DEVELOPING ENTREPRENEURSHIP CURRICULUM THAT MOVES IDEAS TO

REALITY

Workshop #2: Developing Classroom Content and AssignmentsMonday, March 9, 2009

9 am to 4 pmCochise College, Nogales/Santa Cruz Center

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Goal of the SeriesCollectively 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.

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Three WorkshopsWorkshop #1: Pedagogy

Monday January 26, 2009 Cochise College, Sierra Vista Campus

Friday February 20, 2009Pima 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 AssignmentsMonday March 9, 2009

9 am to 4 pmCochise 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 pmArizona 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.

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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

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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

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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

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Workshop #1: Pedagogy8:00 – 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

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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

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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 FourOverview Session One Session Two Session Three Session Four Introductions, Recover Main Ideas

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Five Key Factors

1. Problem. Must have a valid problem2. Affected population. Must

understand needs, costs, and alternatives of population affected by problem.

3. Solution. Must have a viable solution4. 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 FourRecover Main Ideas

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Curriculum: Teaching range

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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 FourVenture elements

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PHASES, PHASE DATES, AND

SUMMARIES OF PHASE GOALS

FORMULATIONApril 9- Oct 2

Formulate initial perceptions of idea and explore the problem/customer/solution equation. Determine if perceived value warrants development of concept

VALIDATIONOct 3 – Oct 30

Validate assumptions and perceptions of venture opportunity and, as appropriate, recast expectations of opportunity. Deepen information base of concept.

STRATEGIESOct 31 – Dec 1

Mature validated information set into comprehensive strategies for launch and execution.Deepen information base of and position of venture.

BUSINESS PLANAUTHORSHIPDec 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.

FLUENCY, FUNDING,

APPLICATIONFeb 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.

OUTCOME

GraduationExit McGuire Program with mind and skill set, fully equipped to advance innovative idea to reality in any environment.

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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

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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

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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 FourOverview Session One Session Two Session Three Session Four

Benchmarks

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General conversation: how to validate the competency measures?

Overview Session One Session Two Session Three Session FourBenchmarks

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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

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Benchmarks

Teams: present benchmark grid to illustrate the teaching activities

Overview Session One Session Two Session Three Session FourOverview Session One Session Two Session Three Session Four Volunteer?

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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 FourOverview Session One Session Two Session Three Session FourChallenges

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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

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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

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Conclusion

Brainstorm allocation of teaching topics across available resources.

Build the syllabus.

Overview Session One Session Two Session Three Session Four Teaching Tools/Resources

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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 class-developed 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

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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

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First Last Primary E-Mail Username Password Company

Danielle Sanchez-Ley dani.sanchez-Ley.st2i@statefarm.com 1dsan just4danielleNogales Chamber of Commerce

Vada Phelps vphelps@cpic-cas.org 1vphelps 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 just4vanessaSanta Cruz Valley Heritage Alliance

Gerardo Castillo ltgcastillo@co.santa-cruz.az.us 1gcas just4geradoSanta Cruz County law enforcement

JoAnn di Filippo jdfcdc@msn.com 1joann just4joann

Santa Cruz County Community Programs

Susan Kifer skifer@pima.edu 1skiferSusan 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

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Goal of the SeriesCollectively 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.

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