The Entrepreneurial Classroom

The Entrepreneurial Classroom Series

The Entrepreneurial Classroom series was made possible through the generous support of the American people through the United States Agency for International Development (USAID) and the

Higher Education for Development (HED) program.

Special thanks to the many faculty from Washtenaw Community College in Ann Arbor, Michigan and Al Quds College in Amman, Jordan who contributed ideas, experience,

and inspiration to this work.

Ahmad Abu-Hantash

Derek F. Anders

Farah Alsalami

Julieanne Davies

Kelley Gottschang

Khaled Mansour

Kimberly Hurns

Maisa Halloush

Matt Zacharias

Mohammad Al Ramani

Muhannad Al-Dosouqi

Randy Van Wagnen

Rosemary Wilson

Saher Baterseh

Sameer Barhoumeh

Sana T. Ali

Scott Schaper

Sharyl Politi

Tareq Hodroub



Inspiring Entrepreneurs

In 2012 Washtenaw Community College (WCC) embarked on an ambitious journey to introduce an entrepreneurial mindset to students at Al Quds Community College in Amman, Jordan. Throughout this journey WCC faculty engaged with their Jordanian counterparts in faculty exchanges, entrepreneurial boot camps, and the development of what is now called the The Entrepreneurial Classroom Series. This series of classroom assignments, lessons, and activities was developed by teams of faculty in similar disciplines to infuse entrepreneurial ideas, skills, and experiences into curriculum. Join WCC in spreading an entrepreneurial mindset by using, personalizing, sharing, and creating new Entrepreneurial Classroom Series activities. This series is a resource and a call to action for all faculty engaging with students who seek to contribute meaningful work. Students with an entrepreneurial mindset will complete degrees that prepare them to use their technical skills and ideas in new ways. Whether these students start their own business or work for an existing business the entrepreneurial mindset will differentiate them among their peers. The Entrepreneurship Center at WCC and the Bailey Library’s Biz Resource Center together serve as the epicenter of a robust ecosystem of entrepreneurial thinking on the campus of Washtenaw Community College. They worked together to organize and publish this resource. To learn more about these amazing resources visit http://ec.wccnet.edu/ or http://www.wccnet.edu/resources/library/small_business/. As you use these exercises we hope you are as inspired as we are by the faculty who created them!

Technical Specialist

Community College Entrepreneurship: Integration to Incubation P.S. Please share your ideas for The Entrepreneurial Classroom to [email protected].



http://ec.wccnet.edu/

http://www.wccnet.edu/resources/library/small_business/

mailto:[email protected]

Table of Contents

Build a Blog Business ..................................................................................................................................................6

Building a Network .................................................................................................................................................. 10

Costing Project......................................................................................................................................................... 12

Create a New Product ............................................................................................................................................. 18

Create a Social Entrepreneur .................................................................................................................................. 20

Current Industry Trends .......................................................................................................................................... 28

Customer Engagement ............................................................................................................................................ 30

Customer Storytelling .............................................................................................................................................. 32

Design and Pre-Press Checklist ................................................................................................................................ 34

Design Challenge ..................................................................................................................................................... 36

Disapprove then Improve ........................................................................................................................................ 38

Dream Business ....................................................................................................................................................... 40

Entrepreneurial Vision ............................................................................................................................................. 42

Entrepreneurs Experience Failure ........................................................................................................................... 44

Entrepreneurs in my Industry .................................................................................................................................. 46

Entrepreneurs Speak ............................................................................................................................................... 48

Entrepreneurship Across the Industry .................................................................................................................... 50

Entrepreneurial Career Path ................................................................................................................................... 52

Examples in Entrepreneurship (video clip) .............................................................................................................. 54

Finding Your Customer ............................................................................................................................................ 56

Industry Scenarios ................................................................................................................................................... 58

Interactive Sales ...................................................................................................................................................... 60

Interview an Entrepreneur ...................................................................................................................................... 62

Library Borrowing Systems ...................................................................................................................................... 64

Logo Animation ....................................................................................................................................................... 66

Making the Cake ...................................................................................................................................................... 68

Event Information ................................................................................................................................................. 73

Additional Information or Comment ................................................................................................................. 75

Market Differentiation ............................................................................................................................................ 78

The Entrepreneurial Classroom

The Entrepreneurial Classroom series was made possible through the generous support of the American people through the United States Agency for International Development (USAID) and the Higher Education for Development (HED) program.

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Marketing Literature Creation ................................................................................................................................. 80

My Business Cards ................................................................................................................................................... 82

My Business ............................................................................................................................................................. 84

My Handbook .......................................................................................................................................................... 86

Opportunity Familiarization .................................................................................................................................... 88

Pitch Practice & Feedback ....................................................................................................................................... 90

Product Pricing ........................................................................................................................................................ 92

Professional (Expert) Services ................................................................................................................................. 94

Project Definition..................................................................................................................................................... 96

Purchasing Decisions ............................................................................................................................................... 98

Recipe Development / Troubleshooting ............................................................................................................... 100

Scout and Fix.......................................................................................................................................................... 102

Secret Shopper ...................................................................................................................................................... 104

Signature Recipe Development ............................................................................................................................. 108

Stakeholder Needs ................................................................................................................................................ 110

Styles of Service ..................................................................................................................................................... 112

Submit Design to Business ..................................................................................................................................... 114

Time, Budget, Schedule ......................................................................................................................................... 116

Time Tracking ........................................................................................................................................................ 118

Trends Impacting Business .................................................................................................................................... 120

Video Learning ....................................................................................................................................................... 122

What do you need to do this? ............................................................................................................................... 124

YouTube Video Production .................................................................................................................................... 126

Create Your Own ................................................................................................................................................... 128

Resources .............................................................................................................................................................. 132



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Notes:



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Best Tourist Route Mobile App

Discipline: Computer Programming

Type of Activity: In-class activity Research Demonstration Guest speaker Classroom discussion Meeting with web designer or mobile apps, and database people.

Recommended

Student Level:

Intermediate to Advanced

Learning Objective /

Purpose of Activity:

Prepare student to use technology to solve a problem people might have. This will get students in the mindset to approach any work they do with the goal of solving a problem.

Activity Description: Each student in class must compute the shortest route from point A to point B, where point B is a tourism area. Also identify every activity, gas station, rest area in that route. Compute the maximum cost of the trip.

Tools/Resources:

Website Discussion questions Computer lab Library databases

Time needs:

In-Class Time: Entire Semester, 10 minutes every session

Homework: Varies, but many



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Notes:



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Build a Blog Business

Discipline: Marketing/Social Media, Journalism

Type of Activity: In-class activity

Research

Classroom discussion

Recommended

Student Level:

Entry Level



Students will practice building a business and planning key elements of a blog

business.

Activity Description: Blogs are a growing way that technology is being leveraged to build individual brands

and small businesses. Blogs as businesses provide a simple, affordable and

understandable business model that students can build and test.

In this activity, students are required to use the worksheet to think and plan the

business concept of a blog.

Tools/Resources:

Website

Computer lab

Worksheet

Time needs:

In-Class Time: 1 -2 hours over multiple classes or

as a single assignment completed

inside or outside of class.

Homework: Varies by student



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Build a Blog Business - Worksheet

Name of Blog:

Audience (who will read your blog, target market):

What competitors exist?

Describe your competitive advantage.

What kind of content (product) would be on your blog?

How will you drive traffic (promotion) to your blog and build daily viewers?



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What offline strategies could help you build your brand?

What advertising networks would you join to create advertising revenue for

your blog?

What additional strategies besides advertising can help you drive revenue?

Which social media channels would you use and how (purpose) to help build

your brand?



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Notes:

Why Integrate Entrepreneurship

Faculty Spotlight

Cheryl Byrne, Business: “Many of our business students express an interest in starting their own business or we have students who in some phase of the process who want to build their business in some way. In BMG 205 (Customer Experience), students have the opportunity to share how they are incorporating the concepts into their job - whether working for a company or having their own business. When they have their own business, the sphere of influence is greater to affect change as they control the decisions.”



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Building a Network

Discipline: Any

Type of Activity: Homework assignment In-class activity Research Classroom discussion

Recommended

Student Level:

Intermediate to advanced



Increase student’s capacity to find resources and build their professional network.

Activity Description: Many industries and businesses now rely on partnership with other organizations and entities. Further, many workers desire to navigate their careers from project to project as independent contractors. In both instances, there is an increasing necessity to finding resources and building relationships with others in the same industry. In this exercise students will begin to build their industry-specific network that they can rely on as they navigate through their career. Students would first do research and create a process that they can rely on when trying to build relationships and find resources in their industry. They could then go to professional associations, tour locations, attend events, and gather data on the types of resources available to them here on campus and in the community. They should also find a way to maintain these contacts and resources in an organized way so that they can use them throughout their career.

Tools/Resources:

Help setting the whole process up, transportation, etc.

Time needs:

In-Class Time: 2 meetings over the course of the semester

Homework: Varies, based on what activities students engage in for outreach.



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Notes:



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Costing Project

Discipline: Hospitality and Culinary Arts Program

Type of Activity: Homework

Recommended

Student Level:

Entry Level



This project will give the student knowledge on how accurately estimate costs associated with a job and develop a customer quote with profit built in.

Activity Description: The student owns an upscale catering company and the instructor is the customer planning an event. The student must create a proposal, which includes menu descriptions of 3 entrees (including sides); Cost each recipe; Give the food cost in dollar amount and percentage for each entrée. Give the menu price; Labor percentage and the profit the company will make.

Tools/Resources:

Internet

Computer Lab

Expert Advice

Included Handouts:

Butcher Test Formulas

Other Helpful Formulas

Figuring Food Costs

Recipe Cost Card Example

Recipe Cost Card Template

Time needs:

In-Class Time: ½ - 1 hour Homework: 4-6 hours

Student have one week to complete

project.



