IDAHO
Brigham Young University - Idaho
Mark Nygren, Business Management Instructor
Brigham Young University - Idaho
407 Smith Building
Rexburg, ID 83460-0800
208-356-1846
Fax: 208-356-1525
Email: nygrenm@byui.edu
Web site: www.byui.edu
Focus: University business program
Abstract: The Business Management program serves upper and lower division university students. We work with the SIFE students to share entrepreneurial education with elementary, secondary, and at-risk students.
The BYU-I Entrepreneurial Program includes five courses in entrepreneurship: Entrepreneur Skills, New Venture Creation, E-Commerce, Financing New Ventures, and the Entrepreneur Lecture Series.
We hold an annual Entrepreneurial Conference as well as providing an Entrepreneurial Certificate program for upper division students.
We also have an Integrated Business Core Program for a select group of junior level students. They take three classes together: Financial Management, Organizational Behavior, and Marketing Management. At the same time they take New Venture Creation, which is a practicum where the students form and operate a real business entity. There is also incorporated one additional service-learning practicum where the companies use the skills they have obtained to benefit the community as a socially responsible manner.
Idaho State University
Virtual Economics/Center for Economic Education
Susan J. Jenkins, Director
Center for Economic Education
Idaho State University
Box 8059
Pocatello, ID 83209-0001
Focus: K–12 Teachers
Geographic Area: Available to anyone at a reasonable purchase
price
Products and Services: Interactive CD-ROM
Age Level: Grades K–12
Key Partners: National Council on Economic Education
Abstract: The purpose of "Virtual Economics" is to provide a comprehensive approach to teaching economics. "Virtual Economics" is an interactive CD-ROM that functions like a knowledgeable librarian and includes over 150 documents and 30,000 pages. All materials are coded, cross-referenced for access to any topic, and categorized by grade level. The program provides teaching strategies, content, information, definitions . . . everything needed to teach economics or incorporate economic units into entrepreneurship curriculum.
The Virtual Economics CD-ROM opens with a self-guided tour of the 3-D "Interactive Center for Economics." This includes a "gallery" of exhibition rooms featuring fundamental concepts, macro-, micro-, and international economics. Users can take as much or as little time as necessary to explore and learn at exactly the depth desired. Many of the materials on the CD may be printed for educational purposes.
"Virtual Economics" will run on any computer with at least a double-speed CD-ROM drive, Windows 3.1 or Macintosh II (System 7.0 or later) system with at least 8MB of memory, a 13" color monitor, a sound card, and speakers. It is designed with vivid full-color graphics, three-dimensional settings, newsreel footage, films, and photographs. It also includes voices of those who have made economic history, as well as those who have been affected by it.
The possibilities for using this resource among the participants are multiple. Ultimately, the user determines what they need and in how much detail. The program allows mix and match to create individualized lessons. Implications for consideration include classroom teaching, teacher education (preservice), teacher training (preservice), research, and individualized training, tutorial, and instruction.
This project was published by EconomicsAmerica: The National Council on Economic Education and the Nebraska Council on Economic Education with funding from the National Science Foundation.
The Center for Economic Education at Idaho State University is affiliated with "Economics America" (the National Council on Economic Education), a nonprofit network of over 300 affiliated state councils and local centers. Its mission is to insure that every young person in America understands essential economic concepts, is able to use economic ways of thinking and problem solving, and has a solid grasp of the nature and structure of the national and global economy.
ILLINOIS
Community High School District 99 South
Paul Krick
Business Teacher
Community High School District 99 South
1436 Norfolk
Downers Grove, IL 60516
630-795-8614
Fax: (630) 795-7197
Email: pkrick@csd99.k12.il.us
Website: www.csd99.k12.il.us
Focus: Students to start their own business.
Geographic Area: Illinois
Age Level: Juniors and seniors who are inclined to enter the work force rather than go on to a 4-year
college.
Abstract: Student must have a job that allows them to work, on average, 15 hours per week.
