DEVELOPING ENTREPRENEURSHIP CURRICULUM
THAT MOVES IDEAS TO REALITY
Workshop #2: Developing Classroom Content and Assignments
Monday, March 9, 2009
9 am to 4 pm
Cochise College, Nogales/Santa Cruz Center
1
Goal of the Series
Collectively create a comprehensive framework
for teaching entrepreneurship, including a
determination of what to teach, why to teach it,
how to teach it, and how to manage it.
TODAY:
What should we teach?
Creating the teaching deliverables, developing
the syllabus, and planning the curriculum.
2
Workshop #2: Developing Classroom
Content and Assignments
8:00 – 9:00 Registration and Continental Breakfast
9:00 – 10:45 Session 1
•
Introductions and Overview
•
Discussion of challenges and resolutions
•
Presentation of measurement benchmarks
•
Discussion of competency measures
10:45 – 11:00 Break
11:00 – 12:15 Session 2
•
Designing classroom and coursework activities
–
driven by inventory of knowledge and experiences students need to be exposed to in order to achieve the course
competency measures
12:15 – 1:15 Lunch
1:15 – 2:30 Session 3
•
Teaching tools, methods, and resources
2:30 – 2:45 Break
2:45 – 4:00 Session 4
•
Challenges and opportunities of students and cultivators from varying backgrounds
•
Wrap-up
•
Next workshop
Overview Session One Session Two Session Three Session Four
3
Introductions
• Name, where you teach,
responsibilities
• Who are your students/clients?
• What are your educational delivery
mechanisms?
• Goals of attending workshop
Overview Session One Session Two Session Three Session Four
Introductions
4
Recover Main Ideas
1. What is the goal in teaching
entrepreneurship?
2. What are defining features of
entrepreneurship education?
3. What are the distinct challenges in
teaching entrepreneurship?
Overview Session One Session Two Session Three Session Four
Introductions, Recover Main Ideas
5
Five Key Factors
1. Problem. Must have a valid problem
2. Affected population. Must
understand needs, costs, and
alternatives of population affected by
problem.
3. Solution. Must have a viable solution
4. Resources. Must have understanding
of necessary resources (human,
facility, capital, expertise, other)
5. Evaluation/validation. How do you
know it will work?
Overview Session One Session Two Session Three Session Four
Recover Main Ideas
6
Curriculum: Teaching range
7
Curriculum: Defining critical elements of venture
― As a reflection of the venture path, all elements of teaching
entrepreneurship need to identify their entry point into this continuum
and need to mirror the path
― Through the natural phases of development, what are the critical
elements that must be considered in the context of the venture?
―Proposal summary
―Problem
―Customer
―Solution
―Alternate valuation
―Business model
―Scope and scale
―Industry and environment
―Competitive advantage
―Marketing
―Sales
―Operations
―Team
―Status/Timeline
―Financials and pro formas
―Proposal summary/conclusions
―Funding considerations,
models, and proposal
―Proposal appendices
―Proposal integration and logic
Overview Session One Session Two Session Three Session Four
Venture elements
8
PHASES, PHASE
DA TE S , A N D
SUMMARIES OF
PHASE GOALS
V E N TU R E
PROCE SS
ELEMENT
Key teaching
considerations;
discussion elements
PROBLEM
Market Research (i.e. Is
it real?; Level of pain;
Scope/Scale); Segments
Validation; Industry
analysis; What is the
problem? Who does it
affect?
CU S TO M E R
Entity for whom
problem is being solved
F O R M U L A TI O N
April 9- Oct 2
V A L I DA TI O N
Oct 3 – Oct 30
S TR A TE G I E S
Oct 31 – Dec 1
B U S I NE S S P L A N
A U TH O R S H I P
Dec 2 – Feb 6
Compile venture
information-ranging from
opportunity statement to
validated research and
strategies-- into
comprehensive, investment
quality business plan, within
prescribed format. Deepen
understanding of venture
relationships through
written communication
exercise.
Formulate initial
perceptions of idea and
explore the
problem/customer/solution
equation.
Determine if perceived
value warrants
development of concept
Validate assumptions and
perceptions of venture
opportunity and, as
appropriate, recast
expectations of
opportunity.
Deepen information base
of concept.
Mature validated
information set into
comprehensive strategies
for launch and execution.
Deepen information base
of and position of venture.
F O R M U L A TI O N
PHASE
B en ch m a r k
Evidence of student
competency
April 9- Oct 2
Students have identified a
problem, target markets,
and affected populations,
and can estimate social
and economic
implications.
V A L I DA TI O N
PHASE
B en ch m a r k
Evidence of student
competency
Oct 3 – Oct 30
Students quantify social
and economic
implications of the
problem and validate
customer acceptance of
solution.
S TR A TE G I E S
PHASE
B en ch m a r k
Evidence of student
competency
Oct 31 – Dec 1
Social and economic
implications and needs of
affected populations are
integrated within the
design and execution of
product, solution, and
marketing strategies.