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Butcher Test Formulas _________________________________________________________________________________________________

Waste % Formula: (in weight or dollar amount)

Product loss or AP Total Loss Amount $ AP Weight AP Total Price $ = Waste % = Waste % Example:

3 lbs or $10.80 8lbs $28.80 = 37.5% waste = 37.5 % loss

EP Cost Per Pound (or cost per ounce)

AP Total Price $ or AP Total Price $ Final Weight/lb Final Weight/oz = EP Cost Per lb EP Cost Per oz

Example:

$28.80 or $28.80 5 lb 80 oz = $5.76 EP/lb = $0.36 EP/oz



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Other Helpful Formulas

Food Cost $ ÷ Sales = Food Cost Percent _________________________________________________________________________________________________ (Opening Inventory + Purchases = Total Food Available) − Closing Inventory =Cost of Food Sold ____________________________________________________________________________________________________________________ Labor Cost % × Sales = Total Dollars Available For Labor ____________________________________________________________________________________________________________________ Total Dollars Available For Labor × Total FICA and Medicare Deductions _________________________________________________________________________________________________ Total Dollars Available For Labor − Deductions − Benefits = Remaining Payroll _________________________________________________________________________________________________ Remaining Payroll − Fixed Cost Payroll = Dollars Available For Variable-cost Employees _________________________________________________________________________________________________ (Dollars Available For Variable Cost Employees − Server Payroll Dollars) ÷ Average Hourly Wage Without Servers = the estimated Number Of Hours _________________________________________________________________________________________________ The Factor Method Step 1 1.00 ÷ Standard Food Cost % = Factor Step 2 Factor × Menu Item Cost = Selling Price _________________________________________________________________________________________________ The Contribution Margin Step 1 (Nonfood Costs + Profits) ÷ Number of Customers = Average CM per customer Step 2 Food Cost + CM (Contribution Margin) = Selling Price



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Figuring Food Cost Practice Sheet Calculate the missing amounts 1. Opening Inventory $1,121 Purchases $5,773 Closing Inventory $1,510

What is the Food Cost? _______________ 2. Opening Inventory $2,501 Purchases $13,989 Food Cost $10,321

What is the closing inventory? ______________ 3. Purchases $22,010 Closing Inventory $3,403 Food Cost $20,991

What is the opening inventory for this period? ___________________ What is the opening inventory for the following period? _______________

4. Opening inventory $7,659 Purchases $16,995 Closing inventory $6,271

What is the total amount of the food available? ________________ What is the Food Cost? ________________

5. Purchases $11,773 Closing inventory $3,998 Total food available $14,746

What is the opening inventory for this period? ________________ What is the opening inventory for the following period? ________________

6. Opening inventory $3,399 Closing inventory $2,801 Food Cost $18,487

What is the total food available during this period? _____________ What is the value of the food that was purchased during this period? _______________



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Recipe Cost Card – Example

Item: Pasta with Seafood Recipe Yield: 10 lbs Number of Portions: 20 Standard Portion Size: 8 oz. Cost Per Portion: Recipe Amount and Unit

Ingredients Invoice Cost Invoice unit

Recipe Cost per Pound

Recipe Cost per Ounce

Recipe Cost per Each

Extended Cost

6 oz diced onion $0.50 1 lb

2 TBSP chopped garlic $3.00 1 lb

2 oz olive oil $22.46 1 gallon

2 oz butter $105.65 36 lb case

8 oz mushrooms, sliced $12.00 5 lb case

TT salt $0.10

TT pepper $0.10

5 oz white wine $5.00 750 ml (25 oz)

8 oz tomatoes, chopped $1.00 1 lb

1 lb shrimp, peeled and deveined

$14.99 1 lb

1.5 lbs bay scallops $6.99 1 lb

1.5 lbs mussels $2.99 1 lb

1 lb clams $8.95 1 lb

2 oz parsley, fresh, chopped

$0.50 4 oz bunch

2 lbs spaghetti pasta 29.64 10 lb box

Total cost of recipe

$



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Recipe Cost Card – Template

Item: Recipe Yield: Number of Portions: Standard Portion Size: Cost Per Portion: Recipe Amount and Unit

Ingredients Invoice Cost Invoice unit

Recipe Cost per Pound

Recipe Cost per Ounce

Recipe Cost per Each

Extended Cost

Total cost of recipe

$



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Create a New Product

Discipline: Web Development


Classroom Discussion

Research

Homework Assignment

Recommended

Student Level:




Create a new product based on innovating an existing product.

Activity Description: In the context of the course, students innovate a new product based on an existing product. For example, Goal Oriented Design. Students are asked to use any of the capabilities of a smartphone to create a product that will change people’s lives. Students usually pick a topic that is very important to them, such as diabetes management. As they start to develop the product, they become very invested in the product and start to think of it as “theirs” instead of just a class assignment. Throughout the development, the instructor encourages students to actually create this product. The instructor assists students in brainstorming ways to make their product a reality.

Tools/Resources:

Internet

Computer Lab

Knowledge of how to protect student work from being used without their permission.

Time needs:

In-Class Time: Over four weeks, students receive two formal critiques, two workshops and two lectures to move their product development forward.

Homework: Varies



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Notes:



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Create a Social Entrepreneur

Discipline: Any


OR

Homework assignment

Recommended

Student Level:

Entry



To encourage students to not only consider starting a for profit business in their field,

but also consider how their business can benefit society.

Activity Description: Use the following worksheets to guide students through the exercise.

This can be assigned as an in-class activity with discussion or as a homework

assignment for students to do outside of class.

Tools/Resources:

Worksheet

Time needs:

In-Class Time: Varies Homework: Varies



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How to Create a

Social Entrepreneurial Activity!

What is an Entrepreneur?

An “entrepreneur” is a person who recognizes that people may need or want a particular product or

service and organizes and operates a business around earning money from the sale of that product or

service.

What is a Social Entrepreneur?

A “social entrepreneur” is a person who recognizes the need to solve a social problem and organizes a

business activity that earns money (or provides other resources) to help solve that problem.

Steps for Creating a Social Entrepreneurial Activity

One goal of this Workbook is to show you how to create your own social entrepreneurial activity. With

your funds, you could choose to make a donation to a charity, buy and donate supplies to a school in

need, purchase special gifts for people in nursing care facilities to brighten their rooms, or other ideas.

The bottom line is that you are using the funds to help make our world a better place.

When people set out to be entrepreneurs and start a business, they follow several basic steps (or a

“business plan”) for developing, organizing, and selling their products or services. When planning your

social entrepreneurial activity, this e-Workbook takes you through many of the same steps as a business

plan with the addition of one important step: deciding on an issue that you really care about and want to

work on. Here are the general steps you need to understand to create a social entrepreneurial activity.

Step 1) Find Your Inspiration!

A social entrepreneur’s most unique ability is to see a problem in the world and have the passion,

interest, and the belief that he or she can help solve it. But, how do you identify a social problem that

motivates you to create a social entrepreneurial activity? To begin, you need a combination of creativity

and belief in yourself.

To help you understand things that you are passionate about, complete the following topics:

a) Complete the sentence: “Imagine a day when…” (For example, “Imagine a day when there’s no

litter in the streets.”) Think about the things in our world you would like to see changed.

b) Things that I care about are… For example, “I care about animals.”



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c) For my social entrepreneurial activity, a cause that I want to support is…

Step 2) How to Identify a Charity for a Cause that I Want to Help?

There are many excellent online resources to help you easily identify a charity thatsupports a cause that

you want to help. Here’s a listing of websites that can help you identify a cause:

Charity America: www.charityamerica.com

GiveSpot: www.givespot.com

GuideStar: www.guidestar.org

Charity Navigator: www.charitynavigator.org

Step 3) What Are My Interests and Talents?

To help you think about the skills and interests that you can use in your social entrepreneurial activity,

write down your answers to the following topics:

a) What do I enjoy doing? What am I good at doing? Which of these could be part of my social

entrepreneurial project? (For example, you may love art or cooking. You may be very organized. You

may love animals.)

\

http://www.charityamerica.com/

http://www.givespot.com/

http://www.guidestar.org/

http://www.charitynavigator.org/



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Step 4) Develop a Product or Service Idea

You may already have an idea that you want to turn into a “product” (something you can sell like

lemonade) or “service” (something you can do like wash cars) for your social entrepreneurial activity,

or you may want to develop a new idea.

Use your creativity to dream up a product or service for your entrepreneurial activity.

● Here’s a list of ideas to get you thinking:

● Bake and sell homemade dog biscuits.

● Make and sell cards for holidays or other special occasions.

● Set up a lemonade stand and sell cookies and drinks.

● Make and sell photo frames.

● Create and sell laminated bookmarks using your favorite cards.

● Braid/bead and sell bracelets.

● Draw, paint, or sculpt, and sell your own masterpieces.

● Offer a dog walking service.

● Offer a yard weeding/gardening service.

a) The product or service that I would like to sell is:

b) Is my idea(s) something that people would buy? Explain.

Once you identify an idea that excites you, ask these questions:

a) Who will buy my product or who are my “customers?” Your customers could include: parents,

teachers, young kids, older kids, etc.

b) How much will your customers be willing to spend? In other words, what is the

“price” of the product. For example, do you think your customers will spend $1.00,

$5.00, or more for your product or service?

c) Where will they buy it? In other words, what is the best “location” for selling my product. For

example, if you are selling lemonade, will you set up a stand at school, in your neighborhood, or at

another place?



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d) Is there anyone like me selling the same product or service? (Also known as your “competition.”)

Step 5) Develop a “Business Plan”

A “business plan” is a list of the steps you need to take to bring your social entrepreneurial activity to

life. Below are the key parts of your plan.

-“Goal:” Your goal is a specific statement about what you hope to achieve. For example, “I will

develop a lemonade stand that will earn money for cancer research.” The goal of my social

entrepreneurial activity is:

-“Product Development:” Product development means how will you make your product or set up your

service? For example, what do you need to make great tasting lemonade? Questions to answer include:

a) What supplies do I need to make my product or set up my service?

b) What “packaging” will I use for my product or service? (Packaging means the container, wrapping,

cover, or label used to hold or identify your product or service.) For example, if you sell lemonade and

cookies, will you place the cookies in a paper bag and use paper cups for the drinks?

-“Budget:” A budget is a tool that shows how much money you earn and spend. These questions will

help you think through how much your idea will cost and how much money or “revenue” you hope to

earn.

a) How much money will you spend to develop and launch your product or service activity? (Also

known as “expenses.”) This can include what supplies you need (such as lemonade, sugar, cups, etc.) as

well as poster board (to make signs, etc.).



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b) How much money do you think you will earn after all of your expenses? (Also known as “net

profit.”)