Classroom time is used to evaluate students in the area of workplace skills. Entrepreneurship is included with these skills.
Community High School
Photography Class
Charles J Hlavaty Jr., Instructor
Community High School Dist 99 Downers Grove North
4436 Main Street
Downers Grove IL 60515
630-795-8400,
Fax 630-795-8499
Email: chlavaty@csd99.k12.il.us
Focus: Exploring entrepreneurial careers in photography
Abstract: Students in grades 9 - 12 take a Photography class to learn about black and white photography, 35 mm photography, and some digital photography. The class teaches taking pictures, film development, enlarging prints, darkroom techniques and mounting the finished product. Students learn about careers in photography. We invite professional photographers to share how they got started in the photo profession.
Students talk to professional photographers about how to earn a living through photography. Guest speakers share how to get started in the business, and how they got started. Students enter their photo work in contests and display photographs in art shows. This year Downers Grove North and I entered into an agreement with the Great American Bagel to display the students' pictures, enabling some of them to sell their photos while still in school.
Diamonds in the Ruff Children's Society
Bronzeville Business Academy
Deveda E. Francois, Founder
Diamonds in the Ruff Children's Society
3517 S Calumet Avenue
Chicago IL 60653
312-791-9724
Email: BRONZEVIL1@aol.com
Website: www.diamondsintheruff.info
Focus: Inner-city youth and community development
Abstract: Diamonds in the Ruff is a nonprofit organization
geared toward the interest of children and youth. The Bronzeville
Business Academy is a program that is community based under the auspices
of Diamonds in the Ruff. It is designed for business development in
a community undergoing major revitalization. It is focused
around developing and highlighting the history of Bronzeville
through youth enterprises.
Our program was created to promote self-sufficiency through active
participation in a community that houses the highest concentration
of public housing in the nation, and high drop-out and unemployment rates.
Our youth remain community and culturally connected but with a global
focus. They share in the responsibility of self and community pride.
Bronzeville was once a self-contained community prior to integration.
and to be an entrepreneur was the norm in this community. Many African-Americans migrated from the South, and entrepreneurship ran through
generations of families.
Bronzeville is also known for its many historical sites and beautiful
architecture. Tourism has been an industry working its way into the
Bronzeville community. Additionally, the nation's largest (the
world second largest) convention center sits at the entrance of the
Bronzeville community. Our youths have observed the problems in
their community and are striving to turn them into positive opportunities.
We have developed a working mentor/protégé relationship
with an 18-year-old local travel business located in Bronzeville.
Our youths are developing historical tours of Bronzeville showcasing
the homes of the late Louis Armstrong, Ida B. Wells, Joe Louis, Dr.
Daniel Hale Williams, and many others. These tours are marketed to the
conventioneers who are visiting Chicago and patronizing the Convention
Center. Many other Chicagoans are fascinated by the history of Bronzeville
and the architecture. Therefore, there is a constant influx of interested
groups.
The program works in collaboration with the local schools. Each young
participant qualifies to earn (mandatory) school community-service points.
The businesses are developed and run by our young entrepreneurs. Those
who decide not to become entrepreneurs are still beneficiaries of business
training.
This program is to assist in the re-development of the Bronzeville
community with new and young ideas, giving youths the opportunity to
be active participants in the development of community in which they
live. Components covered in the training are: self-esteem/self-awareness and assessments; conflict resolution, customer service, peer support and mentoring, community pride for global opportunities, business etiquette, production-vs.-consumption, wealth building, negotiations, budgeting, marketing, management planning, and technical assistance.
Students of BBA get to experience the fun and fast-paced environment
of running a real business. Youths direct every step of the business
process, from planning and designing products to marketing finished goods.
BBA gives youths the opportunity to learn practical business skills
in areas such as strategic planning, economics, computers, and management. Also,
our students get the opportunity to take field trips to visit businesses
around the city and meet business owners to learn more about how they
are operated. Our goal is to be community based with a global perspective.
