lllEntrepreneurs in Action!
Developing the
Entrepreneurial Spirit
Learning in Action!
A Cross-disciplinary Problem-Based Learning
Environment for Entrepreneurship
University Cases
Blackout in America!
(Electrical Energy)
Test Version 1.0
(A Work in Progress)
R. Wilburn Clouse, PhD
Western Kentucky University
Terry Goodin, EdD
Middle Tennessee
State University
2
TABLE OF CONTENTS
INTRODUCTION
3
LEARNING VIGNETTE -- BLACKOUT IN AMERICA!
3
THE CHALLENGE
4
CORE CONCEPTS
5
LEARNING OBJECTIVES
5
GUIDING QUESTIONS
5
RESOURCES
6
BACKGROUND
POLICY ISSUES
TECHNICAL SUPPORT MATERIALS
BOOK AND REPORTS
FUEL CELL PUBLICATIONS
RESEARCH PAPERS ON FUEL CELLS
ELECTRICAL ENGINEERING
BUSINESS SUPPORT MATERIALS
ONLINE EXPERTS
TECHNICAL EXPERTS
CREATIVITY AND ENTREPRENEURSHIP EXPERTS
ONLINE RESOURCES AND VIDEO CLIPS
6
6
7
9
10
10
11
12
14
14
16
16
IMPLEMENTATION
16
INTRODUCING CASES
16
STUDENT ACTIVITIES
16
PRODUCTS
PHASE ONE – DOING THE RESEARCH
PHASE TWO – FIND A SOLUTION
PHASE THREE – TAKING IT PUBLIC
ASSESSMENTS
FORMATIVE
SUMMATIVE
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
ERROR! BOOKMARK NOT DEFINED.
3
Blackout in America!
(Electrical Energy Case)
Introduction
The total world population is growing exponentially. This increase in population, when
coupled with the explosive growth of new innovations, places a heavy demand on our
energy sources throughout the world. Our major sources of energy include hydroelectric,
fossil fuel, solar, nuclear and geothermal. Perhaps the most frequently used sources of
energy in today’s society come from fossil fuels and hydroelectric plants. Fossil fuels
power our automobiles, our trucking industry, as well as our trains and planes. The
hydroelectric industry powers our plants, our homes and offices. Solid fuel propellants
power our rockets and space stations. To some extent, solar systems heat our homes and
offices and provides power for the space stations. Nuclear power still has limited
applications.
With the increase in technology and the demanding strain on energy sources, the question
arises: Can we maintain our current standard of living without overtaxing our energy
sources? It is quite amazing that our current hydroelectric and fossil fuel energy systems
have been able to meet the increasing demands placed upon them over the past 100 years.
The question arises: Are some of these sources near exhaustion and/or operating at their
maximum outputs? Further questions include: What new inventions will occur that will
place even further strains upon our current energy systems? What are our new sources of
energies? What new products and services must we develop in order to minimize the
stress upon our resources? The more technologically advanced that the world becomes,
in terms of inventions that require power, the more difficult it will be for our current
power systems to support new and creative inventions.
Learning Vignette -- Blackout in America!
As Joe and Jill walked out of the seminar room, they were frightened by what they had
heard in this cross-disciplinary seminar sponsored by the University. They had just heard
a presentation by the Director of the United States Department of Energy. The university
had established a series of seminars related to national and international issues. The
current seminar was about the recent widespread blackout that had occurred in the midwest and spread into the northeastern part of the U.S. Jill and Joe had not realized the
potential impact that a power shortage could cause on the U.S. and possibly a worldwide
blackout due either to a technical malfunction and/or a terrorist attack. They were
4
astonished that so many questions are still unanswered about the possible causes of the
great American blackout.