-“Implementation:” The word implementation means the steps you’ll take for making your

entrepreneurial activity happen. Questions to ask include:

a) Do I need other people to help me with this activity? How many people? Who will help me? What are

each person’s responsibilities?

-“Marketing:” The word marketing means how you will tell your customers about your product or

service. Answer these questions:

a) What materials will you use to communicate to your customers about your product or service? For

example, will you use a poster, flyer, letter, word-of-mouth, email, a large sign, other?

b) Where will your customers see your materials (in mailboxes, sign on a street corner, flyer on a

bulletin board in the library or in a mailbox, etc.)?

-“Schedule:” The word schedule means the time it will take to make and sell your product. Important

questions to answer include:

a) How much time do you need to make your product or prepare for your service?

b) When do you plan to sell the product or service? For example, do you plan to sell it after school, on

weekends, or during the summer?



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c) How will you keep track of how many customers you have and how much money you earn? (For

example, will you keep a notebook to tally the number of customers? Will you keep a box for the money

you collect? Do you have a safe place to store the money?)

Step 6) Time for Your Activity

It’s time for you to do your activity. You have your product or service in place. You have spread the

word. And you are waiting for your first customers. Here are a few things to keep in mind:

● Stay positive!

● Be enthusiastic!

● Be patient – it can take time for people to learn about your project.

● Have fun!

● Show appreciation – thank people for their support.

● Teach – remind people what cause you are helping.

● Keep records (how many people purchased your product).

● Be prepared for the unexpected – things may not always go as planned.

● Ask for help from family or friends.

● Think about what is working and what isn’t and make needed changes.

● Take photos or video – and share your efforts.

Step 7) Evaluate Your Work

Once you’ve completed your activity, you now have a chance to think about what you did well and what

you want to improve upon the next time you do the activity. This is called “evaluation.” Questions to

explore include:

a) How many customers did I have? Did my customers like my product or service?

b) How much money did I earn?

c) What did I do with the money I earned? Who did I help? What problem did I help solve? (Also

known as “social value.”)



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Vocabulary

Following is a review of the vocabulary covered in this e-Workbook. For a fun way to learn these

words, check out the Social Entrepreneur Crossword Puzzle following the vocabulary list.

Budget: A document that shows how much your idea will cost to set up and implement and how

much you hope to earn.

Business Plan: Key steps needed to plan, set up, implement, and evaluate a social entrepreneurial

activity.

Competition: Anyone selling the same or a similar product or service.

Customers: The people who will buy your product or service.

Entrepreneur: Someone who recognizes that people may need or want a particular product or

service and organizes and operates a business around earning money from the sale of that product

or service.

Expenses: The amount of money it will take to create and sell your product or service and do the

activity.

Evaluation: After your activity is completed, look at what worked well and what needs

improvement in the future.

Goal: A specific statement about what you hope to achieve. Implementation: Taking the steps to do

the entrepreneurial activity.

Investment: The amount of money you will put toward setting up and doing your activity.

Marketing: They way you will tell your customers about your product or service. Will you use

posters, flyers, letters, word-of-mouth, email, signs, etc.?

Net profit: The amount of money you earn after your investment and expenses. Packaging: The

container, wrapping, cover, or label used to hold or identify your product. For example, if you sell

lemonade and cookies, will you place the cookies in a paper bag and use paper cups for the drinks?

Product: Something you can sell like lemonade, baked goods, or artwork.

Price: The amount of money will charge for your product or service.

Product Development: The process for making your product or setting up your service.

Revenue: The amount of money you earn.

Schedule: The timeframe you put in place to make and sell your product.

Service: Something you can do for money like wash cars, walk dogs, or rake leaves. Social

entrepreneur: A person who recognizes the need to solve a social problem and organizes an

entrepreneurial activity that earns money and other resources that help solve or improve the

problem.

Social Value: The ways the activity helped solve a problem or support a cause (such as the amount

of money raised, the number or people who were helped, etc.). References:

‘How to Create a Social Entrepreneurial activity!’, Julie Chapman & Lisa Novick,

www.YesKidzCan.com., http://www.yeskidzcan.com/files/SocEntWorkbookJune15.pdf,

© YesKidzCan!, 2011

http://www.yeskidzcan.com/

http://www.yeskidzcan.com/files/SocEntWorkbookJune15.pdf



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Current Industry Trends

Discipline: Any


Recommended

Student Level:

Entry Level



Students will develop deeper knowledge and interest (hopefully for a lifetime) in the industry. Developing the habit of staying on top of current trends can help students differentiate themselves among the competition and innovate in their field.

Activity Description: Students will research a current trend in their chosen industry and present their information to the class.

Tools/Resources:

Website Article Expert

Time needs:

In-Class Time: 10 – 15 minute per presentation Homework: 2 - 4 hours


Faculty Spotlight

Kimberly Kachadoorian, Business: “Most of the students we teach nowadays will either be entrepreneurs or will work for some type of small business or a start-up. They will need to have an entrepreneurial mindset/spirit. They need to understand all facets of business to be a success.”



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Notes:



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Customer Engagement

Discipline: Any

Type of Activity: Homework assignment In-class activity Community interaction Guest speaker

Recommended

Student Level:




Students will have the experience of working with real customers to develop a product relevant in their field. Examples include: Roll-up Sales Poster (Design), Web App (programming), Sales Strategy (sales and marketing), etc…

Activity Description: Instructor will find companies who are in need of a product within the discipline. All students will work on the same type of a product, but in small teams for many different businesses. The customers will come to class to explain their needs, students will take notes and bid on the projects they would like to work for. Students will conduct review meetings with clients prior to delivering the final product. Instructor will provide the students with a worksheet on how to conduct a customer interview and manage customer interactions.

Tools/Resources:

Website Faculty Guidance

Time needs:

In-Class Time: Whole Semester Homework: Varies by project type



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Notes:



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Customer Storytelling

Discipline: Any

Type of Activity: Homework assignment In-class activity Demonstration

Recommended

Student Level:

Entry Level



To apply communication skills to the development of business ideas.

Activity Description: Students will write and present a story about a customer who uses their product or service. The script that is presented should include a clear, demographic introduction of the customer and highlight how and why the customer finds value in the product/service as well as where the customer bought the product/service.

Tools/Resources:

In-class Presentations (short)

Time needs:

In-Class Time: Varies. Most of the time in class is

spent on student presentations.

Homework: Varies



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Notes:



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Design and Pre-Press Checklist

Discipline: Graphic Design

Type of Activity: Homework Assignment

Research

Demonstration

Field visit to printing companies

Recommended

Student Level:

Intermediate level



Create a design that is print ready by making sure that all printing press related issues are checked and solved.

Activity Description: When preparing your designs for printing it does not matter how creative and good your design is if it was not setup properly for printing. This activity will focus on creating a check list for graphic designers that want to see their digital designs being transformed into printed material, it will discuss all issues related to colors, paper sizes, font types, image resolution, paper types and other general issues. To take the assignment further instructors may also assign students to create a website that will automatically notify students if they missed anything from the check list once the design is uploaded to the website.

Tools/Resources:

Website

Computer Lab

Time needs:

In-Class Time: 3 hours Homework: 6 hours



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Notes:



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Design Challenge

Discipline: Web Design & Development

Type of Activity: In-class activity Research Classroom discussion Critiques Quick Pitch

Recommended

Student Level:

Advanced



Pitching Skills, Be Better Than The Next Guy

Students will compete against each other to “out design” the other student. Two students will redesign the same Web site and pitch their final designs to a

client.

This will help students within the same discipline develop the skills necessary to “win” work.

Activity Description: Two students will be assigned the same Web site or digital artifact to redesign to a client’s specifications. The instructor will document the client specifications and act as the client in critiques. Each student will be challenged to create a redesign that resolves the client’s redesign project the most successfully. Through feedback, critiques and rework, each student will be able to present a refined solution at the quick pitch. The students will pitch their redesign solutions to the client who will then select the “winner”. At the conclusion of the activity each student will explain their creative process to the class and present their rationale for their design solution.

Tools/Resources:

Clients Alternately, the instructor or other students can serve as the client.

Time needs:

In-Class Time: Six class session over 3 weeks Homework: 12-15 hours



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Notes:



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Disapprove then Improve

Discipline: Construction / Engineering

Type of Activity: Homework assignment In-class activity Research Community interaction Classroom discussion

Recommended

Student Level:

Intermediate



The students are required to use valid data and solid research to find a problem with a currently accepted practice in the industry and offer an alternate, hopefully better, solution.

Activity Description: 1) Students must identify and explain a currently used practice in their area of study. They must properly identify the problem the current practice addresses.

2) Students will then develop a new solution that solves the same problem as the current practice.

Example: In civil engineering and construction students can research soil components and the impact of using different types of soil in concrete footings and foundations of buildings. Each student group should identify one practice in the process of building foundations to focus on. The instructor should be correcting their methods or suggesting better and cheaper ways of researching throughout the semester.

While students do not always find correct answers the effort the students put in it allows them to believe they can do something unique in their field. The activity also introduces students to research habits and practice looking at problems in new ways. These skills will benefit students choosing to open a business.

Tools/Resources:

Website Articles Discussion questions Library databases

Time needs:

In-Class Time: Several weeks during the semester,

including a 10 – 15 minute progress presentation each week.

Homework: 2 - 4 hours each week



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Notes:



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Dream Business

Discipline: Accounting

Type of Activity: Homework assignment In-class activity Classroom discussion

Recommended

Student Level:

Entry Level



To have students think about what type of business they might like to start and make the study of sole proprietorships more interesting to students.

Activity Description: Part 1—Have students identify a business that they would like to start. Students also name this business. A homework assignment works best so students have time to think. Part 2—Throughout the term, use the various businesses that students have chosen in class notes, quizzes, and tests. Part 3—For financial statement preparation project, use standard trial balances, but have students use their business’ name for all statements and their last name for capital accounts. In Class Work: Part 1—Name and describe a business you would like to start Part 2—Using student’s businesses in class notes and exams Part 3—Having students use their business in their preparation of financial statements. Homework Part 1—15-20 minutes Part 2—none for student Part 3—part of financial statement preparation project—1-2 hours

Tools/Resources:

Computer lab

Time needs:

In-Class Time: One semester Homework: 3 hours



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Notes:


Faculty Spotlight

Michael Naylor, Music/Per. Arts/Global Culture: “Making a "life" or building a career - more than at any other time -- cannot be done within the confines of degrees and certificates. We now need to "find a place" for our talents and interests -- in most cases, create a "living". I model the creation of multiple disciplinary ePub (media enhanced epublications), and encourage students to develop key [entrepreneurship] skills: discipline/regimentation, creative exploration, project planning and group project implementation.”



