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. 2 Three Workshops Workshop #1: Pedagogy Monday January 26, 2009 Cochise College, Sierra Vista Campus Friday February 20, 2009 Pima Community College Workshop description: Identifies principles inherent in entrepreneurship education, and provides a comprehensive framework for participant-defined, outcome-driven teaching, including a determination of what to teach and why to teach it. Workshop #2: Developing Classroom Content and Assignments Monday March 9, 2009 9 am to 4 pm Cochise College, Nogales/Santa Cruz Center Workshop description: Addresses what to teach in entrepreneurship, including developing an inventory of teaching topics and methods of delivery that directly correspond to participant-defined teaching outcomes. Workshop #3: Mentoring and Management of Venture Topics Friday May 15, 2009 9 am to 4 pm Arizona Western College Entrepreneurial Center, Yuma, AZ Workshop description: Addresses how to teach entrepreneurship, including strategies for engaging and managing those who teach, such as faculty, business mentors, community experts, and outside resources. 3 Education Committee Members • Daniel Barajas – Arizona Western College • Robert Doctor – Douglas Unified School District • Mignonne Hollis – Cochise College Small Business Development Center • Sherry Hoskinson – McGuire Center for Entrepreneurship • Susan Kifer – Pima Community College Small Business Development Center • Mary Morris – Douglas Unified School District • Bill Quiroga – McGuire Center for Entrepreneurship • Jill Ranucci – Catalina Foothills School District • Evelyn Wright – Pima County One Stop Workforce Development Center Overview Session One Session Two Session Three Session Four 4 5 6 Objectives of Workshops • Develop program-specific benchmarks from which to build teaching delivery • Organize curriculum around new venture process • Prepare students to move innovative ideas to reality in a range of environments • Leverage existing skill and mind sets to engage students in entrepreneurial process (i.e. scientific exploration, proof of concept, artistic works development, etc) • Reduce the inherent ambiguity of entrepreneurship education, increasing relevance and effectiveness of teaching Overview Session One Session Two Session Three Session Four 7 Outline of Today’s Workshop I: Pedagogy What should we teach? Creating the teaching deliverables, developing the syllabus, and planning the curriculum. Overview Session One Session Two Session Three Session Four 8 Workshop #1: Pedagogy 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 9 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 10 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 11 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 12 Curriculum: Teaching range 13 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 14 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. 15 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 16 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 17 18 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 19 General conversation: how to validate the competency measures? Overview Session One Session Two Session Three Session Four Benchmarks 20 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 21 Benchmarks Teams: present benchmark grid to illustrate the teaching activities Overview Session One Session Two Session Three Session Four Volunteer? 22 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 23 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 24 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 25 Conclusion Brainstorm allocation of teaching topics across available resources. Build the syllabus. Overview Session One Session Two Session Three Session Four Teaching Tools/Resources 26 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 27 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 28 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 29 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. 30 • 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. 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