Joe and Jill were enrolled in a cross-disciplinary course involving engineering, business,
political science and social science. Since they were required to do a major national
project, they took the idea of the great blackout in America to their professor and
requested permission to study this issue and to develop some possible solutions. The
class was ideal for this kind of project since it involved social, political, economic and
engineering issues. The professor agreed and gave them permission to investigate this
national disaster and to prepare a plan that would address these major issues. The
professor also agreed to use a “hands off approach” to permit them the latitude to
investigate all parts of the issue with little direction from herself. The only requirements
were that Jill and Joe must also include other members of the class and they were
encouraged to look at new and innovative solutions that not only would include new
technology but the possibility of new business start-ups.
Joe and Jill were delighted at this open-ended learning experience. So they set out to
convince other class members to work with them on this venture.
The Challenge
Entrepreneurs in Action! cases are written to be open-ended, flexible learning
experiences for students. The case provides an introduction and a learning vignette to set
the stage for the students. The student groups should carefully read the introduction and
the learning vignette. After reading these areas, students should discuss the major issues
outlined in the introduction and learning vignette. The students are then faced with the
opportunity to develop possible solutions to the problems and opportunities outlined in
the case. In most cases, students will find it necessary to seek information from some of
the resources listed in the case and are to contact Online Experts early in the opportunity
identification process. There are no right or wrong answers in these exercises and it is
expected that multiple solutions will be developed by different groups. It is also
suggested that students not only look at the political, economic and social issues, but to
dream about future inventions and/or business opportunities that can derive from the
case. The challenge begins with the following questions:
1) What do you think?
2) What solutions would you recommend if you were a member of this student
team?
3) What new business ventures can be developed from this case?
5
After raising these questions, the students are free to begin deliberations on possible
solutions to the case.
Core Concepts
1.
2.
3.
4.
5.
6.
7.
Electrical energy production and distribution
Alternative energy sources and related products
Governmental roles in public policy issues
Privatization of public services
Finance of large-scale public projects
Communication skills
Business planning fundamentals
Learning Objectives
1. Students will develop an understanding of the underlying causes of power
shortages in the American power system.
2. Students will recognize the role that increased development of and dependence on
new technologies plays in the problem.
3. Students will gain in understanding of the entrepreneurial process as it relates to
taking new products and services from the “idea” stage to the “market” stage.
4. Students will display an understanding of the business planning model, including
market research, product or service development, industry analysis, organizational
mission and vision, financial, and entrepreneurial thinking.
5. Students will appreciate the need for new and innovative approaches to energy
production and consumption in society.
Guiding Questions
1. What are some of the underlying causes of power outages in the electrical
grid?
2. What role does the increase in technology development and usage play in
the problem?
3. What new products/services could be developed to address the problem?
4. How does a new idea for a product or service gain acceptance in the
marketplace?
5. What social and political issues will be raised and how can they be
addressed?
6
Resources
The following resources are listed to help student groups as they develop possible
solutions to the Blackout in America Case. These resources are designed to help the
students understand the Blackout case and to provide information about the issues. No
solutions will be given in these references. Students should use these references and
references from their own research to formulate solutions to the issues. These references
are listed by categories in order to provide the students with resources that will provide a
quick overview of some of the issues. Other resources maybe added during the case
development. On-line experts are available to the student groups and can be used to help
identify issues as well as other resources.
Background
http://www.energy.gov/engine/content.do
This is the official website of the United States Department of Energy and is a good
starting point for research into the question.
http://www.msnbc.com/local/wdiv/a1742334.asp?vts=81620031813&cp1=1
This is a link to a news article entitled BLACKOUT: Power Is Restored To Detroit Area.
http://www.pbs.org/tesla/
This website chronicles the life and inventions of famed innovator Nicola Tesla, whose
patents in the field of electrical energy are legendary. He is regarded as a visionary who
foresaw the development of such technologies as radio and radar, among others.