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Entrepreneurial Vision

Discipline: Any

Type of Activity: Homework assignment Research Classroom discussion

Recommended

Student Level:

Entry Level



Many students begin school with a dream of using their discipline to open a small business, but most do not know what that really looks like. This activity will help them pull their creative thoughts together and put them on paper. This will start them thinking realistically about their entrepreneurship goals. Putting it on paper is the first step in making the vision “real”. As they move and evolve through their academic program their vision will also evolve.

Activity Description: The students will type a 300 – 500 word Vision Statement. This vision should be very detailed with information such as the type of business, location, demographics of the location, and discipline-specific details. For instance a bakery would require a menu and décor/ambiance. Encourage the student to be as creative as possible with this information, such as writing it the form of a story.

Tools/Resources:

Website Computer lab Library databases

Time needs:

In-Class Time: 30 minutes for examples and later, in-class discussion.

Homework: 2 -4 hours



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Notes:



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Entrepreneurs Experience Failure

Discipline: Any

Type of Activity: Entry Level

Recommended

Student Level:

Homework assignment In-class activity Research



To expose students to entrepreneurs and the value of failure in building successful ventures.

Activity Description: Students will be prompted to create a list of 5-7 entrepreneurs (they can be industry specific). Students will research each entrepreneur and identify failures each entrepreneur experienced as they built their businesses (or other failed ventures). Students will select one failure story and turn it into a role play to share with the class. The class should follow-up the role play with a class discussion about failure and its valuable role in learning and acquiring tolerance for risk. The initial research process could be a written assignment(s) that is turned in for part of the grade.

Tools/Resources:

Discussion questions Library databases

Time needs:




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Notes:



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Entrepreneurs in my Industry

Discipline: Any

Type of Activity: Homework assignment In-class activity Research

Recommended

Student Level:

Entry Level



To expose students to entrepreneurs in their industry or area of interest.

Activity Description: Students are prompted to complete industry research as follows: 1. Define the industry in which they are interested. 2. List 2-3 companies in the industry. Could require at least one global company. 3. Research the entrepreneurs who started each of the businesses. 4. Choose one entrepreneur to research further, answer the following questions:

a. What problem was the entrepreneur solving at the time of the business startup?

b. What innovations and/or markets were created from the business at startup?

c. Profile the entrepreneur and his/her background and previous successes and failures.

d. Discuss the challenges the entrepreneur has overcome. This assignment should require 4+ outside resources that should be listed as part of the assignment.

Tools/Resources:

Library databases Faculty may choose to host a class session in the WCC library with a research librarian guiding the students through market research strategies.

Time needs:




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Notes:



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Entrepreneurs Speak

Discipline: Any

Type of Activity: Guest speaker Classroom discussion

Recommended

Student Level:

Entry Level



Students will have an understanding of the entrepreneurial process and will appreciate entrepreneurship as a way of making a living and enhancing self-worth.

Activity Description: Invite a guest speaker from an industry related to the course. Ask the guest to address the students regarding their personal experience and the process of entrepreneurship. Students will be asked to prepare for each speaker by having questions ready. These sessions are intended to be interactive rather than one way lectures.

Tools/Resources:

Discussion questions

Time needs:

In-Class Time: 1-2 hours in one class session Homework: none



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Notes:



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Entrepreneurship Across the Industry

Discipline: Any


Recommended

Student Level:

Entry Level



To expose students to entrepreneurs in their industry or area of interest and for the student to identify gaps/opportunities within an industry. This assignment should be done in conjunction with the Entrepreneurs in My Industry assignment.

Activity Description: Students are prompted to complete industry research as follows: 1. Define the industry in which they are interested. 2. List 2-3 companies in the industry. Could require at least one global company. 3. Detail the products/services each of the companies provides and the

problems they solve. Discuss the value proposition that each company provides.

4. Think about the gaps/opportunities that exist in the industry. What types of products/services are not currently being offered? What type of innovations could be competitive in the industry to meet consumer needs? Analyze and discuss.

This assignment should require 4+ outside resources that should be listed as part of the assignment.

Tools/Resources:

Library databases Faculty may wish to hold a class in the library with a librarian guiding the students through effective market research strategies.

Time needs:




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Notes:



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Entrepreneurial Career Path

Discipline: Any

Type of Activity: Homework Assignment

Research

Recommended

Student Level:

Entry Level



This assignment will introduce to students the idea that they can become entrepreneurs

within their discipline. Student will start the assignment with their current skill and

experience as the “starting point” and create a pathway for their career that culminates

in opening a business in their field.

Activity Description: Students will conduct research on careers in their field that will prepare them to open a

business. Students will then write a 500 – 750 word document explaining their career

choice in the industry and the path/paths they will need to take to start their own

business.

Students are encouraged to consider skills they may need in starting a business that are

not included in the curriculum and find resources to address those skill gaps.

Tools/Resources:

Internet

O*Net Online

Time needs:

In-Class Time: One class period Homework: 2 hours



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Notes:


Faculty Spotlight

T. Dubiel, Nursing: “Let's reach out and instill a spirit of collaboration in our classrooms. Our Entrepreneur Center offers a window into WCC departments, programs, disciplines and local businesses. These exciting resources will motivate our students, enrich their learning and inspire business ideas. The possibilities are endless! The nursing department recently partnered with the WCC improvisational drama class to act out patient scenarios. These videos will will be used in our health care classes as case studies. We also discussed the possibility of the actors contracting with health care programs to act as professional patients, in a paid position. These students now need advice on how to market themselves.”



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Examples in Entrepreneurship (video clip)

Discipline: Any

Type of Activity: In-class activity Video Clip

Recommended

Student Level:

Entry Level



To expose students to entrepreneurship activity and examples while introducing course concepts.

Activity Description: The instructor identifies videos that relate to course content (not entrepreneurship). Video clips may come from reality or sitcom television shows as well as movies. Shows like Restaurant Impossible, Shark Tank and Good Wife cover industry and general concepts while providing students with a glimpse into the mindset of entrepreneurs. Examples: Shark Tank episode where business owner insisted on manufacturing products in America provided great lecture material for unit on ethics and/or globalization. Other Shark Tank episodes that have been used highlight eCommerce and SEO as well as closing strategies for sales people while innately highlighting entrepreneurship.

Tools/Resources:

Website

Time needs:

In-Class Time: 15 – 30 Minutes Homework: n/a



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Notes:



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Finding Your Customer

Discipline: Any

Type of Activity: Homework assignment In-class activity Research Community interaction

Recommended

Student Level:

Entry Level



For students to consider how to market products and services in their industries in new,

specific ways.

Activity Description: Today, marketers have become much more effective in reaching specific target markets. Old marketing channels (TV, radio, newspaper) are giving way to new ideas and ways to reach customers. Students need to consider new marketing channels that will reach the largest audience possible for their products and services. In developing their strategy students may wish to consider companies that might be interested in promoting their product, how they could reach those companies and what types of marketing tactics will be used in promoting the products and services to the public.

Tools/Resources:

Website Discussion questions

Time needs:

In-Class Time: 1-2 class sessions – depends on how many students are in the class that need to present

Homework: 8-15 hours



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Notes:



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Industry Scenarios

Discipline: Any


Classroom discussion

Recommended

Student Level:

Entry Level



This will encourage students to provide new ideas, approaches, improvements and

solutions to situations that occur within their industry as well as help students develop

better problem solving skills. Students will examine skills and techniques taught in

class through a new lens.

Activity Description: Instructor will provide a number of “real life” scenarios related to the discipline being

taught. For example a culinary/hospitality course might focus on customer service or

product quality. The students will then brainstorm a number of ways that the particular

scenario could be handled focusing on skills taught in class. Instructors may ask the

students to:

Develop new approaches that have not been used in the industry.

Approach the problem from a specific audience, for example: as the company

owner, as the customer, as a supervisor having to report to a vice-president,

etc…

Demonstrate how techniques or skills taught in class can be applied to the

situation.

Tools/Resources:

Development of scenarios.

Discussion questions specific to the industry and relevant to the direction the instructor

wishes the students to take.

Time needs:

In-Class Time: 1 – 2 hours, depending on the

number of scenarios presented.

Homework: none



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Notes:



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Interactive Sales

Discipline: Any

Type of Activity: Homework assignment Research Community interaction Demonstration

Recommended

Student Level:




Create an interactive presentation to present and sell your idea.

Activity Description: Movement creates interest, capturing the full attention of an audience during a presentation is the main goal for every presentation. And since the typical PowerPoint presentation are recently being considered static, old fashioned and boring to most people, the idea of creating presentations that contain animated objects and interactive buttons and layouts makes a lot of sense and will help students present and market their ideas in a better and interesting way. Students will develop an interactive presentation to sell an idea they have. Encourage students to be creative. Their idea can be for a new social movement, to promote a product they particularly like using, or showcase ideas they have for a business. Students with a variety of technical skills can accomplish this by using technology appropriate to their program and skill level. For instance animation students can be required to use animation in selling their idea. Business students might use Prezi.

Tools/Resources:

Computer lab video tutorials Blog on PowerPoint Alternatives: http://www.powtoon.com/blog/10-best-powerpoint-alternatives/

Time needs:


http://www.powtoon.com/blog/10-best-powerpoint-alternatives/



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Notes:



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Interview an Entrepreneur

Discipline: Any

Type of Activity: Homework assignment Community interaction

Recommended

Student Level:

Entry Level



Students will have an understanding and an appreciation for entrepreneurship as a way of making a living and enhancing self-worth.

Activity Description: Students will interview a local entrepreneur in an industry related to the course. This can be done as an individual assignment or team interviews. The instructor can provide interview questions or develop questions as part of a classroom discussion. Students will write a paper introducing the entrepreneur to the instructor. The focus of the paper can be to tell the overall story of the entrepreneur or focus on one piece of the entrepreneur’s story, such as:

Convincing others to believe in your idea.

Who did they ask for help?

