I have had three ideas recently, which I would consider at the very least innovative.
1. Instead of simply taking money from students as a due for being part of a school's student union, the student union should take that money and invest it all in an on-campus business that's sure to turn profits. Things like coffee shops or dining halls or possibly, ambitiously, housing, that you know are economically feasible because the school has been doing them forever, could be replaced by student owned and operated versions. Even if the profits aren't returned to the students as in any other investment, it's still a means of providing a service on campus, as well as increasing the amount that can then be put into whatever the student union fees are already put into. Just instead of the school doing it, the students do it. The businesses themselves would have to be decided on fairly carefully, but, I think it would work.
Are such things actually profitable? Does putting a coffee shop on campus make money for the school/for Aramark or whatever, or is it just 'cause people kept asking for one? I'm pretty much positive that it costs less to maintain a dorm than they charge students to live in it, but it's not like the student union could just build new dorms, either. Might be a way to facilitate off-campus housing, though...
2. There are large vents on the ground outside the window where I'm sitting on the third floor. The force of the air upwards is diminished enough from the three floors' distance that while the snowflakes outside the window would be pushed up fairly quickly at ground-level, they're actually balanced here, so that they no longer fall, until they get swept further out from the building by variations in the flow of air. This reminded me of Millikan's oil-drop experiment to measure the charge of an electron, where by balancing a charged oil drop you could measure the size of the charge on the oil drop. There's no charge in this case, and we can easily find the weight of a snowflake, but by knowing the weight of the snowflake and the force of the air at the bottom, you could find the factor by which the air slows as it rises.
I know this would be of interest to some engineers, but, they've probably also found out another (similar?) way of measuring it.
3. I've already forgotten it. Which is why I'm writing these down, to remember them. And to share with all you lovely people! :-)