Ella Flagg Young Elementary School
Integrating Entrepreneurship Education with Work Experience/Career Exploration Program
Almetris Stanley
Ella Flagg Young Elementary School
1434 N. Parkside
Chicago, IL 60651
773-534-6200
Fax: 773-921-8521
Email: almetris@aol.com
Focus: Students 14 or 15 years old
Abstract: Work Experience Career Exploration Program (WECEP)
is an intervention program
designed to keep students enrolled and actively involved in school.
Studies has proven that
students are more likely to graduate from high school if they are enrolled
in programs like WECEP.
Students must be 14 or 15 years of age. Teacher-coordinators select
counsel and place students in
suitable jobs that comply with child-labor laws. Recently, entrepreneurship
education has proven
to be a vital link to WECEP.
The Work Experience Career Exploration Program has successfully integrated
entrepreneurship
education into its curriculum. WCEP is a state-approved work training
program that provides
students 14 and 15 years of age with skills necessary to enter a gainful
occupation and an
opportunity to explore career possibilities. Entrepreneurship education
has provided WECEP an
opportunity for students to create opportunities for themselves.
Elmhurst College, Center for Business & Economics
Dr. Ronald A. Romba
Assistant Professor, Coleman Grant coordinator,
Small Business Institute Director
Elmhurst College, Center for Business & Economics
190 Prospect Avenue
Elmhurst, Illinois 60126
630-617-3120
E-mail: ronaldr@elmhurst.edu
Focus: Four-year liberal arts college
Geographic Area: Illinois
Age Level: College Students
Abstract: Elmhurst College is a four-year liberal arts college serving
both traditional and non-traditional learners. It is located in a western
suburb of Chicago and has a diverse student population. The Elmhurst College
Entrepreneurship Program provides a variety of opportunities for students
interested in the exciting field of entrepreneurship. Both internships and
scholarships are available to students. An on-going series of entrepreneur
workshops help entrepreneurs launch their ventures and successful entrepreneurs
are brought to campus to campus to share their exciting stories with students.
Formal coursework is available for students.
The program also encourages "entrepreneurship across the liberal arts"
by exposing non-business students to successful entrepreneurs who have liberal
arts backgrounds, not business backgrounds. A school-wide, community-wide
entrepreneurship conference is hosted at the school each spring and is run
by the students. Prominent entrepreneurs hold sessions with students, alumni,
and community members to share their stories and advice.
Grayslake Community High School
Jerry Allen, Teacher
Grayslake Community High School
Grayslake, IL, 60030
847-223-8621 x1540
Fax: 847-223-8690
Email: bigbear@techheadnet
Focus: High school grades 11 and 12, regular or honors-level
students
Abstract: In this high school class, students study job interview
techniques before using these
skills to create corporate teams. Once teams are set, they do units
in teaming, quality (TQM by
Deming), and business plans. Students then select a market, and produce
and sell a product. After
production and sales, the corporation "closes out". The final
team activity of the year is the annual
meeting, which is planned and delivered by the student teams. During
the last quarter of the year
students read books from leadership authors other than Deming, and then
compare authors.
Students run the corporations with the teacher as a coach. In 10 years,
no corporation has lost
money. Students planned and delivered annual meetings with the school
administration, board of
education, community leaders, members of the chamber of commerce, and
parents as the
audience.
Unique features of the program include: successful corporate ventures; student-designed and run annual meeting; and emphasis on real-life skills such as team building, resume writing, and interview skills.
Humphrey Middle School
Young Entrepreneurs Club
Lloyd Z. Pierce, Industrial Technology Teacher
Valley View District 365-U
Humphrey Middle School
755 Luther Drive
Romeoville, IL 60441
630-972-9240
Email: Piercelz@365u.will.k12.il.us
Focus: Consolidated district serving two high schools and four
middle schools
Abstract: Lloyd Pierce is the industrial arts teacher delivering
instruction to sixth, seventh, and eighth
graders at Humphrey Middle School. The school's principal noted, "Pierce
is the driving force at
Humphrey Middle School, exploring the possibilities, energizing the
students, and orchestrating the
very first 'E' club at our school."
