate with real stakeholders, and see how their ideas can contribute to meaningful change.