What sacrifices did they make in personal/professional life to start this business?

What was the process they went through from the idea to the first customer? How long did it take?

Tools/Resources:

Expert

Time needs:

In-Class Time: Varies depending on assignment Homework: 4 hours (1 – 2 hours for interview and 2 hours for assembling the information and writing a paper)



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Notes:


Faculty Spotlight

Derek Anders Jr., Culinary Arts and Hospitality Management: “I believe that we are seeing a change in the world. More and more people are looking at different opportunities and prospects toward expressing their career related passions for themselves. The "traditional" working for an employer model is not quite as self-fulfilling for the more independent thinker and doer. The advancement of technology, and respective tools, is truly a catalysis towards an individual’s desire to work for themselves. Within Culinary Arts and Baking and Pastry Arts, we are finding that there is a significant population of students looking to create opportunities of self-employment for the endeavor of turning their craft into a deliverable, and ultimately a sufficient income. …[In] the spirit of collaboration we find ourselves acting on the opportunity to work with other departments on campus to draw the inspiration needed for our students to access resources that they will need to make their entrepreneurial dreams a reality.”



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Library Borrowing Systems


Type of Activity: In-class activity Research Community interaction Demonstration Classroom discussion

Recommended

Student Level:




Introduce students to the idea that technology can be used to solve problems in the marketplace.

Activity Description: Currently, there are no mechanisms in countries like Jordan for borrowing textbooks. College and university students are all required to purchase textbook. Although this does exist in the United States, this project is help students understand how new ideas start and to build something that they currently take for granted but will be a game changer for others. The assignment teaches students that the world is bigger than what they experience on a day to day basis and that they might need to look to other markets to create value in the marketplace. The instructor will present the problem that many students find the cost of textbooks prohibitive when attending colleges and universities. The idea of developing a system to allow borrowing or renting text books will be introduced by the instructor. Students will then be tasked with developing a computer program that will meet the needs of the marketplace and solve the problem of high cost textbooks.

Tools/Resources:

Website Computer lab Library databases Software

Time needs:

In-Class Time: The whole project lasts throughout the term

Homework: Several hours



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Notes:



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Logo Animation

Discipline: Digital Media Arts


Recommended

Student Level:

Entry Level



Develop a useable logo animation for video or the Web.

Activity Description: Create an animated logo for your new company’s Website. “A good logo is distinctive, appropriate, practical, graphic and simple in form, and it conveys the owner’s intended message. A concept or “meaning” is usually behind an effective logo, and it communicates the intended message.” SOURCE Create a logo animation that is simple, memorable, and unique, using any of the software available. Formats for export – export to movie file, .swf The following resources could be provided to students for research:

• Logo Design Tips by Steve at The Logo Factory

A great post outlining some very helpful logo design tips.

• How NOT to design a logo from Web Designer Depot

An article outlining ways not to go about getting your logo designed.

• Iconic Logo Designers by David Airey

A mini-website of some of the world’s most iconic logo designers.

• 45 Rules of Creating A Great Logo Design from Tanner Christensen.

A fairly accurate list of “logo design rules.” Take it as a guide only.

• 80 Beautiful Typefaces for Professional Design

A classic from Smashing Magazine. A thorough list of classic typefaces.

• The Ultimate List of Logo Design Resources by Just Creative Design

If you are looking for logo resources, this is the place to go.

Top 10 Logo Design Inspiration Galleries by Logo Designer Blog

A list of the top 10 recommended logo design inspiration galleries

Tools/Resources:

Website Computer lab

Time needs:

In-Class Time: 4-5 class periods Homework: 24 hrs

http://www.smashingmagazine.com/2009/08/26/vital-tips-for-effective-logo-design/

http://www.thelogofactory.com/logo_design.html

http://www.thelogofactory.com/

http://www.webdesignerdepot.com/2009/01/how-not-to-design-a-logo/

http://www.webdesignerdepot.com/

http://www.logosdesigners.com/

http://davidairey.com/

http://www.tannersite.com/rules-of-logo-design/

http://www.tannersite.com/

http://www.smashingmagazine.com/2007/08/08/80-beautiful-fonts-typefaces-for-professional-design/

http://justcreativedesign.com/2008/12/02/logo-design-resources/

http://justcreativedesign.com/

http://logodesignerblog.com/top-best-10-logo-design-inspiration-galleries/

http://logodesignerblog.com/



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Notes:



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Making the Cake

Discipline: Culinary Arts, Baking & Pastry

Type of Activity: In-Class

Homework

Research

Recommended

Student Level:




By developing a new client intake form for a cake business students will leave the class

with a practical tool that will enable them to start a small cake making business.

Activity Description: Students are provided examples of client intake forms and then are asked to create their

own. The instructor acts as a client for each student in the class. Students guide the

client through the intake process to understand and agree upon a cake that will be made

for an upcoming event.

The student’s final project is making the cake. Grading is in part determined by how

well the cake represents the needs and desires of the client.

Tools/Resources:

Client Intake examples

Time needs:

In-Class Time: 1 class session to provide

assignment, 2-3 class sessions for

completing the cake

Homework: Varies



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EXAMPLE 1:

Today's Date _______ __Wedding Date___ _______ _ Bride's Name

__________________________________________ Groom's Name__________________________________________ Address____ ____ _____ __ ______ Daytime Phone Number ____ Evening Phone Number___ ___ Fax Number___________________ E-Mail _________________________________Wedding Date_______________ Time of Wedding _________________________________ Venue Address____________________________________________________________ Reception Venue ________________________________ Time_________________ Cake Set Up Time Contact Person at Venue Site________________ Phone Number _________________ Cake Information: Number of servings ______________________ Shape of layers: _Round _Square _Rectangle Combination _Custom Sizes: Round or Square: 4', 6', 8', 12', 14', 16' Rectangle: 4'x6', 6'x9', 9'xl3', ll 'xl5', 18'x24' Number or tiers _____ Stacked: Yes No Columns: Yes No Cake Flavors: __vanilla __chocolate __lemon __coconut _ _ banana _ _strawberry ___red velvet __expresso __almond __carrot __Italian C r e a m (carrot and Italian cream cost extra) Cake Filling Flavors: _raspberry _lemon pineapple _strawberry _buttercream Frosting Type/Flavor : __Buttercream __Cream Cheese __Chocolate Butter Cream __Fondant Do you have a photo of cake design? If so, please bring to the consultation. Description of cake __ __ __ _______________________ Description of decorations _ _________________ Frosting color Accent color __ __ _ ___ Flowers: __ Buttercream __ Fondant __ Royal __ Gum paste __ Fresh __Silk Fresh flowers f r o m ________________________________________________________



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Tier 1 (Base)

Tier 2

Tier 3

Tier 4

Cake Price Total . . . ...... ... ... .....$ _

Equipment Deposit(s)* ......... ...... .....$ _ _

Subtotal ......... ...... .....$__ _

Cake Deposit Paid (50%) . ..... ... ............$ Date Paid _

Balance Due (no later than I month before the wedding) $ _ Date Due _

_ •Requi .red with Final balance. Dcposll forfeit for aU items are not returned within 7 du

Cleared payment of the entire balance must be received by the due date shown above in order for work on your cake to

be completed. In the event of non-payment of the balance, we reserve the right to consider the order cancelled and the

deposit forfeited. Cake orders which are cancelled at short notice (within one month of the event date) will still be

charged for in full, as we are rarely able to rebook dates at such short notice.

Ifyou have concerns, or questions, at any stage, please do not hesitate to contact us directly.

"I agree to the terms set out in this contract and agree that I am the person responsible for all payments and decisions regarding this cake order."

Date:_ Signature: -----------------------------

Address: _ _ ___

EXAMPLE 1 (cont.)



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TERMS

I . Your initial deposit reserves your event date and is non-refundable.

2. We must receive the balance by the due date indicated or contract is null and void, and deposit will not be refunded.

3. The date of your final payment is the final date for any changes of size, style or flavors of the cake. Any changes requested after

this date cannot be guaranteed and may be subject to additional charges.

4. Delivery and set up is -,---...,.----:----::--=-----:---.,....--.,.-------::--:--::--...,...,.:--------:-- 5. We are not responsible for any damage to the cake after setup is complete. You are responsible for providing an appropriate and

secure table and environment for the cake(s). Cakes are heavy and require a sturdy table, and optimal room temperature of 75 degrees

or

below.

6. If flowers are provided by an outside source, we will arrange up to 25 sterns free; $l for each additional stem. You acknowledge

th.at fresh flowers are not a food produce, and may contain pesticides , insects, dirt, or other contaminants .

7. Ifyou, or your representative, elect to pick up and set up the cake, you assume all liability and responsibility for the condition of the cake once it leaves · possession.

8. On occasion we will photograph our cakes and we reserve the right to use any photographs for display or promotion without

compensation to you. 9. Our products may contain, or come into contact with, milk, wheat, nuts, soy, and other allergens. You agree to notify your guests of

this risk and hold us harmless for allergic reactions.

EXAMPLE 1 (cont.)



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Consultation Form

EXAMPLE 2:



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Ravenwood Bakery - Event Consultation

Contact Information: Primary Contact: ------------------------

Email: ----------------------------

Phone: ------------Best Time to Call: ---------- Address: ---------------------------- RoIe: ----------------------------- Alternate Contact: ------------------------ Email: ----------------------------- Phone: ------------Best Time to Call: ---------- Address: ---------------------------- RoIe: -----------------------------

Event Information Type of Event: _

Event Date: ----------Event Time: ------------ Event Venue: --------------------------- Venue Address: -------------------------- Number of Guests: Final Count: (2 weeks prior): _

Event Planner: ---------Phone: --------------

Event Date:



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The Cake

Do you have a photo(s) of the cake you would like for the event? _ Yes No

Please describe your ideal cake for this event:

Would you like an additional cake (i.e. Groom's cake, Children's cake, Cupcakes,

Allergy concerns) for the event? _ Yes No

Consultant's Notes: (Also refer to cake design sheet) Cake Type: Cake Shape: Number of Tiers: Other:



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Vendor Contacts

Event Coordinator: ---------Phone: ----------

FIorist: Phone: ----------

Caterer: Phone: ---------- Venue Manager: Phone: _

Additional Information or Comment



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Cake Design -Sketches and Description Side elevation Top Decoration

Frosting Type

Froatingfla\lllT" -------- frosting Colar.i _

T1B1t __ ___ Frusting Type

Frostingfla\lllT" __ _

Frosting Colar.i -------

Layer Fla.var Layer Fla\lar

Filling Flavor Filling Flamr-

Layer flavar

Layer Flavor

FiUing Flll\10r FiUtngf,!nw

Layer Flavor

Layerf'L..wr

Filling Flamr- Filling Flavm-

Layer Flavar Layer Flavor

TID"it frosfingType

Frosting Flavor -------

Frosting Colar.i--------

TW'# ----- Frosting Type Frosting Fl.awr _

Frosting Colar.i--------



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Cupcake Design

Frosting Flavor

Frosting Color

Decoration

Filling Flavor Cake f'lavor

Frosting Flavor

Frosting Color

Decoration

Filling Flavor Cake flavor



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Market Differentiation

Discipline: Any


Recommended

Student Level:

All



Students within the same discipline will gain the understanding that they must set themselves apart from the competition if they are to be successful in owning a business. Students will identify and document a unique market segment that they are qualified to enter.

