1119 Main Administration Building
College Park, Maryland 20742-5031
301.405.5252 TEL 301.405.8195 FAX
OFFICE OF THE SENIOR VICE PRESIDENT AND PROVOST
September 12,2012
MEMORANDUM
TO:
Darryll Pines
Dean, A. James Clark School of Engineering
FROM:
Elizabeth Beise
Associate Provost for Academic Planning and Programs
SUBJECT:
Proposal to Modify the Curriculum of the Minor in Technology Entrepreneurship
(PCC log no. 12006)
6£
At its meeting on September 7, 2012, the Senate Committee on Programs, Curricula, and
Courses approved your proposal to modify the Minor in Technology Entrepreneurship. A copy
of the approved proposal is attached.
The change is effective Spring 2013. The School should ensure that the change is fully
described in the Undergraduate Catalog and in all relevant descriptive materials, and that all
advisors are informed.
MDC/
Enclosure
cc:
William Idsardi, Chair, Senate PCC Committee
Sarah Bauder, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Howard, Division ofInformation Technology
Donna Williams, Institutional Research, Planning & Assessment
Anne Turkos, University Archives
Linda Yokoi, Office of the Registrar
Robert Gaines, Undergraduate Studies
William Fourney, A. James Clark School of Engineering
James Green, Maryland Technology Enterprise Institute
THE UNIVERSITY OF MARYLAND, COLLEGE PARK
PROGRAM/CURRICULUMIUNIT PROPOSAL
IPCC LOG NO.
•
Please email the rest of the proposal as an MSWord attachment
to pcc-submissions@,umd.edu.
•
1200 C
Please submit the signed form to the Office of the Associate Provost ' - - - - - - - - - - - - - - - - - - - - ­
for Academic Planning and Programs, 1119 Main Administration Building, Campus.
College/School: A. James Clark School of Engineering
Please also add College/School Unit Code-First 8 digits: 01203200
Unit Codes can be found at: https://hypprod.umd.edu/Html Reports/units. htm
Department/Program: Maryland Technology Enterprise Institute (Mtech)
Please also add Department/Program Unit Code-Last 7 digits: 1321101
Type of Action (choose one):
x Curriculum change (including informal specializations)
0
0
0
0
o Renaming ofprogram or formal Area ofConcentration
o Addition/deletion offormal Area ofConcentration
o Suspend/delete program
New academic degree/award program
New Professional Studies award iteration
New Minor
Other
Italics indicate that the proposed program action must be presented to the fUll University Senate for consideration.
Summary of Proposed Action:
The A. James Clark School of Engineering and Mtech are requesting approval to add "ENES 465: Entrepreneurial Design
Thinking" to the eligible courses for the Minor in Technology Entrepreneurship.
=======~==============~===========~=============================================
APPROVAL SIGNATURES - Please print name, sign, and date. Use additional lines for multi-unit programs.
l. Department Committee Chair: David F. Barbe. 8/2/2012
2. Department Chair David F. Barbe. 8/2/2012
3. College/School PCC Chair
4. Dean
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PCC PROPOSAL FOR CURRICULUM CHANGE
ADD COURSE ENES 465 TO THE MINOR IN TECHNOLOGY ENTREPRENEURSHIP
OVERVIEW OF MINOR
The Minor in Technology Entrepreneurship prepares students for launching successful technology ventures and bringing
life-changing products and services to market. The Minor develops the entrepreneurial mind-set and functional skillsets of
students to improve their ability to create, launch, and manage technology ventures. Students may earn a minor in
Technology Entrepreneurship by completing coursework which focuses on entrepreneurial opportunity analysis,
marketing high-technology products, strategies for managing innovation, and international entrepreneurship and
innovation.
Since the establishment of the Minor in Technology Entrepreneurship in fall 2011, 9 students have graduated with the
Minor. As of August 1,2012, there were 98 students enrolled in the Minor, with new students applying weekly.
CURRENT CURRICULUM
The IS-credit undergraduate Minor is completed from a subset of nine courses. At least 9 credits must be completed at
the 400-level to earn the Minor. While course options are available, application of 100 and 200-level courses is limited to
a total of six credits.
ENES 210: Entrepreneurial Opportunity Analysis & Decision-Making in Technology Ventures
This interdisciplinary course helps students learn the principles of entrepreneurial opportunity analysis and decision­
making in an increasingly dynamic and technically-inclined society. Emphasis is placed on how aspiring technology
entrepreneurs can develop their entrepreneurial mindset and opportunity recognition capabilities to develop winning
entrepreneurial plans for future ventures. (3 credits)
ENES 460: Fundamentals of Technology Start-Up Ventures
This course helps students learn the processes and skills needed to launch and manage technology start-up ventures.