Not only has Pierce started an E Club at his school, he is also integrating
entrepreneurship into the
curriculum. Students went to their first entrepreneurship conference
last fall. Since then they have
contacted several wholesalers and are looking forward to their first
sales fair.
Pierce has been chosen to train other teachers throughout the district
on how to add
entrepreneurship to their programs. He has been trained to teach entrepreneurship
through classes
conducted by the Illinois Institute for Entrepreneurship Education.
Joliet Junior College
A Career Pathway for Disconnected Youth
Betty Lorch, Teacher/Coordinator
Joliet Junior College
1215 Houbolt Road
Joliet, IL 60431
815-280-2407
Fax: 815-744-2594
Focus: Secondary/post-secondary education
Abstract: The Illinois State Board of Education provides youths
who do not complete high school
access to the comprehensive school-to-work system in Illinois (Education-to-Careers).
The Early
School Leaver Program is designed for 16-to-21-year-olds who reenter
Education-to-Careers to
complete the secondary level of education and obtain work-based learning
experience through
cooperative vocational education. Within the career development class,
the youths prepare for the
work-based learning experience and explore career pathways.
Through the implementation of the entrepreneurship education component,
the youths have the
opportunity to learn about entrepreneurship as an option for a career
pathway. One of the first
schools to not only implement the entrepreneurship education program
but also to network with
both the secondary and post secondary systems was Joliet Junior College.
The
teacher/coordinator of the program has been active in furthering partnerships
for entrepreneurship
education in the Joliet area.
The Early School Leaver Program sought the assistance of the Illinois
Institute for
Entrepreneurship Education for the preparation of the teacher/coordinators
as entrepreneurs
themselves and as instructors of entrepreneurship education.
Lake Forest College
The Global Business Plan: An Experiential, Student-Centered Project
Les R. Dlabay, Associate Professor of Business
Lake Forest College
555 N. Sheridan Road
Lake Forest, IL 60045
847-735-5145
Fax: 847-362-8604
Email: dlabay@lfc.edu
Focus: Junior-senior high school; community college; four-year
college-university.
Abstract: As students prepare for employment in small and medium-sized
enterprises, awareness of exporting and importing opportunities is vital.
This student-centered, multi-disciplinary instructional experience provides
students with an opportunity to plan and implement a global business
plan. Instructional resources for this project include field research
activities, videos, speakers, interviews, and Web research.
The goals of this academic experience are to:
- Develop an awareness of exporting and importing business opportunities
for small and medium-sized enterprises.
- Involve students in a team project for planning, researching, implementing,
and assessing an international business plan.
- Integrate the use of field-based instructional strategies and resources
when teaching international business plans.
The results of this instructional experience include:
- A comprehensive business plan with written descriptions
of the elements described in the "Elements of the Global Business
Plan" section.
- An in-class presentation or student-created video highlighting
the key points of the business plan with product samples, field research
interviews, and proposed promotions.
- Student-created newsletter or Web site with key points of
the business plan and e-commerce applications.
- A poster seminar session in which students present highlights
of their business plans to other students, faculty, representatives
from business, and the people from the community.
Les Dlabay teaches in the Department of Economics and Business at
Lake Forest College, Lake Forest, Illinois. Dr. Dlabay has presented
several hundred workshops and seminars in over 20 states to academic
conferences, businesses, and community organizations. He served on committee
of the National Business Education Association for development of National
Curriculum Standards for International Business.
Morton East High School
Students Make Money With Free Computers
David N. Finkel, Director
Morton East Cyber Service
Morton East High School
2423 South Austin
Cicero, IL 60804
773-508-5273
Fax 773-508-5275
Email: davef@suba.com
Focus: High school entrepreneur leadership training and community-based organizations
Abstract: A band of high school students started an after-school
program with 100 donated computers in June 1998 and have developed the
Free Community Computer Program, which will expand to 13 sites serving
over 200 elementary school students for the summer 2000 program.