Activity Description: Each student in class must identify a unique market segment that they can shape a business around. No two students in the class may have the same market segment. When students identify a segment that they believe is unique they will inform the instructor and will create a one-page opportunity identification document that details why they specifically are capable of going after this segment. If multiple students identify the same segment, the instructor will bring those students together to work it out. At the conclusion of the activity each student will explain their business segment to the class and present their rationale.

Tools/Resources:

None

Time needs:

In-Class Time: One 3-hour class session Homework:



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Notes:



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Marketing Literature Creation

Discipline: Any

Type of Activity: Homework assignment In-class activity

Recommended

Student Level:

Entry Level



Create marketing literature for business idea that can be used to obtain customers.

Activity Description: It is important that entrepreneurs clearly define their ideas and the value it provides potential customers. To develop their business idea and test their marketing message(s), students should choose to create and complete a website, brochure or PPT presentation that can be used to solicit customers.

Tools/Resources:


Time needs:




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Notes:



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My Business Cards

Discipline: Graphic Design

Type of Activity: Homework assignment

Recommended

Student Level:

Intermediate



Students will learn how to take a vague, but well-known idea and turn it into a product. All students will leave the exercise with a personal business card and business name.

Activity Description: Each Student will receive a sample of up to 8 business cards the instructor feels are well designed and well thought out. The assignment is for the student to design a business card with all its necessary components for their own business. To accomplish this the student will need to develop a name and logo in addition to designing the business card. Students will be graded on having all the necessary components for a business card such as name, logo, contact information, and how the design communicates the business.

Tools/Resources:

Computer lab Sample Business Cards

Time needs:

In-Class Time: 4 weeks to one semester Homework:



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Notes:



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My Business

Discipline: Any


Recommended

Student Level:

Entry to Intermediate



Introduce students to basic introductory questions they will be faced with if they decide to start a business.

Activity Description: Students will write a paper answering the following questions.

1- Describe the business you would like to start? 2- What products or services will the business offer? 3- What other businesses already exist that might be similar? 4- What makes your business different than the similar businesses? 5- Who are the customers for your business? 6- How will you get start-up funds for this business? If you need a loan, where

will the money come from to pay the loan payments?

This exercise can be conceptual to introduce the students to the types of questions they might need to answer to start a business. In this instance the grading would be more reflective to the students thought process instead of whether the information is factually-based. Alternately, this could be a research project. The time needed, the focus of the class, and the level of students should be considered when deciding how in-depth to make this assignment.

Tools/Resources:


Time needs:

In-Class Time: Varies, depending on depth of

project.

Homework: Varies, depending on depth of

project.



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Notes:


Faculty Spotlight

Kelley Gottschang, Web Design & Development: “The future of business, either your own or work for someone else, is innovation. I think that entrepreneurship and having the attitude that the answer is internal rather than external is key. If you own your own company, you have to constantly innovate, take risks, fail and start over again. I believe business today are looking for their employees to have that work pattern as well.”



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My Handbook


Type of Activity: Homework assignment Research Community interaction

Recommended

Student Level:

Intermediate



Simplifying complex construction / engineering language into something lay persons understand will help students starting a business communicate more effectively whether they are contracting, consulting, or working with private clients.

Activity Description: In courses where students to learn about the tools used in construction, the way they are used, preserved, are removed.

1) Students are asked to create a small handbook that explains to those not in the field the processes they are studying. Students are asked to use simple and understandable words.

2) The project requires the students to do research in addition to what is taught in class including identifying and asking people working in the field. They will take the research and put it into their own works when describing the process and materials used for a specific project.

For students starting a business this exercise will help them develop the language necessary to market that company to individuals outside their field. It will also assist them when bidding on projects where the purchaser is not as high in technical skills as themselves. At the end of term each term the handbooks can be saved by the instructor as a starting point for the students in the next semester. By providing examples or asking the students to improve the handbooks they are using critical thinking skills and applying them to their discipline.

Tools/Resources:

Website Articles Library databases

Time needs:

In-Class Time: n/a Homework: This is homework that may take the

entire semester.



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Notes:



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Opportunity Familiarization

Discipline: Any

Type of Activity: Research Community interaction Guest speaker Classroom discussion

Recommended

Student Level:

Advanced



Help students think more clearly about their life after graduation, by considering technical skills and problem solving abilities necessary for working in their field or starting their own business. Student will make use of their technical skills while focusing on solving an industry problem. In the process they will practice managing their time and considering a budget.

Activity Description: 1. Students identify a simple need in their industry by researching and/or talking to people in the field.

2. Students then research the skills necessary to solve the need and propose a solution to the problem.

3. Students may buy some components needed in their projects, if applicable, to become familiar with the procurement process in their industry.

To take this a step further, students could be asked to create their solution using the technical skills in their field. For instance computer programming students could build an app or advanced manufacturing students could machine a part.

Tools/Resources:

Website Computer lab Expert Optional: Work with the entrepreneurship center to have top students participate in a student expo.

Time needs:

In-Class Time: One 3-hour class session for

introducing the project plus

presentation time at the end of the

project.

Homework: varies



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Notes:



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Pitch Practice & Feedback

Discipline: Any

Type of Activity: Homework assignment In-class activity

Recommended

Student Level:

Entry Level



To apply communication (persuasion) skills to the development of business ideas.

Activity Description: Being able to “sell” an idea and “pitch” it to an audience is an important interpersonal skill. Students will write a pitch for their business idea and receive feedback from the class/group using the Pitch Practice & Feedback Form. Each student will write their pitch. The pitch should be given to (exchanged with) 2-4 classmates to provide feedback. The owner of the pitch will take the feedback and re-write the pitch. This process can be repeated multiple times until the pitches are complete or the process could be used as a starting point for additional activities. Elements of a strong pitch (possible lecture): clearly state the line of business and its value to customers, how will the company get off the ground, what is the businesses’ geographic reach, what unmet need does your business fill, what is your competitive advantage, include market research about market size and competitors, discuss profit potential and how the business will grow.

Tools/Resources:


Time needs:

In-Class Time: Varies, depending on how many times students revise their pitch.

Homework: Varies



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Pitch Practice & Feedback Form Entrepreneur:

Business Idea:

Product or Service?

Pitch Draft:

Feedback: Name: __________________

Feedback: Name: __________________

Feedback: Name: __________________

Feedback: Name: __________________



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Product Pricing


Type of Activity: Research

Homework

Student Level: Entry to Intermediate



Simple Assignment for discovering pricing in a region.

Activity Description: Often, contractual or freelance artists are faced with a pricing dilemma. How do they price their services? There are many ways to answer this question, but one of the simplest is to see what competitors are charging in the market and adjust according to skill level/experience. Students will research the price of similar services in a given city/area. This will require some creativity, as not all companies will publish their rates directly. Ideas to help guide students:

• Web research – this is the easiest, but probably least helpful step. Perform a Web search for companies that perform the service that you’re interested in. Compile a table of published prices.

• Direct contact – e-mail, phone, or speak in person to a company representative. Ask for pricing information directly.

• Research companies that are not physically in the market that you’re researching, but are in similar markets. So while you might find many animation companies in Grand Rapids, Michigan, for instance, you might instead find a company in another mid-sized Midwestern town like Omaha, Nebraska, that might help.

• Contact site owners that facilitate contract work. Plenty of Web forums exist where artists and customers connect to do business. Their moderators and admins can be great resources, as they spend a large amount of time working with freelancers.

Tools/Resources:

Internet

Experts

Faculty may choose to host a class session in the WCC library with a research librarian guiding the students through market research strategies.

Time needs:

In-Class Time: 1 hour Homework: 4 hours



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Notes:



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Professional (Expert) Services

Discipline: Any

Type of Activity: In-class activity Classroom discussion

Recommended

Student Level:

Entry Level



To put students in the role of entrepreneur/consultant and practice the execution of professional services and use of appropriate skills.

Activity Description: Students serve as consultants on a variety of real projects. Projects should be defined by the organization and presented to the class. Students should be provided the opportunity to ask questions of the clients. The instructor should define a timeline for project due dates and check-ins. There may be a report and/or PPT presentation to the client. In addition to the project, coaching and discussion on client management, interpersonal skills, presenting/selling ideas and pricing services should be ongoing prompts as students “check-in” on project progress. In situations where there may be multiple projects, time management should be discussed as well.

Tools/Resources:

Website Lecture on managing clients, pricing services, interpersonal skills, selling ideas.

Time needs:

In-Class Time: Ongoing/Various Homework: Ongoing/Various



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Notes:



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Project Definition

Discipline: Any

Specifically helpful in marketing classes with social media component.


Recommended

Student Level:

Entry Level



For students to practice planning and completing a defined project with a clear objective. The project allows students to understand the need to be entrepreneurial as a skill (even if working for another company).

Activity Description: Students are required to complete a proposal that outlines the project. The proposal must include clear objectives and deliverables that will be submitted by the due date. Final project items will be submitted with a cover sheet. Students are empowered to use projects that interest them including work projects or their own business ideas to develop. ASSIGNMENT DETAILS: Project proposal should be 1-2 pages and include the following: An overview of what you will be doing, the company (even if one will be created) and the current situation. Students can propose to build something from the ground up or fix something that requires updating. Projects may only be the planning or a project or strategy, implementation is not required for the assignment. For courses with a social media component: The project should relate to social media and apply at least two or more of the channels/operational concepts from the course.

