1. D EVELOPING E NTREPRENEURSHIP C URRICULUM THAT MOVES I DEAS TO R EALITY Workshop #3: Mentoring & Management of Venture Topics Friday May 15, 2009 Arizona.

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DEVELOPING ENTREPRENEURSHIP CURRICULUM THAT MOVES IDEAS TO

REALITY

Workshop #3: Mentoring & Management of Venture TopicsFriday May 15, 2009

Arizona Western College, Entrepreneurial Center • 1351 S. Redondo Center Drive, Room 159 • Yuma, AZ 85365

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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

• Mignonne Hollis – Cochise College Small Business Development Center (Chair)

• Daniel Barajas – Arizona Western College• Robert Doctor – Douglas Unified School District• 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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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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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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Today’s Primary Goal• Creating the teaching deliverables,

developing the syllabus, and planning the curriculum

• How to manage teaching resources

• Discuss New Grant Opportunities

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Workshop #3 Agenda

7:00 – 8:00 Registration and Continental Breakfast8:00 – 9:00 Session 1: Introductions & Survey Results,

Review of Workshop I and II materials9:00 – 9:45 Grant Discussion9:45 – 10:00 Break10:00 – 11:30 Session 2: Curriculum Planning:

worksheet examples, each group presents with general discussion

11:30 – 12:00 Lunch12:00 – 1:45 Session 3: Curriculum Planning:

Managing Outside Partners: each group presents with general discussion

1:45 – 2:00 Break2:00 – 3:00 Session 4: Workshop Summary, Grant

Information, Recognition

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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

• Survey: http://www.surveymonkey.com/s.aspx?sm=SzV_2bhKzsGq0vcBqI1D8Oww_3d_3d

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FORMULATION

Formulate initial perceptions of idea and explore the problem/customer/solution equation.

Determine if perceived value warrants development of concept

VALIDATION

Validate assumptions and perceptions of venture opportunity and, as appropriate, recast expectations of opportunity.

Deepen information base of concept.

STRATEGIES

Mature validated information set into comprehensive strategies for launch and execution.

Deepen information base of and position of venture.

BUSINESS PLAN WRITINGCompile 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, APPLICATIONGain 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 Exit McGuire Program with mind and skill set, fully equipped to advance innovative idea to reality in any environment.

PHASES & PHASE GOALS

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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

―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

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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

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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?

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Curriculum: Advantages

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.

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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)

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Student Competency

What is the level of academic/professional competency that your client/student must demonstrate at this point in the entrepreneurial process?

What skills do you think your client/students need to possess?

Client/student written deliverables

•homework assignments•documents to submit•publishable materials •prototypes, etc

Readings

•textbook•handouts •cases•Web sites

Length of time necessary to teach

dependant on client/student and organizational needs

Classroom/Workshop activities

•lecture•group work•individual work•presentations•guest speaker, etc.

Teacher/Workshop Leader

name, qualifications, training needed

Client/student presentations

depending on situation, consider purpose, length of presentation, format; for example: review of homework materials, elevator pitch, venture pitch, etc

Guest speaker/ presentation reviewers

name, qualifications, training needed

Other categories, as appropriate to situation

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Curriculum Planning Process

1. General conversation: how did it go when you worked on the curriculum planning for your organization? Lessons? Issues?

2. How did the worksheeet address the challenges of teaching entrepreneurship?

3. Volunteers to share worksheet?

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Presentations?

Present grid to illustrate your teaching activities

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Challenges

Discussion of resolved and remaining teaching challenges

What are new teaching challenges that have arisen from this conversation?

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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

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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?

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Conclusion

Brainstorm allocation of teaching topics across available resources.

Build the syllabus.

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