The students have built or upgraded more than 150 computers for the
school, set up a shop selling refurbished computers, and developed the
Free Community Computer Program for three community after-school programs.
This free community program provides free computers, technical support,
and student teachers who teach computer introduction and typing. Something
special happens when students become teachers.
The Cyber Service is now expanding into a Council of School Based Enterprises,
a business incubator. New businesses starting up, using the computer
lab and Cyber Service as a base, include firms offering accounting and business services,
and The Green Team, a horticulture/landscaping unit.
David N. Finkel is an independent consultant and director of the Morton
East Cyber Service. The Cyber Service milestones include two statewide
awards and a full-page article in the Cicero Life newspaper.
This program was initially funded by three different grants. The Urban-Rural
Opportunities Grant was the first and primary source, with additional
help from Education to Careers and Job Training Partnership Act. Most
current government grants have sunset dates; that is, at the end of
five years (a common grant length) a program must find a way to pay
for itself. The good ones survive. A very entrepreneurial problem—
when seed money runs out, an entrepreneur must find a way to keep going.
The students are organizing into a presentation team to begin building
contributions (tax deductable) from the community. The goal, a necessity,
is to become self-sufficient in two years.
The Cyber Service is a prototype program designed by www.unitedexchange.com
to be easily and inexpensively copied and adapted to any community situation
where a group is interested. It is part of a community-building project.
North High School (Downer's Grove)
Management and Entrepreneurship Project
Tim Tilton, Business Teacher
Community High School District 99
North High School
Downers Grove IL 60516
630-271-6499
Fax 630-271-6548
Email: ttilton@csd99.k12.il.us
Focus: Use of "Where's the Dough," a business plan
board game developed by North Central College as part of a high school
business course on entrepreneurship.
Abstract: Students in the management class at North High School
had a special unit stressing the elements of entrepreneurship. Areas
of study included "developing a business plan," marketing,
distribution, operations, and principles of finance.
To introduce each element of entrepreneurship, students played a game
designed by college students from North Central College. The college
students and their instructor worked with students and their teacher
to develop a business plan based on lessons learned from the game, "Where's the Dough." The project was developed with funding from the
Coleman Foundation.
Northwestern University
School of Law, Small Business Opportunity Clinic
Thomas Morsch, Senior Lecturer and Director
Small Business Opportunity Clinic
Northwestern University Law School
357 East Chicago Avenue
Chicago, IL 60611
312-503-0321
Fax: 312-503-8977
Email: tmorsch@law.northwestern.edu
Web site: www.nwu.edu/small-business
Focus: Entrepreneurship and the law
Abstract: The entrepreneurship program at Northwestern University
School of Law, of which the Small Business Opportunity Clinic is the
centerpiece, has been in operation for three years. It is offered for
JD and JD/MBA candidates. The program includes a seminar entitled "Entrepreneurship
Law and Practice". It also involves externship placements at
area law firms and service organizations, and the SBOC, a student-based
clinical program providing affordable legal assistance to startups,
entrepreneurs, and not-for-profit organizations of all kinds.
Thomas Morsch, a long-time leader in the Chicago community, is the
founder and first director of the program. In its first two years of
operation the program has provided practical, hands-on training to more
than 125 of the nation's top law students, and has given low-cost legal
help to more than 100 clients.
South High School (Downer's Grove)
Management and Entrepreneurship Project
MaryAnn Sisul, Business Teacher
Community High School District 99
South High School
1436 Norfolk St.
Downers Grove IL 60516
630-271-6599 x397
Fax 630-271-6548
Email: msisul@csd99.k12.il.us
Focus: Use of "Where's the Dough," a business plan
board game developed by North Central College as part of a high school
business course on entrepreneurship.
Abstract: Students in the management class at South High School
had a special unit stressing the elements of entrepreneurship. Areas
of study included "developing a business plan," marketing,
distribution, operations, and principles of finance.
To introduce each element of entrepreneurship, students played a game
designed by college students from North Central College. The college
students and their instructor worked with students and their teacher
to develop a business plan based on lessons learned from the game "Where's the Dough." The project was developed with funding from the
Coleman Foundation.