Proposals should include objective(s) (why are you doing this, what problem is it solving, what is the ultimate outcome).



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Project Definition – page 2

Final Report Cover Sheet (should include the following):

1. Project Objective

2. Description

3. Tasks Completed (what was done to meet objective)

4. Results (was the project objective met?; include links)

5. Lessons Learned (personal summary of project and results – what was

learned)

Additional handouts, reports or plans to support the objective should be attached to the cover sheet.

Tools/Resources: Internet

Time needs:

In-Class Time: Four class sessions up to one semester, with approximately an hour spread across classes for student questions.

Homework: 8 – 10 Hours



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Purchasing Decisions

Discipline: Hospitality Management

Type of Activity: In-class lecture and discussion

OR

Research

Homework Assignment

Recommended

Student Level:

Entry level



To introduce students to the types of decisions a business owner will have to make in

terms of how to best use resources, which in this case are financial resources.

Activity Description: Students need to decide whether to buy a dishwasher or use manual washing techniques

to operate the service area of their new corner city café.

The café can seat 30 tables. It is open from 6am to 5pm closed on Saturday and Sunday

and is located near a university and local business offices. The café intends to offer

some outsourced pastries in addition to the coffee menu.

Students need to determine what is more financially viable for the business; a

dishwasher or manual washing techniques. In determining financial viability students

should consider the cost of the dishwasher, time saved using dishwasher, salary of staff

manually washing dishes, the volume of dishes that will need to be washed, and other

factors.

Students will be graded, in part, by how many factors they correctly identify in their

analysis.

Tools/Resources:

Internet

Computer Lab

Discussion Questions

Time needs:

In-Class Time: 2 hours Homework: 1 hour



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Notes:


Faculty Spotlight

Jennifer Baker, Photography: “The most successful photographers working today are self-employed. When a business or an individual needs a photographer, they are looking to hire someone who not only has the photographic skills to do the job, but also the communication and business skills to conduct the transaction in a professional manner. In our Portfolio Seminar class students are required to prepare professional materials (resumes, business cards, websites, etc.) and to use them while making professional contacts with professionals in the field that can help them reach their goals as they transition out of school.”



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Recipe Development / Troubleshooting

Discipline: Hospitality and Culinary Arts

Type of Activity: In-class activity Classroom discussion

Recommended

Student Level:

Intermediate Level. Students need an understanding of baking science.



To encourage creativity and to foster confidence through recipe troubleshooting, and to generate ideas. Students will be encouraged to develop ‘ownership’ of the recipe process to enhance the learning experience.

Activity Description: This is an in-class/lab activity. Students will work in groups to collaborate. Students will be given a recipe that does not work well or is not consistent. As groups they will troubleshoot using their baking science skills, correct the recipe, mix, and bake the final product for success. Note: The Instructor will be active in the troubleshooting discussion for each group to help guide them in the right direction. Instructor will supply the recipes.

Tools/Resources:

Pastry Lab and equipment.

Time needs:

In-Class Time: 4 hours Homework: n/a



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Notes:



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Scout and Fix


Type of Activity: Homework assignment Research Community interaction

Recommended

Student Level:




To be able to detect structural problems, identify the reason of them, and suggest solutions.

Activity Description: Students are asked to consider the effects that nature and use have on structures and the best way in solving such problems.

1) Student’s use the semester's to go out and look for structural defects (ex: cracks, rust, falling paint, etc…) and document them by taking photographs.

2) Then they identify the why such defects may have occurred which requires investigating the surroundings and possible researching causes.

3) Students will propose a solution that is current industry standard practice taking cost into consideration. The instructor may wish to put a budget on the fix.

Students should be encouraged to think of themselves as a small company asked to correct the structural problems, they are supposed to think of the correct reasons of the problem and recommend the fastest, the least expensive and the most productive method in solving the problem. This project may include a student presentation where the student does a ‘sales presentation’ to convince the customer that their choice is the best way to solve the problem.

Tools/Resources:

Website Articles Library databases

Time needs:

In-Class Time: n/a Homework: Students will do all work outside of

class over a semester.



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Notes:



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Secret Shopper

Discipline: Hospitality and Culinary Arts

Type of Activity: Homework assignment Classroom discussion

Recommended

Student Level:

Entry Level



For students to be able to identify and recognize several key components and considerations of running a bakery business.

Activity Description: Students will visit at least two (2) small retail bakeries of their choice. Students will be given a handout titled “The Secret Shopper”. This activity consists of several questions and considerations for them to observe while they are visiting these bakeries. Please see attached assignment.

Tools/Resources:


Time needs:

In-Class Time: 1 hour class discussion of their findings.

Homework: 3 – 4 hours



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THE SECRET SHOPPER Bakery Merchandising and Management The first part of this assignment is to visit at least 2 bakeries of your choice, and be sure to take notes at the time of

each visit. Below is a list of things I would like you to observe at each retail bakery you visit.

The second part of this assignment is to write a 300 – 500 word document addressing these topics and your

experiences of both bakeries. We will share and discuss our experiences in class.

1. Location of the Bakery

Name and address

What time of day was your visit?

Describe the area… is it on a busy street, or tucked away?

Do you think the bakery is in a good location? Why or why not?

Parking?

Was it easy to find?

Based on the location, who are their customers are (demographics)?

2. Ambiance and Décor

What was the “feel” of the place when you first walked in?

Did it smell like a bakery?

Décor…was it too much/too little/just right? Explain

Seating for customers?

Was it noisy or quiet?

Was there music?

3. Marketing/Advertising

How did you find out about this Bakery (reputation, online, drive-by etc.)?

Do they have printed material for you to take?

How did they display their products?

Do you think this bakery markets itself well?



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THE SECRET SHOPPER – page 2

4. Sanitation

Counters

Display cases

Floors

Restrooms

Employees – did they practice serve safe?

Windows

5. Customer Service

Were you greeted or at least received some eye contact when you walked in?

Was it busy or slow?

Was the owner or an employee helping you?

Were they knowledgeable about their products?

Did they “sell” their products?

Give over-all rating 1-10 on your experience with the customer service.

6. Menu and other services

Type of bakery.

Do they have a “Niche”?

What type of baked products do they offer?

Was the menu clear?

Do they sell products other than baked goods?

List any services they provide, such as delivery.

What item/s did you purchase? Describe products and rate 1-10.

Finally, tell me if you would recommend this bakery to your friends/family. Why or why not?



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Notes:



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Signature Recipe Development

Discipline: Culinary, Baking & Pastry, Hospitality Management


Research


Recommended

Student Level:

Entry Level



Develop student’s skills in personalizing an original recipe without changing original

identity of the dish. Personalizing a recipe into a signature dish will help students

differentiate themselves in the job market. If they choose to start a business it will

provide them with the skill to differentiate their products.

Activity Description: All students in the class are given the same basic recipe. For example, a classic

cheesecake recipe. The students are asked to research ways to make this classic recipe

into their own signature recipe. After having the written recipe approved by the

instructor students will test the recipe by making it during class.

The instructor may wish to conduct a tasting in a competition format to determine the

best signature recipe.

Tools/Resources:

Internet

Cooking / Baking Equipment

Discussion Questions

Time needs:

In-Class Time: 1-2 class periods Homework: 1-2 hours of research and planning



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Notes:



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Stakeholder Needs

Discipline: Any technical field


In-class activity

Community Interaction

Recommended

Student Level:

Intermediate



For technical students to learn to develop solutions that meet the needs of customers, not only that demonstrate their technical skills.

Activity Description: Prior to starting a new project students will experience the process of identifying all stakeholders for the project. Student will be assigned different stakeholders to interview with a goal of understanding the problems that the proposed technical solution will solve. Instructors will guide brainstorming session to identify project stakeholders. Then, the instructor will lead students through the development of a questionnaire for students to use during interviews. Students will divide up stakeholders and each interview at least one stakeholder using questionnaire. Throughout the project students will refer back to determine if project is meeting the needs of various stakeholders. This activity can be combined with the Customer Storytelling activity. If this approach is taken, students will develop a customer story for all stakeholders, not just customers. They will then determine if the problems they are solving will solve the problems of each stakeholder group.

Tools/Resources:

Time needs:

In-Class Time: 30 minutes for stakeholder identification 30 minutes for questionnaire development 1-2 hours for classroom discussion about findings

Homework: 3-4 hours



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Notes:



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Styles of Service

Discipline: Culinary Arts and Hospitality Management


Recommended

Student Level:

Entry level



Students will understand which styles of service fit different situations. Specifically, students will need to evaluate the styles of service against a new catering company. This gives students experience making the types of decisions that a business owner has to make before opening their business.

Activity Description: In groups, students need to identify the current styles of service, focusing on those preferred in the industry. And then students will determine which style should to be used for their new catering company. Students may also discuss:

Which service styles more suitable for our current life styles and what personalities should the service crew should have.

Are the traditional service styles still suitable for today’s lifestyles?

Student groups will present their findings to the class.

Tools/Resources:


Time needs:

In-Class Time: 10-15 minute presentation per student

Homework: 4 hours



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Notes:


Faculty Spotlight

Kiela Samuels, Pharmacy Technology: “I have been encouraging students to take advantage of the entrepreneurial center … Last semester I had a pharmacy technician to talk about new guidelines for hazardous drugs. She has created her own consulting company to assist compounding pharmacies to prepare for accreditation which include the new rules … I give many examples of my years of experience as a pharmacy owner and I still do consulting. Examples of consulting activities I've participated in: guest lecturer, presentations at conferences, expert witness for drug court cases, medical consultant to NASA, academic detailing. SO MANY OPPORTUNITIES!”



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Submit Design to Business


Type of Activity: Homework assignment Community interaction

Recommended

Student Level:

Advanced



Submit a redesign of an existing website to the company who owns it.

Activity Description: In the context of the course, students redesign existing Web sites to current Web standards. These are often amazing updates to the current site. Students then submit their redesign to the companies. The students will present a design package to submit to the business to give students exposure to real world businesses. Students will ask the company if they would like to hire them to implement the redesign. The students will hopefully get some feedback from the companies. The best is that they will get hired to do the design, if not that, they may get feedback on what the company did or didn’t like but not get the work, and lastly, and the worst case scenario, is that they hear nothing at all. In any case, they will learn how to “cold call” their design to a company and try to solicit work.