Students learn how to assess the feasibility of a startup venture, as well as how to apply best practices for planning,
launching, and managing new companies. Students discuss a wide range of issues of importance and concern to
entrepreneurs and learn to recognize opportunity, assess the skills and talents of successful entrepreneurs, and learn
models and approaches that help them navigate uncertainty. (3 credits)
ENES 461: Advanced Entrepreneurial Opportunity Analysis in Technology Ventures
This course explores the factors that influence entrepreneurial opportunity analysis in technology-based ventures, to
include, but not limited to, software, IT, biotech, and energy startups. Using a cognitive theoretical framework the course
examines the integration of motivation, emotions and information processing modes to make complex entrepreneurial
decisions in fast pace technology venture environments. The course is an informed and interesting exploration of
entrepreneurial cognition with both theoretical and methodological contributions for active and aspiring student
technology entrepreneurs. (3 credits)
ENES 462: Marketing High-Technology Products and Innovations
Marketing of high-technology products occurs in turbulent environments and requires rapid decision making with
incomplete information. Innovations are introduced at frequent intervals, research-and-development spending is vital, and
there are high mortality rates for both products and businesses. The course will provide a balance between conceptual
discussions based on readings of concepts and practices, and applied/hands-on analysis through industry analyses, cases,
guest speakers, and a semester project. (3 credits)
ENES 463: Strategies for Managing Innovation
This course emphasizes how the technology entrepreneur can use strategic management of innovation and technology to
enhance firm performance. It helps students to understand the process of technological change; the ways that firms come
up with innovations; the strategies that firms use to benefit from innovation; and the process offormulating technology
strategy. It provides frameworks for analyzing key aspects of these industries and teaches students how to apply these
frameworks. (3 credits)
ENES 464: International Entrepreneursbip & Innovation
This course focuses on the need for every entrepreneur and innovator to understand the global market in today's
hypercompetitive world, and to appreciate how to compete effectively in domestic markets by managing international
competitors, suppliers, and influencers. As an ever-growing number of countries become market oriented and developed,
students explore how the distinction between foreign and domestic markets is becoming less pronounced. Students also
develop skills to identify and manage opportunities on a global basis. (3 credits)
HElP 143: Foundations of Entrepreneurship and Innovation
This course introduces foundational ideas and terms in entrepreneurship and innovation, with attention to developing
students understanding of cultivating a business in diverse, global environments; leading and collaborating in a
competitive world; developing an entrepreneurial mind for an entrepreneurial world; and industry dynamics of
technological innovation. Restricted to students in the Honors Entrepreneurship and Innovation Program. (l credit)
HElP 240: Exploring International Entrepreneurship & Innovation
This course provides an introduction to the opportunities and challenges of entrepreneurship and innovation from an
international perspective through lectures and guest speakers with international experiences. Restricted to students in the
Honors Entrepreneurship and Innovation Program. (3 credits)
HElP 241: Social Entrepreneurship Practicum
This capstone course is for enhancing strategic capabilities and leadership skills through the development of an innovative
for-profit product or service concept with social benefits. Restricted to students in the Honors Entrepreneurship and
Innovation Program. (2 credits)
All courses counted toward the Minor must be completed with a C- or better. For students matriculating to the University
of Maryland in the fall of2012 students must also have a minimum C (2.00) cumulative grade point average across all
courses used to fulfill minor requirements.
NEW COURSE PROPOSED FOR INCLUSION IN THE MINOR
ENES 465: Entrepreneurial Design Thinking
The A. James Clark School of Engineering is requesting approval to add "ENES 465: Entrepreneurial Design Thinking"
to the Minor in Technology Entrepreneurship curriculum. ENES 465 is in alignment with the goals of the Minor to
develop the entrepreneurial mind-set and functional skillsets of students to improve their ability to create, launch, and
manage technology ventures. ENES 465 would be a valuable addition to the Minor, and an opportunity for students to
diversify and customize their Minor curriculum.
"ENES 465: Entrepreneurial Design Thinking" explores the use of design thinking as an approach to developing
customer-centered solutions to problems and fostering sustained innovation within an organization. Through interactive
lectures, discussions, and hands-on, team-based activities, students will learn design thinking strategies and apply them to
finding innovative product- or service-based solutions to contemporary issues.
ENES 465 is currently approved as scholarship in practice course.
Syllabus for "ENES 465: Entrepreneurial Design Thinking"
Course Description:
This course explores the use of design thinking as an approach to developing customer-centered solutions to problems and
fostering sustained innovation within an organization. Through interactive lectures, discussions, and hands-on, team-based
activities, students will learn design thinking strategies and apply them to finding innovative product- or service-based
solutions to contemporary issues.
Course Objectives:
The goal of this course is to help students to:
• Understand the concept of design thinking as an approach to developing innovative ideas.
• Appreciate the value of using a customer-centered approach to design.
• Develop the skills to implement design thinking strategies effectively.