Streamwood High School
World Languages and International Studies Academy
(Mary) Jean Pryor, Teacher
Streamwood High School, WLIS Academy
701 W. Schaumburg Road
Streamwood, IL 60107-1299
630-213-5500, ext. 8637
Fax: 630-213-9420
Email: pryorj/shs@dns.u46.k12.il.us
Focus: Integrated academic and vocational education, with global
business development as an
outcome.
Age Level: High school students in four-year academy program.
Abstract: WLIS Academy students are highly motivated, highly
capable students in U-46 who
gain admittance to this four-year program through a rigorous screening
process. Students represent
the ethnically and economically diverse communities of our extensive
K–12 district (second largest
in Illinois).
This is a four-year, articulated, integrated program featuring foreign
language, international social
studies and history, language arts, and business.
Students enter into the program and develop basic computer skills to
enhance all studies in the
academy during the first two years of the program. Career education
is also integrated into the first
two years, as well as exposure to business topics through exploring
the Internet and guest speakers and programs.
The purpose of the Global Business Topics class offered during the
third year is to further develop
students' ability to function successfully in a global economy. It introduces
students to the
fundamental principles, foundations, and practices of entrepreneurship;
international business and
economics; time and money management; career development; communication
and team skill
development; and the more effective use of technology to acquire, process,
and exchange
information. It includes an establishment of a community mentor for
each student. The fourth year
is an internship program individualized for the needs of the students.
The model for this entire program is visionary: recognition of the
knowledge and skills necessary
for participation in a global economy. While foreign language academies
exist nationwide, few
integrate business concepts as this one does.
In addition to interfacing with foreign language, social studies, and
language arts classes, students
participate in activities that clearly show the connection among the
disciplines. Among these are the
Virtual Trade Mission sponsored by the U.S. Department of Commerce and
Distributive
Education Clubs of America (DECA), an association of marketing students.
All students will
prepare for the Entrepreneurship Written Event and the Participating
Event, and all levels have an
opportunity to compete. About a third of our students participated in
DECA last year, with one
student winning first place at the state competition and others competing
successfully.
The results of the week-long Virtual Trade Mission held here, culminating
in a reception and open
house forum at Northwestern University, included enthusiastic parent
and community support,
student interest, and student confidence.
University of Illinois
Food and Agribusiness Management Program
Michael A. Mazzocco, Associate Professor and Director,
Food and Agribusiness Management Program,
University of Illinois,
326 Mumford Hall,
1301 West Gregory Drive,
Urbana, IL 61801
217-333-1816.
E-mail: mmazzocc@uiuc.edu
Darlene S. Knipe, Extension Educator,
University of Illinois Extension,
Quad Cities Extension Center,
4550 Kennedy Drive,
East Moline, IL 61244
309-792-2500.
E-mail: kniped@mail.aces.uiuc.edu
Focus: Elementary, junior/ senior high school; technical/community college; four-year college/university; community-based organization; private sector partnership; or for-profits
Abstract: The Going Solo program is adaptable to a wide variety of audiences because it is an activity-based program with a broad range of activities for each topic in entrepreneurship education. Special success has been achieved at the senior high school level, community college level, and in alternative schools. Going Solo has been adopted in more than 15 countries and has been successfully incorporated in community-based organizational programs. In special circumstances, the Going Solo program fits well within junior high schools.
The Going Solo curriculum is designed to be used by educators in a variety of settings who want to incorporate entrepreneurship training and experiences into their existing curricula or develop new curricula. The program has been evolving for more than six years and is currently in use in over 15 countries. It has been particularly welcomed by high schools and alternative or "safe" schools, although it has been adopted in a wide variety of middle school, high school, and community college settings. Instructors are given activities to guide students through understanding the concepts of effective entrepreneurship. A computer-based market simulation game reinforces concepts, as well as effectively focusing on creativity, group, communication, and math skills.