Policy Issues
http://tis.eh.doe.gov/ntgs/gridstudy/main_screen.pdf
This site showcases a report from the Department of Energy to the President of the
United States regarding the state of the energy grid and future changes and
recommendations for better service.
http://www.tva.gov
The official website of the Tennessee Valley Authority, this site serves as a source of
general knowledge related to the field of energy generation. Learn about the various
forms of power generation, including solar, nuclear and hydroelectric.
7
http://www.nypa.gov/
The New York Power Authority is America's largest state-owned power organization.
Information on this site details the power industry, its history, and current projects.
http://pserc.org
The "Final Report on the August 14, 2003 Blackout in the United States and Canada:
Causes and Recommendations" is now available. Links to this report, as well as to related
documents concerning the US/Canada blackout (and blackouts in the U.K., Italy, and
Denmark/Sweden), can be found at Comments from the Task Force Leaders: The report
makes clear that this blackout could have been prevented and that immediate actions
must be taken in both the United States and Canada to ensure that our electric system is
more reliable. First and foremost, compliance with reliability rules must be made
mandatory with substantial penalties for non-compliance.
http://powerglobe.powerquality.com/
This web site provides up dated information on global power issues and is the home page
for Powerglobe.
http://listserv.nodak.edu/archives/power-globe.html
This web site provides Subscription & Archival information on power issues.
Technical Support Materials
The sites listed below should be considered as starting points for further research. If
additional information is needed, you may want to search the terms “ultra wideband” and
“fuel cells” on an Internet search engine for a wide assortment of sites related to these
two fields of study. Additional terms to check are “hydrogen” and “energy efficiency.”
http://www.uwb.org/
This is the home site for the Ultra Wideband Working group. They are doing research
into new ways to harness and distribute electricity. This is a great site to launch a study
of this particular field of study.
http://www.hfcletter.com/
The Hydrogen & Fuel Cell Letter website was launched in May 1986 and known
originally as "The Hydrogen Letter." This publication asserts itself as “the voice of the
international hydrogen and fuel cell communities, covering events and developments in
this emerging field as they occur every month.”
8
http://www.fuelcelltoday.com/index/
Fuel Cell Today is the global Internet portal for companies and individuals with an
interest in the commercialization of fuel cells. It is a free source for comprehensive and
authoritative fuel cell news, commentary, resources and business opportunities.
http://www.h2fc.com/
Hydrogen & Fuel Cell Investor
http://www.fuelcells.org/
Fuel Cells 2000 is a group that focuses on new ways to provide power to consumers.
This site explains how fuel cells work and why they should be considered as an
alternative to traditional power distribution systems.
http://www.eere.energy.gov
The U. S. Department of Energy Efficiency and Renewable Energy is a good place to
start an investigation into hydrogen and fuel cell technology, as well as into conservation
and energy efficiency.
http://www.h2cars.biz/artman/publish/index.shtml
This is an interesting site that relates to hydrogen-powered automobiles. It contains news
and information about the subject.
http://www.energystar.gov/
This is the official site of ENERGY STAR, a government-backed program helping
businesses and individuals protect the environment through superior energy efficiency.
http://www.eeba.org/
EEBA promotes the awareness, education and development of energy efficient,
environmentally responsible buildings and communities. This site is a good resource
regarding the use of energy efficient materials and practices in construction.
http://www.fda.gov/cellphones/
This site discusses radio frequency energy, what it is and how it is used, along with safety
issues. If you are interested in developing products that are wireless in nature, this site
should interest you.
9
Book and Reports
Bau, W., Hassell, S. & Vollaard, B. (2002). Electricity requirements for a digital society.
Santa Monica, CA: Rand. - This is an excellent source for electrical uses and
projections. It includes a number of website references.
Oritz, D. & Sollinger, J. (2003). Shaping our future by reducing energy intensity in the U.
S. economy, volume II. Santa Monica, CA: Rand Science and Technology. - This
is a good source for options and strategies for reducing energy intensity in the U.