• Develop the skills to articulate innovative ideas to others.
Course Materials:
• Liedtka, J. & Ogilvie, T. (2011). Designing for Growth: a design thinking tool kit for managers.
ISBN: 9780231158381
• Sims, P. (2011). Little Bets: How Breakthrough Ideas Emerge from Small Discoveries.
ISBN: 9781439170427
• Fournier, Susan (2001). "Introducing New Coke." Harvard Business School.
Product #500067-PDF-ENG
Access to a digital camera
Course Structure:
This course will incorporate a combination of interactive lectures, discussions, and hands-on activities. Design thinking is
a collaborative process, and therefore, students will be required to actively contribute to projects and work in teams both
inside and outside of the classroom. Additionally, students will be required to do field observations and actively engage in
dialogue with individuals not enrolled in the course.
Grading:
Class Participation
Peer Review
University Event Attendance
Individual Assignments (4)
Camera Study
Customer Interviews
Learning Launch
Storyboard
Final Presentation
Final Paper
10%
10%
5%
20%
5%
10%
10%
10%
10%
10%
Class Participation: Class participation involves coming to class prepared, completing the required assignments, being
respectful of your instructor and your classmates (including being on time for class), and actively participating in the
classroom activities. Simply being present in class will not satisfy the class participation requirement.
Peer Review: Each student will be asked to evaluate the contribution(s) ofhislher team members on group assignments.
Grading will be based on the satisfactory completion of the evaluations as well as the quality of ratings each student
receives from hislher teammates.
University Event Attendance: Although you are encouraged to attend as much of both events as you can, you will be
required to attend at least 1.5 hours of the University of Maryland $75K Business Plan Competition or the Technology
Startup Boot Camp.
Individual Assignments: You will have four assignments that you will complete and submit individually. Assignments 1,
2, and 4 should be uploaded to Blackboard prior to start of class on the due date. Assignment 3 should be submitted in
hardcopy at the beginning of class on the due date.
•
Individual Assignment #1 - Flawed Product or Service
In 1-2 pages, describe a product that you believe is flawed in some way, i.e. you believe there is a fundamental
problem with it that needs a solution. In your paper, describe the product and its function, the flaw you believe it
has, and how you would prefer that the product function. Do not worry about feasibility or coming up with a
perfect solution. Be prepared to discuss your paper in class.
•
Individual Assignment #2 - Secondary Research
Research and outline in 2 pages relevant data and information regarding our class's collaborative project.
Research should include a list of relevant stakeholders and their needs or expectations, details of the customer
journey, and any anecdotal information you may find regarding customer experiences.
•
Individual Assignment #3 - Customer Journey Map
Select a customer persona identified from our class's collaborative project, and graphically map his/her customer
journey. Clearly identify the various touchpoints as well as the highs and lows along the journey.
•
Individual Assignment #4 - Case Study Analysis
Critically read the case study entitled "Introducing New Coke", and in 2 pages, thoughtfully respond to the
questions presented.
Camera Study: Go out into the field, and take digital photographs of items relevant to the class's collaborative project.
Each team should take a minimum of 10 photographs and upload them to Blackboard prior to the start of class on the
assigned due date.
Customer Interviews: Interview two people regarding their experiences with the subject of the class's collaborative
project. Identify the highs and lows each interviewee experienced throughout the customer journey. Each team should
upload a comprehensive write-up of the interviews to Blackboard prior to the start of class on the assigned due date.
Learning Launch: Present your concept and rough prototype to at least three potential users. Upload to Blackboard a
comprehensive write-up of the users' reactions, including what they liked about the concept, what they thought should be
different, and other feedback you receive.
Storyboard: Create a storyboard graphically describing the current state of the customer journey or experience for a
selected persona, your selected intervention point(s), the innovative idea(s) you would like to implement, and how you
anticipate the customer journey or experience would improve as a result. In creating your storyboard, you should consider
your classmates' observations and findings from their secondary research, camera studies, and customer interviews, as
well as any relevant class discussions. The storyboard is due at the beginning of class on the due date.
Final Presentation: With your team, give a 10-minute presentation of your storyboard to the rest of the class. Upload any
PowerPoint slides you may use to Blackboard prior to giving your presentation.
Final Paper: With your team, submit a 10 page paper on the entire collaborative project. Your paper should include:
• Stakeholder analysis
• Secondary research findings
• Camera study findings
• Customer interview analysis
• Customer journey map for your selected persona, including relevant touchpoints, highs, and lows
• Your selected intervention point(s)
• The innovative idea(s) you would like to implement
• How you think the customer journey or experience would improve as a result of your intervention
As in the storyboard assignment, you should consider your classmates' observations and findings from their secondary
research, camera studies, and customer interviews, as well as any relevant class discussions when writing your final paper.