Tools/Resources:

Knowledge of how to protect student work from being used without their permission.

Time needs:

In-Class Time: The redesign is a class project that is completed over three weeks, they will then submit a design package of their work to the company, prep time would be around 2 weeks.

Homework: varies



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Notes:



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Time, Budget, Schedule



In-class activity

Recommended

Student Level:

Advanced Most appropriate in an advanced, capstone, or portfolio course.



Learn to budget time effectively, meet deadlines, and manage a large project. These are some of most difficult skills that visual artists have to have to be successful: how to develop an idea, estimate delivery dates, and follow-through on a scale larger than a normal assignment.

Activity Description: PHASE I) PRE-PRODUCTION Summary – What is the overall piece going to be about? Summarize this and sell it in a short paragraph. Research – Research similar projects, styles, and portfolios. Storyboard – Create a full storyboard of the project. Schedule – This part is extremely important, and takes work and judgment by the instructor. The instructor will provide due dates for milestones and the finished product, and the student will outline expected progress for each milestone. The instructor must help manage expectations effectively at this point, and help the student set realistic goals for each. Once this is set and signed, this becomes the grading rubric for the milestone portion of the class.

PHASE II) PRODUCTION, MILESTONES Milestones – Periodic due dates as determined by the instructor and the student. Some may be in the form of group critiques, and some may be individual critiques. It’s very important that for group critiques, students are trained on how to do them correctly. Students are to be judged not only based on quality of the work, but also on meeting self-imposed deadlines. Milestones also provide effective feedback for students when attempting to create a piece that stretches over a semester. This should help alleviate problems with procrastination and time management. Production blog – create a blog using a pre-existing blog software to track your progress, and explain the process. Each milestone should have a corresponding blog entry. This may be used both for reference and in student’s milestone presentations.

PHASE III) FINAL PRODUCT

Time needs:

In-Class Time: Semester-long activity Homework:



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Notes:



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Time Tracking

Discipline: Any

Type of Activity: Homework assignment Classroom discussion

Recommended

Student Level:

All – recommended to be used and several levels so that students can see a change as they become more proficient in their field.



Students will gain an understanding and appreciation for the amount of billing time would be reasonable for a variety of tasks within their discipline. This is a very important skill for entrepreneurs so that they can make a profit.

Activity Description: Instructors will supply students with a time tracking table that must be turned in with each assignment. Students will break down the project as they see fit and track the time it takes them to complete each part. At the end of the semester students can develop a price sheet for each “product” that is the result of the assignments they have completed. The instructor will lead a discussion around the variance of student prices and how this would impact each student is they were a business. In advanced courses students can submit a time estimate at the beginning of their projects. Part of their grade can be determined by how closely their real time matches their estimates. In any class this activity can be used for one project or a part of every projects students complete.

Tools/Resources:

Time tracking worksheet

Time needs:

In-Class Time: Semester long Homework: Varies



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Notes:



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Trends Impacting Business

Discipline: Any


Recommended

Student Level:

Entry Level



By researching and sharing trends impacting business, students will be introduced to the industry and current trends. They will develop an interest (hopefully for a lifetime) in the industry and encourage following current trends. Students will develop awareness about how looking at trends can impact the success of the business.

Activity Description: Students will select or be assigned on trend relevant to their industry. They will research the social, economic, and business impacts of their assigned trend. Instructors can assign the whole class one trend, especially if it has a major impact on the industry, or allow small groups of students to research different trends. Student presentations or a classroom discussion about their findings can help students learn from each other.

Tools/Resources:

Website Article Computer lab

Time needs:

In-Class Time: 1-2 class sessions, 10 – 15 minute presentation per student

Homework: 2 - 4 hours



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Notes:



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Video Learning

Discipline: Construction or Engineering

Type of Activity: Homework assignment Research Community interaction Classroom discussion

Recommended

Student Level:

Intermediate



To allow students put their own ways of explaining problems, using their own words and ideas to simplify complicated construction / engineering problems.

Activity Description: As students learn about the tools used in construction, the way they are used, preserved, are removed (ex: formwork, tiles, electricity and pipes, etc….) this activity provides them a chance to engage with professionals in the field to understand a stage of construction.

3) Student are asked to choose one of the topics provided by the instructor. Students choose their own group of 2-4 students to work with.

4) As they visit construction worksites, they ask the professionals about the problems that may arise in reference to their topic and the solutions that are best to apply. Groups will video tape their visit to the construction sites.

5) Each group will take a lead role in class discussions about their assigned topic. In addition, each group will present their video and discuss the problems they faced and what they learned.

Groups are encourages to bring samples from the construction site, if possible, and try to connect class learning with the field experience they attained.

Tools/Resources:

Video camera (phone, tablet)

Computer

Time needs:

In-Class Time: The whole project lasts throughout the term and begins with a 2-hour lecture. 10-15 minutes per student presentation.

Homework: Varies, but significant



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Notes:



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What do you need to do this?


Type of Activity: In-class activity Research Demonstration Classroom discussion

Recommended

Student Level:




Help students understand that databases exist to solve problems. Students also learn how the design of the database is important for efficiently analyzing the data. A full understanding of data as a decision-making tool will equip students to make data-driven decisions in their jobs or when starting a business.

Activity Description: Each student in class must fill in the database with the information required for a certain task to be done. For example, to renew a passport, what are the exact steps that must be taken? Many people spend hours looking for the answer to common every day questions. They must sort through millions of websites or ask friends, often times getting different answers that end up costing time and money. Student who learn to build a database to collect and analyses solutions can apply this strategy in any personal or professional situation.

Tools/Resources:

Website Discussion questions Equipment Computer lab Library databases

Time needs:

In-Class Time: Entire semester, 10 minutes every session

Homework: 1 hour a week



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Notes:


Faculty Spotlight

Lisa Veasey, English: “I don't teach entrepreneurship in my classes, but I think offering courses in this area is important for a variety of reasons. First, I think many students (and people in general) have excellent, innovative ideas but they don't know what to do with them. Second, some say that start-up businesses make up the largest area of growth in our economy, but for a variety of factors (some preventable, some not), many of them fail. Teaching these concepts might reduce the failure rate. Finally, many good ideas become great when people with similar interests work together. Creating a place for this collaboration to take place would be ideal.”



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YouTube Video Production


Type of Activity: Homework assignment Research Community interaction Demonstration On set filming

Recommended

Student Level:

Intermediate



Students will use YouTube to share their work and be introduced to the ways in which this type of activity can generate revenue.

Activity Description: YouTube is one of the leading entertainment channels worldwide and it would be no wonder if they became the number one destination for everyone who seeks creative videos and entertainment and maybe make some good money without the need of flashy producers and production companies. Students will be taught and asked to create low budget video production and add it to their own YouTube channel and seek ways to make their channel as active and known as possible. Students will be trained on the different aspects of video production from how to come up with an interesting idea and script, operating cameras, editing videos, creating proper lighting setup to managing audio and finalizing the production. Business aspects of the production will be discussed to add an extra depth to the exercise.

Tools/Resources:

Website Equipment Computer lab

Time needs:




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Notes:



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Create Your Own

Discipline:

Type of Activity:

Recommended

Student Level:



Activity Description:

Tools/Resources:

Time needs:

In-Class Time: Homework:



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Create Your Own

Discipline:

Type of Activity:

Recommended

Student Level:




Tools/Resources:

Time needs:




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Create Your Own

Discipline:

Type of Activity:

Recommended

Student Level:




Tools/Resources:

Time needs:




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Create Your Own

Discipline:

Type of Activity:

Recommended

Student Level:




Tools/Resources:

Time needs:




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Resources ENTREPRENEURSHIP CENTER AT WASHTENAW COMMUNITY COLLEGE

The Entrepreneurship Center at Washtenaw Community College is a meeting place to connect student and community

entrepreneurs with resources and professional assistance to bring ideas to market. Along with offering free workshops

and market research assistance, the Center acts as a resource hub and no-cost coworking space for entrepreneurs and

prospective entrepreneurs.

Visit us at: ec.wccnet.edu

Listing of Events/Workshops:

http://ec.wccnet.edu/entre-learning-resources/events-workshops/

Online Business Assistance Form:

https://wccpriorityone.wufoo.com/forms/business-assistance-request/

For Business Tip sheets:

http://ec.wccnet.edu/resources/one-pagers/

For Market Research - The Easy Way:

http://ec.wccnet.edu/entre-learning-resources/market-research/

WCC Business Courses:

Credit Courses:

http://ec.wccnet.edu/entre-learning-resources/college-credit-courses/

Noncredit courses:

http://ec.wccnet.edu/entre-learning-resources/non-credit-courses/

WCC BAILEY LIBRARY

The Bailey Library strives to support and enrich the academic goals of all WCC students, faculty and staff by selecting

and purchasing print and electronic resources, providing formal and informal research instruction, facilitating access to

library resources and services, and cultivating a space for collaborate work.

The Entrepreneurial Classroom LibGuide

http://libguides.wccnet.edu/entrepreneurship

Additional Library Resources and Services for Faculty

http://www.wccnet.edu/resources/library/forfaculty/

Library Liaisons to Academic Departments

http://www.wccnet.edu/resources/library/forfaculty_liaisons/

Biz Resource Center


MICHIGAN SMALL BUSINESS DEVELOPMENT CENTER AT WASHTENAW COMMUNITY COLLEGE http://www.wccnet.edu/workforce-development/sbdc/

http://ec.wccnet.edu/

http://ec.wccnet.edu/entre-learning-resources/events-workshops/

https://wccpriorityone.wufoo.com/forms/business-assistance-request/

http://ec.wccnet.edu/resources/one-pagers/

http://ec.wccnet.edu/entre-learning-resources/market-research/

http://ec.wccnet.edu/entre-learning-resources/college-credit-courses/

http://ec.wccnet.edu/entre-learning-resources/non-credit-courses/

http://libguides.wccnet.edu/entrepreneurship

http://www.wccnet.edu/resources/library/forfaculty/

http://www.wccnet.edu/resources/library/forfaculty_liaisons/


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The Entrepreneurial Classroom

Documents

Transcript of The Entrepreneurial Classroom