S. economy.
Silbuglett, R., Ettidgui, E. & Hove, A. (2002). Strengthening the grid: Effects of hightemperature superconducting power technologies on reliability, power transfer
capacity, and energy use. Santa Monica, CA: Rand Science and Technology. This is an excellent source of information related to high-temperature
superconducting (HTS), power technologies and the transmission grid.
Lemput, R., Norling, P. Pernin, C. Resetar, S. &Mahnovski, S. (2003). Next generation
environmental technologies: Benefits and barriers. Santa Monica, CA: Rand
Science and Technology. - This is a good source that focuses on the redesign at
the molecular level of manufacturing processes and products so as to reduce or
eliminate the use of hazardous materials.
Perkin, C., Bernstein, M. Mejia, A., Shih, H., Ruetu, F. & Steger, W. (2002). Generating
electric power in the pacific northwest: Implications of alternative technologies.
Santa Monica, CA: Rand Science and Technology. - This source looks at the
critical energy issues over the next 20 years and discusses some of the
uncertainties related to energy suppliers, energy prices and the implications of
competitive energy markets.
Larminie, J. & Dicks, A. (). Fuel cell systems explained. - This book provides a clear,
accessible introduction to fuel cell technology by setting out the working
methods, behavior, limitations, features and the potential of all major fuel cell
types currently in commercial development. Fuel cells are emerging as the
practical and versatile solution to the problem of alternative power sources and
this book provides a new understanding of fuel cell technology. Assuming no
prior knowledge of fuel cell chemistry, this reference comprehensively brings
together all of the key topics encompassed by this diverse field.
10
Hoogers, G. (2003). Fuel cell technology handbook. Boca Raton, FL: CRC Press.
Fuel Cell Publication
Fuel Cell Industry Report – http://www.sanewsletters.com/FCIR/index.asp
Fuel Cell Industry Report is a leading publication in its field. Each month manufacturers,
integrators, suppliers and end users turn to it to keep up with the rapid advances in fuel
cell commercialization.
Fuel Cell Report to the Congress (ESECS EE-1973) February 2003 –
http://www.eere.energy.gov/hydrogenandfuelcells/pdfs/fc_report_congress_feb2003.pdf
Research Papers on Fuel Cells
Haile, S. M., (November 25, 2003). Fuel cell materials and components. Acta Materialia,
51(19), pp. 5981-6000. AVAILABLE AT: - http://www.sciencedirect.com.
Doran, P., Robeson, S., Wright, D., et. al. (July, 2003). Finance and the fuel cell industry:
A review of the current financing climate. International Journal of Hydrogen
Energy, 28(7), pp. 713-715. AVAILABLE AT: - http://www.sciencedirect.com.
Mehta, V & Cooper, J. S., (February 25, 2003). Review and analysis of PEM fuel cell
design and manufacturing. Journal of Power Sources, 114 (1), pp. 32-53.
AVAILABLE AT: - http://www.sciencedirect.com.
Ormerod, R. M. (January, 2003). Solid oxide fuel cells. Chemical Society Reviews, 32
(1),
pp.
17-28.
AVAILABLE
AT:
http://www.rsc.org/CFmuscat/intermediate_abstract.cfm?FURL=/ej/CS/2003/b10
5764m.PDF
Stambouli, A. B., Traversa, E., (October, 2002). Solid oxide fuel cells (SOFCs): a review
of an environmentally clean and efficient source of energy. Renewable and
sustainable energy reviews, 6 (5), pp. 433-455. AVAILABLE AT http://www.sciencedirect.com/.
Acres, G. J. K., (NOV 30, 2001). Recent advances in fuel cell technology and its
applications. Journal Of Power Sources, 100(1-2), pp. 60-66. AVAILABLE AT: http://www.sciencedirect.com.
11
Carrette, L., Friedrich, K. A., & Stimming, U. (December 15, 2000). Fuel cells:
Principles, types, fuels, and applications. Chemphyschem 1(4), pp. 162-193.