Problem is positioned to
recognize urgency and
emphasize need.
B U S I NE S S P L A N
A U TH O R S H I P
B en ch m a r k
Evidence of student
competency
Dec 2 – Feb 6
Problem is clearly
connected to customer
need and venture
solution, is supported by
research, and
convincingly documents
level of pain.
Students profile
customers/target
population most affected
by the problem and
explain how the problem
is being solved within the
venture.
Students provide
evidence of customers’
willingness and ability to
acquire solution.
Establish primary,
secondary and tertiary
markets.
Knowledge of customer
(including primary,
secondary, demographic,
psychographic, etc.) is
maximized in design and
execution of product, and
marketing strategies.
Students document
evidence of customer
acceptance that supports
the value proposition
being offered in the
veure.
F L U E NCY ,
F U N DI N G ,
A P P L I CA TI O N
Feb 7 – Apr 30
Gain fluent, comprehensive,
complete understanding
and ability to represent and
discuss any element of
venture, at any level, with
anyone, at any time.
Gain full understanding of
implications of venture
relative to any environment
or issue.
F L U E NCY ,
F U N DI N G , A P P L
PHASE
B en ch m a r k
Evidence of student
competency
Feb 7 – Apr 30
Students have intimate
knowledge of implications
of problem and its effect
on customer base and
are able to recognize and
willing to respond to
changes in order to
continue to meet
customer needs.
Students can
spontaneously and
concisely describe
problem to any audience
at any point in time.
Students demonstrate
solution’s ability to adapt
to customers’ changing
needs. Document how
solution can be applied to
new customers or
markets and identify
product expansion
opportunities. Students
have established intimate
knowledge of customer
base and is therefore.
O U TCO M E
Graduation
Exit McGuire Program with
mind and skill set, fully
equipped to advance
innovative idea to reality in
any environment.
O U TCO M E
B en ch m a r k
Evidence of student
competency
Graduation
Students demonstrate full
knowledge and
understanding of the
problem, the population
it affects, the costs
(capital and other) to
both individual
consumers and to related
institutions.
Venture identifies range
of customers and their
relationship to problem
being addressed,
willingness and ability to
acquire the venture
solution.
9
Curriculum: Defining teaching outcomes
― Assessment: Understanding fundamental characteristics and attributes of problem
to design an economically viable solution that the intended user is both willing
and able to access. When starting with solution, understanding characteristics
and attributes to determine multiple uses and associated
markets/values/costs, etc., to maximize knowledge portfolio value.
― Valuation: Capturing, illustrating, and communicating traditional and alternate
values: Commercial, social, eco/environment, economic, etc. Ability to
leverage cultivator pools that reflect all relevant value sets.
― Use: Ensuring that knowledge can be used and continue to be used wisely and
efficiently, with full understanding of changes in markets, cultural,
environment, and advancement of new applications.
― Management: Preparing individuals to manage knowledge as a commodity and
with clear understanding of ownership and use implications and ability to
maximize potential.
Overview Session One Session Two Session Three Session Four
Introductions, Teaching Outcomes
10
Curriculum: Advantages
7 advantages of approach
1.
Allow for phase-appropriate teaching to occur. Example: Formulation phase students
are in no way prepared to create financials; however, they do need to be able to
demonstrate understanding of key cost categories and general amounts.
2.
Removes sequencing problems of traditional entrepreneurship teaching.
3.
Knowledge regarding any given element grows and is used in varying ways throughout
process.
4.
Benchmarks provide students and teaching team (mentors, regular faculty, alternate
mentors) to organize around time-specific competencies and topics within individual
classes and across other program courses.
5.
Reduces inherent ambiguity associated with entrepreneurial projects.
6.
Provides consistent evaluation criteria for range of venture topics, areas, teams, and
levels of expertise.
7.
Standards apply regardless of environment: new venture; high technology; corporate;
social; not for profit; environmental.
Overview Session One Session Two Session Three Session Four
Introductions, Teaching Outcomes
11
12
Competency-Measurement
Benchmark Process
1. General conversation: how did it go
when you worked on the
benchmarks for your organization?
Lessons? Issues?
2. How did benchmarks address the
challenges of teaching
entrepreneurship?
3. Volunteers to share benchmarks?
Overview Session One Session Two Session Three Session Four
Benchmarks
13
General conversation:
how to validate the
competency
measures?
Overview Session One Session Two Session Three Session Four
Benchmarks
14
Teaching Topics Inventory and
Delivery
• Inventory classroom and
coursework activities
• List experiences students need to be
exposed to (classroom lecture,
workshop, readings, distance
learning, case studies,
presentations, etc)
Overview Session One Session Two Session Three Session Four
Teaching Topics Inventory
15
Benchmarks
Teams: present benchmark grid
to illustrate the teaching
activities
Overview Session One Session Two Session Three Session Four
Volunteer?
16
Challenges
Discussion of resolved and remaining
teaching challenges
What are new teaching challenges that
have arisen from this conversation?