The development of an entrepreneurship curriculum can be challenging, especially if it is incorporated as part of a larger, umbrella curriculum, such as consumer economics. The Going Solo program has also been mapped into the Illinois State Learning Standards for ease of curriculum design. The activities and market simulation are designed to be very flexible for use in a variety of settings. Various skill sets, time constraints, and the incorporation of additional materials can be accommodated. Going Solo has been used for a three-day camp and for a 16-week semester course. Each instructor can choose the activities that fit his or her needs.
Many entrepreneurship educators do not have a background or education in business. Therefore, each Going Solo module contains a set of objectives, a "One Minute Lesson" for the instructor, and a set of coordinated yet independent activities. Masters for photocopying are also included.
Educators may adapt the various components of Going Solo into a coherent curriculum based on their students' skill levels, the situational constraints of time and requirements, and how to use the simulation game to reinforce concepts of the curriculum.
Urban Options
Youth Entrepreneurship: A Community Perspective
Ken Alpart, President of Board of Directors
Urban Options
Leif Elsmo, Executive Director
1830 South Springfield, Unit C
Chicago, IL 60623
773-762-2814
Fax 773-762-2815
Email: kdalpart@aol.com
Web site: www.urbanoptions.net
Focus: Junior/senior high school; community-based organization
Abstract: There are many issues surrounding socially responsible
entrepreneurship, particularly as it affects developing communities.
What do these communities want, and what do they need? Who will be the
entrepreneurs that will provide these products and services?
What resources are available for youths to grow into leadership roles
(gangs), and what tools have been used to empower our youths? A quick
overview of Urban Options youth entrepreneurship program on the West
Side of Chicago will provide a case study.
Kenneth D. Alpart founded Urban Options in 1995. Ken is the owner of
Alpart Trading Company, with 34 employees trading at three futures exchanges.
Ken has actively tutored/mentored youths and worked with community organizations
in Chicago for the past eight years. During 1995, Ken recruited a board
and other volunteers to help develop new programs that would have specific
outcomes to help keep youths in school and focus on career development.
The Urban Options Entrepreneurship Program is a direct result of this
focus.
Waukegan High School
Keepers Holiday Gift Stores
Bruce Atkinson, Business Teacher
Waukegan High School
2325 Brookside Avenue
Waukegan, IL 60085
Email: batkinsonml@msn.com
Focus: Junior/senior high school; technical/community college;
community-based organizations
Abstract: Explore this unique turn-key entrepreneurship concept
for your region! Keepers Holiday Gift Shops are temporary stores run by students. Teachers and students, along with community volunteers and local business partners, open actual stores in commercial locations.
Keepers stores are usually run by at-risk junior/senior high school
students, but can be incorporated into any class.
Students do everything from writing business plans and obtaining bank
loans for inventory, to dressing windows, marketing, and assisting little
customers with their shopping. Math, English, writing, public speaking,
etc., along with business and real-world survival skills become relevant
learning opportunities in this program. The bottom line: These young
entrepreneurs also earn a significant profit from their ventures.
This program has been successfully replicated in diverse schools throughout
the United States during the past 10 years! Bruce Atkinson is currently
a teacher at Waukegan High School. He teaches various business classes
and is the sponsor for the FBLA club. His students are in th process
of opening a student-run store through a grant from the Institute for
Entrepreneurship.
INDIANA
ECLUB International
Cherese Glenn-Muhammad
Executive Director
Jihad T. Muhammad - Trainer/Consultant
ECLUB International Foundation, Inc.
P.O. Box 467
Gary, IN 46402
219-977-2931
Email: CSHAIN36@AOL.COM
Email: ECLUB1@AOL.COM
Focus: Community program for youth
Geographic Area: Indiana
Abstract: The ECLUB Academy (ECEDA) is an annual educational program designed to provide entrepreneurship training and enterprise development opportunities to high school students, teachers and residents. Students are taught to design, develop, and implement each year a school-based and/or community-based Business Incubator that is socially responsible and that can economically impact their community.