AVAILABLE
AT:
http://www3.interscience.wiley.com/cgibin/jtoc/72514732/2000.
Electrical Engineering
http://www.electricnet.com - This site is devoted to information and resources related to
electrical energy delivery. There are free newsletters, new product reviews and other
resources available.
U. S. Federal Trade Commission, (2001). Competition and consumer protection
perspectives on electric power regulatory reform: Focus on retail competition:
Report by the federal trade commission staff. - Washington, DC: The Federal
Trade Commission.
U. S. General Accounting Office, (2003). Electricity restructuring [electronic resource]:
Action needed to address emerging gaps in federal information collection:
Report to congressional requesters / United States general accounting office. Washington, DC: U.S. General Accounting Office.
U. S. Senate. Committee on Energy and Natural Resources, (March 4, 2003). Financial
condition of the electricity market: Hearing before the committee on energy and
natural resources, united states senate, one hundred eighth congress, first session,
to receive testimony regarding the financial condition of the electricity market. Washington, DC: U.S. G.P.O.
Hunt, S. (2002). Making competition work in electricity [electronic resource]. New
York: J. Wiley Company.
U. S. Congress, House of Representatives Committee on Energy and Commerce,
Subcommittee on Energy and Air Quality. (July 27, 2001). National electricity
policy: Barriers to competitive generation: Hearing before the subcommittee on
energy and air quality of the committee on energy and commerce, house of
representatives, one hundred seventh congress, first session. - Washington, DC:
U.S. G.P.O.
U. S. Department of Energy. (2002). National Transmission Grid Study [electronic
resource]/ [submitted by] Spencer Abraham, Secretary of Energy. Washington,
DC: U.S. Dept. of Energy.
12
U. S. Congress, Senate, Committee on Energy and Natural Resources. (September 17,
2002). Standard market design nopr: Hearing before the committee on energy
and natural resources, united states senate, one hundred seventh congress,
second session to receive testimony on the standard market design nopr, and on
such related issues as the capacity of load serving entities to reserve sufficient
transmission to meet their contractual and statutory obligations to serve,
transmission pricing and other matters dealt with in the nopr. Washington, DC:
U.S. G.P.O.
http://www.electricity.doe.gov/ - Office of Electric Transmission and Distribution, TD-1
U.S. Department of Energy, 1000 Independence Avenue, SW, Washington, DC
20585 Jimmy.Glotfelty@hq.doe.gov -- Director, OETD
Business Support Materials
These sources are non-technical and will provide the student with information about how
to build a business plan around their ideas for case solutions.
Allbusiness.com – http://allbusiness.com/
One of the most comprehensive sites on the Web for small and growing businesses, this
site offers over 2000 articles, “how-to’s,” forms, agreements, questions-and-answers,
solutions, and services useful to those starting a new business venture.
Bloomberg.com – http://www.bloomberg.com
One of the leading sites for breaking financial news, investor tools and data,
Bloomberg.com gives access to business information, including the latest data and
analytical tools.
Bplans.com – http://www.bplans.com
Bplans.com offers a large collection of free sample business plans online and helpful
tools and know-how for managing a business. The site includes practical advice on
planning, interactive tools, and a panel of experts available to answer specific questions.
The Business Forum Online – http://www.businessforum.com
This service springs from a weekly newspaper column addressing issues and questions of
specific interest to entrepreneurs and emerging businesses. Each column focuses on the
immediate consequences of the issue to the owner/manager of the emerging business.
13
MoreBusiness.com – http://www.morebusiness.com
MoreBusiness.com, a comprehensive resource for small businesses,
contains tips, articles, ideas, templates, worksheets, sample
business plans, tools, financial benchmarks, sample contracts, and websites.
These business sites may offer some ideas and provide some review articles. Some sites
may require a fee. Or you may wish to use the Library for paper copies of current and
past articles.
Wall Street Journal- http://www.wsj.com/
The leading daily business newspaper.