Overview Session One Session Two Session Three Session Four
Challenges
17
Teaching Tools, Methods, Resources
Managing teaching and teaching topics
• Engaging regular faculty
• Mentors and other members of the
business community
• Incentives and motivation in
instruction and mentoring
Overview Session One Session Two Session Three Session Four
Teaching Tools/Resources
18
Existing Resources
Brainstorm resources (community
members, mentors, institutions)
that can be leveraged for teaching
entrepreneurship.
Think about on individual level:
what can each of us bring to the
table?
Overview Session One Session Two Session Three Session Four
Teaching Tools/Resources
19
Conclusion
Brainstorm allocation of teaching topics
across available resources.
Build the syllabus.
Overview Session One Session Two Session Three Session Four
Teaching Tools/Resources
20
Wrap-Up and Assignment for
Workshop III
Assignment: Using Blackboard discussion board and
using grid, draft the allocation of teaching topics
across available teaching mechanisms.
• Participants may use as much or as little of classdeveloped information as is appropriate for course
and actual teaching resources
• Be prepared to present elements in Workshop III
http://blackboard.eller.arizona.edu
Overview Session One Session Two Session Three Session Four
Homework: Teaching Mechanisms
21
Last Name
First Name
Email
Bb username
Temp password
Barajas
Daniel
daniel.barajas@azwestern.edu
1dbarajas
just4dan
Beckhorn
Donna
dbeckhorn@ppep.org
1dbeckhorn
just4donna
Chandler
Debbie
dchandler@mac-sa.org
1dchandler
Just4debbie
di Filippo
JoAnn
jdfcdc@msn.com
1jdfcdc
just4joann
Espinoza
Juan
jespinoza@co.santa-cruz.az.us
1jespinoza
just4juan
Flores
Celene
cflores@co.santa-cruz.az.us
1cflores
just4celene
Gonzalez
Dama
dgonzalez@ppep.org
1dgonzalez
just4dama
Hollis
Mignonne
hollism@cochise.edu
1hollism
just4mignonne
Kifer
Susan
skifer@pima.edu
1skifer
just4susan
Mapes
Kata
kata.mapes@tusd1.org
1mapes
just4kata
Martinez
Alex
amartinez@ppep.org
1amartinez
just4alex
Morris
Mary
mmorris@dusd.k12.az.us
1mmorris
just4mary
Ostroff
Saul
saul.ostroff@tusd1.org
1sostroff
just4saul
Silva
Monica
msilva@co.santa-cruz.az.us
1msilva
just4monica
Torres
Cecilia
ctorres@ppep.org
1ctorres
just4cecilia
Varela
Ana
avarela@ppep.org
1avarela
just4ana
22
First
Danielle
Vada
Last
Sanchez-Ley
Phelps
Primary E-Mail
dani.sanchez-Ley.st2i@statefarm.com
vphelps@cpic-cas.org
Username
1dsan
1vphelps
Password
Company
just4danielle
Nogales Chamber
of Commerce
just4vada
Cochise County
Workforce
Development/CAS
Olivia
Ainza-Kramer
oainza-kramer@thenogaleschamber.com
1oain
just4olivia
Nogales Santa
Cruz County
Chamber of
Commerce
Vanessa
Bechtol
vanessa@santacruzheritage.org
1vbec
just4vanessa
Santa Cruz Valley
Heritage Alliance
Gerardo
Castillo
ltgcastillo@co.santa-cruz.az.us
1gcas
just4gerado
Santa Cruz County
law enforcement
JoAnn
di Filippo
jdfcdc@msn.com
1joann
just4joann
Santa Cruz County
Community
Programs
Susan
Kifer
skifer@pima.edu
1skifer
Susan has a Bb
account
Pima Community
College
Renee
Red Dog
rreddog@tokahousing.org
1rend
just4renee
Ki:Ki Association
Hector
Simon
hsimon@co.santa-cruz.az.us
1hsim
just4hector
More for Kids, Inc.
Novalene
Garcia
ngarcia@tokahousing.org
1ngarcia
just4novalene
Ki:Ki Association
Wendy
Ploss
mollyb_25@hotmail.com
1wploss
just4wendy
Santa Cruz Co.
Continuing
Education
23
Goal of the Series
Collectively create a comprehensive
framework for teaching
entrepreneurship, including a
determination of what to teach, why
to teach it, how to teach it, and how to
manage it.
24
• This workforce solution was funded by a grant awarded under Workforce
Innovation in Regional Economic Development (WIRED) as implemented
by the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and does not
necessarily reflect the official position of the U.S. Department of Labor.
The Department of Labor makes no guarantees, warranties, or assurances
of any kind, express or implied, with respect to such information, including
any information on linked sites and including, but not limited to, accuracy
of the information or its completeness, timeliness, usefulness, adequacy,
continued availability, or ownership. This solution is copyrighted by the
institution that created it. Internal use by an organization and/or personal
use by an individual for non-commercial purposes is permissible. All other
uses require the prior authorization of the copyright owner.