The paper should be uploaded to Blackboard prior to the start of our last class meeting as well as submitted in hardcopy at
the beginning of our last class meeting.
Assignment Guidelines:
•
•
•
•
•
•
All written assignments should be in 12 pt font, Times New Roman, single-spaced, with I" margins.
All assignments (with the exception of the customer journey map and storyboard) should be uploaded to
Blackboard prior to the start of class on the due date.
The customer journey map, storyboard, and final paper should be submitted in hardcopy at the beginning of class
on the due date. If you will not be in class on the due date, your assignment must still arrive by the time and date
it is due.
You may tum in assignments prior to their due date.
Individual assignments not submitted by the assigned deadline will not be accepted.
Team assignments not submitted by the assigned deadline will lose 10 points for every day late.
Attendance and Participation Policy:
You are expected to come to class prepared, and play an active role in the discussions and activities that take place.
University policy excuses the absences of students for illness (self or dependent), religious observances, participation in
University activities at the request of University authorities, and compelling circumstances beyond the student's control.
Students must request the excuse in writing and supply appropriate documentation, e.g., medical documentation. Students
with written, excused absences are entitled to a makeup exam at a time mutually convenient for the instructor and student.
For inclement weather, the course will adhere to the University schedule. Official closures and delays are announced on
the campus website and snow phone line (301-405-SNOW) as well as local radio and TV stations.
The University of Maryland policy on religious observance states that students should not be penalized in any way for
participation in religious observances and that, whenever feasible, they should be allowed to makeup academic
assignments that are missed due to such absences. However, the student must personally hand the instructor a written
notification of the projected absence within two weeks of the start of the semester. The request should not include travel
time. It is the student's responsibility to inform the instructor of any intended absences for religious observances in
advance and that prior notification is especially important in connection with final examinations, since failure to
reschedule a final examination before the conclusion of the final examination period may result in loss of credits during
the semester.
Academic Integrity:
The University is one of a small number of universities with a student-administered Honor Code and an Honor Pledge.
The Code prohibits students from cheating on exams, plagiarizing papers, submitting the same paper for credit in two
courses without authorization, buying papers, submitting fraudulent documents, and forging signatures. Compliance with
the code is administered by the Student Honor Council, which strives to promote a "community of trust" on the College
Park campus. Allegations of academic dishonesty should be reported directly to the Honor Council (314-8450) by any
member of the campus community. For additional information, consult the Office of Student Conduct website. For a
description of the University's definition of academic dishonesty and answers to frequently asked questions about the
Code of Academic Integrity, consult the Student Honor Council's website.
Accommodations for Students with Disabilities:
The University will provide appropriate accommodations for students with documented disabilities. In order to ascertain
what accommodations may need to be provided, students with disabilities must inform faculty of their needs at the
beginning of the semester.
,
Tue 2/7
The design brief
Thu 2/9
Tue 2/14
Developing a research plan
Value chain analysis
Thu 2/16
Guest Speaker
Tue 2/21
Thu 2/23
Tue 2/28
Ethnography
Guest Speaker
Right brain thinkinglIdea generation
Thu 3/1
Social Enterprise SymposiumStamp Student Union
Customer Journey Map
Whumg-TurnerLecrure
Mindmapping
Guest Speaker
Pattern Identification
Identifying Customer Needs
Tue 3/6
Thu 3/8
Tue 3/13
Thu 3/15
Tue 3/27
Thu 3/29
Tue 4/10
Thu 4/12
Tue 4/17
Thu 4/19
Tue 4/24
Rapid concept development &
Prototypinj2;
Customer Co-Creation & Learning
Launches
Guest Speaker
Storytelling
Prototype Revisions
Guest Speaker
Case Study
Thu 4/26
Tue 5/1
Thu 5/3
Tue 5/8
Thu 5/10
Whumg-TurnerLecrure
Final Presentations
Final Presentations
Final Presentations
Final Presentations
Tue 4/3
Thu 4/5
Liedtka pp. 42-48
Sims chpt. 5
Liedtka chpt. 9
Liedtka chpt. 5
Individual Assignment #2
(secondary research)
Register for the Social
Enterprise Symposium
Sims chpt. 6 & chpt. 8
Liedtka pp. 96-102 &
chpt. 7; Sims chpt. 4
Camera Study
Interview write-up
Liedtka chpt 4
Liedtka chpt. 6
Sims chpt. 7
Sims Intro. & chpt. 1;
Liedtka chpt. 8 & pp.
124-129
Sims chpt. 2-3
Liedtka chpt. 10
Sims chpt. 9; Liedtka pp.
154-158 & chpts. 11-12
Individual Assignment # 3
(customer journey map)
Liedtka chpt. 3
Learning Launch findings
"Introducing New Coke"
Individual Assignment #4
(case study analysis)
Storyboard
Final Papers