Fortune- http://www.fortune.com/
A leading business journal.
Harvard Business Review- www.harvardbusinessreview.com/
A leading cutting-edge business journal.
www.uspto.gov -Patent and Trademark Office
Excellent source for technical information.
www.sba.gov/ADVO/stats- SBA Office of Advocacy--Economic Statistics and Research
http://www.sba.gov/ -SBA Small Business Administration--SBA Support in starting, financing and managing a business
www.bizoffice.com -Small and Home Based Business Links
Provides support services for home-based companies.
www.sbaer.uca.edu- Small Business Advancement National Center--Resources include newsletters, archives, SBA and other Government sites and related
affiliates.
www.bizplan.com- Strategic Business Planning Co.--The mission of the Strategic Business Planning Co. is to help organizations define their
mission and achieve their objectives by developing business and strategic plans and by
periodically conducting a comprehensive review of the environment in which they
operate.
14
www.business.gov- U.S. Business Advisor--U.S. Business Advisor – a one-stop electronic link to the information and services
government provides for the business community—Laws and regulations, forms and
support services.
www.census.gov- U.S. Census Bureau--Resources include population census, economic data, Business surveys, and other related
Bureau statistics.
http://www.dowjones.com- Dow Jones – Latest financial information about stock market
performance.
www.benlore.com- The Entrepreneur's Mind
The Entrepreneur's Mind is a Web-based resource that presents an array of real-life
stories and advice from successful entrepreneurs and industry experts on the many
different facets of entrepreneurship and emerging business.
www.entrepreneurmag.com- Entrepreneur Magazine--Provides solutions for growing businesses
www.engeniussolutions.com- Engineering projects
Provides information about new products and ideas (some student developed).
Online Experts
These online experts have agreed to be available for providing information, ideas and
other support while the case is in progress. Students should e-mail questions to the
appropriate person. They will respond, usually within one working day.
Technical Experts
Dr. Glen Johnson
Dean, College of Engineering
Tennessee Technological University
gjohnson@tntech.edu
Dr. Ken Currie
Director, Center for Manufacturing Research
Tennessee Technological University
kcurrie@tntech.edu
15
Dr. Chunsheng Wang
Chemical Engineering
Tennessee Technological University
cswang@tntech.edu
Dr. Robert Qui
Electrical & Computer Science
Tennessee Technological University
rqiu@tntech.edu
Dr. Prit Chowdhuri
Electrical Engineering
Tennessee Technological University
pchowdhuri@tntech.edu
Dr. Dennis Ray, Executive Director
Power Systems Engineering Research Center
pserc@engr.wisc.edu
Creativity and Entrepreneurship Experts
Dr. Robert Clougherty
Director, Institute for Technological Scholarship
Tennessee Technological University
rclougherty@tntech.edu
Dr. R. Wilburn Clouse
Associate Professor -- Creativity and Entrepreneurship
Vanderbilt University
wil.clouse@vanderbilt.edu
Dr. Terry Goodin
Research Associate -- Creativity and Entrepreneurship
Vanderbilt University
terry.l.goodin@vanderbilt.edu
Dr. Joe Aniello -- Creativity and Entrepreneurship
Assistant Professor
Francis Marion University
janiello@fmarion.edu
16
Online Resources and Video Clips
(Under development) Available at: http://entrepreneurship.vanderbilt.edu
Implementation
Usually the class is divided up into teams of 4-5 people, who are given an opportunity to
review the Entrepreneurs in Action! exercise and to develop strategies for solving the
situation or to see new ventures. Thus, students work together in small groups and learn a
wide variety of skills related to teamwork development, problem identification, resource
analysis and synthesis, product or process identification, potential market development,
the application of cross-disciplinary thinking, product and process cost analysis, and
written and verbal presentation skills. In this model, the case presents the students with an
unresolved issue, provides some resources and permits the students to take charge of their
own learning and to develop a new business venture out of the given situation.
Introducing Cases
Several methods may be used to introduce the Entrepreneurs in Action! cases to the class,
as follows:
1. Divide the class into groups and to present the case to each group and permit
limited discussions between groups.
2. Permit a selected number of students to role-play the scenario as a way of
introducing the case.
3. Fishbowl. A small group of students may be requested to sit in the middle of
the room and to discuss topics related to the case. The other students would
observe and would synthesize the events afterwards.
4. Students may also be shown selected video clips to start the entrepreneurial
thinking process. Some video clips are “The Triumph of the Nerds” series, the
“Apprentice” TV show, the “October Sky” movie, “Pirates of Silicon Valley”
movie, the “Seabiscuit” movie, or the Public TV version.
Student Activities
Students are expected to participate actively in their groups and to contribute to
developing creative ideas for possible business ventures. In doing so, students may be
required to learn through reflections. Students are required to keep a journal of the
activities of each group meeting and to record his or her thoughts and comments about
the process. Students may also use concept mapping to study the issues and track
17
progress development. IHMConcept
http://cmap.coginst.uwf.edu/docs/ .
Map
Software
is
available
free
at
Products
The final products to the cases are usually a written business plan and a final oral
presentation. The final oral presentation can be given to different groups, such as the
local Chamber of Commerce, other business and civic groups, a panel of Online Experts
and/or to the class. A rubric is used to judge the creative and entrepreneurial ventures and
grades are assigned based on the rubric evaluation. The development of the final product
usually follows the outline below.
Phase One – Doing the Research
Write a paper on the topic of energy policy in the United States. Relate the effects of
increased technology development and usage to the problem of increased stress being
placed upon the power grid. Identify the reasons why you think the power grid is unable
to cope with new demands, and explain the societal and market forces that have an effect
upon the issue. Identify a certain area of the problem space that interests you.
Phase Two – Find a Solution
Working in groups, brainstorm the development of a range of products, services and
policies that would contribute to the solution of the problem issue. Your group should
then choose one product or service for further development as a contributor to the overall
solution of the problem. Fully expand upon the product or service, explaining in detail its
design rationale, creation and implementation. Keep in mind that the project must be
marketable and must be financially self-sustaining. Develop your group’s business plan
and presentation format.
Phase Three – Taking it Public
Present your group’s solution to a team of peers, educators and experts in the field. You
will submit to their evaluation, just as you would do so in the actual practice. You should
employ a variety of presentation techniques, including a written business plan, handouts,
and computer-based presentation.
18
Assessments
Formative
1. Weekly logs
Students will submit a summary of their activities on a regular basis, the frequency of
which will be decided by the instructor. The students should include a concise
description of the activities and an analysis of their effectiveness. It is suggested that the
summary of activities be part of a computer managed instructional program such as
Prometheus, Blackboard or others. This allows the instructor and student groups to
monitor their weekly progress.
2. In-class observations
Instructors will observe group work and interact in the role of facilitator as needed.
3. Position Paper
The paper required in Phase One will be graded for critical thinking and analytical
substance. Instructors will also use the papers to assist in forming like student groups.
4. Teams of peers and visiting experts will evaluate the final presentation for content and
appearance of the final product.
Summative
1. Business Plan Evaluations
Instructors will evaluate the completed business plans for accuracy, content, breadth,
depth, and professional appearance.
2. Presentation Evaluation
19
Instructors will assess the professionalism of the final presentation, taking into account
the content and appearance of the final product.
This work is part of the Forum for Entrepreneurship Education at Vanderbilt
University and was support in part by The Coleman Foundation Inc.-- Grant number
4446-- Entrepreneurs in Action!, and The National Science Foundation under Grant
No. 0091632 and other related funds. (Any opinions, findings, and conclusions or
recommendations expressed in this presentation are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation).
wil.clouse@vanderbilt.edu