The program recruits students to attend and take articulated credit courses at the local community college and also seeks to increase their employment and/or business opportunities through a mentorship agreement with a local business association. The ECLUB Academy seeks to build the capacity of students to become proactive participants in their community while demonstrating the effectiveness of Entrepreneurship and Community Economic Development (ECEDA) education.
Hinkle Creek Elementary School
Rock-n-Omics
Lisa C. Fritz, Teacher
Hinkle Creek Elementary School/ Noblesville Schools
595 South Harbour Drive
Noblesville, IN 46060
317-776-0840
Email: lisa_fritz@mail.nobl.k12.in.us
Focus: Elementary to junior high
Abstract: This dynamic program introduces students to economic
concepts through music and the music industry.
The first part of Rock-n-Omics offers an interdisciplinary approach
to teaching economic concepts. Songs such as "Blue Suede Shoes" help students understand economic principles such
as productive resources. The song, "When You Wish Upon a Star"
enables students to understand
the hopes and dreams that an entrepreneur has when beginning a new venture.
Students use the information gained from lessons to become entrepreneurs
and start their own
music company. Students apply for positions ranging from song producers
to marketing managers.
Through various resources, students gain proper copyright authorization,
contact recording
specialists, sign recording artists, and promote and sell their new
release. After paying all of their
company's costs, students are able to reap the benefits of entrepreneurship.
Lisa Corbin Fritz is a fourth-grade teacher at Hinkle Creek Elementary
in Noblesville, Indiana. A
cornerstone of her career has been teaching economics. From an early
implementation of a
mini-economy to her national-award-winning Notepad Economics curriculum,
she has incorporated economic education into every subject area. Using music
offers her students another
opportunity to see the interrelatedness of economics and their world.
Northeast Indiana Innovation Center
Susan Burns, Director,
Digital Kids Initiative
Northeast Indiana Innovation Center
1410 Production Rd.
Fort Wayne IN, 46808
260-407-6442
Fax:260-407-6448
Email: sburns@niic.net
Web site: www.niic.net
Abstract: The Center for Entrepreneurial Excellence seeks to grow northeast Indiana's future viability. We will do this by increasing our region's prosperity by capitalizing on the potential of people, technology and enterprise.
The Center for Entrepreneurial Excellence provides a variety of programs partnering with postsecondary education to provide knowledge; with businesses to provide new resources, for personal/professional development, confidence and services.
Programs are designed to benefit Postsecondary students, Postsecondary education institutions, Prospective entrepreneurs, Existing small business owners, Service providers, and Lifelong learners.
Digital Kids Initiative is a special program that is collaborating with the educational establishment to provide 21st century learning experiences to the preK-Masters continuum. This program is targeted to benefit students, schools, teachers, families, underserved populations (economically disadvantaged; minorities; rural, senior citizens, gifted & talented students, special ed students, etc.) Postsecondary education, Arts organizations, Youth-serving organizations, Programs and Activities (with early adopters/partners), CTO Girl Power (with Black Data Processing Assoc/Womens Enterprise Center), Challenger Center study (Science Central, Reg. 8 schools), Internship/Mentorship expansion (with Leo HS/Cisco Academy, ITPNE, etc.), Technology in the Schools Baseline Study (with Huntington College, others), and Online learning and teaching series (with Region 8, Humanities Council, others).
Overcoming Obstacles CEO Program
Community for Education Foundation
Overcoming Obstacles CEO Program
17 West Market Street, Suite 650
Indianapolis, IN 46204
317-684-2237
Fax: 317-684-2530
Web site: http://www.overcomingobstacles.org
Abstract: The Community for Education Foundation's Overcoming Obstacles CEO Program
(Creating Enterprises and Opportunities) is a youth entrepreneurship education
program. It has been operating since 1993, working with at-risk high school students in schools
in south-central and east Los Angeles, and is soon to expand to other high schools throughout
the United States, including those in Indianapolis.
Teachers are trained in the CEO curriculum and interactive teaching
methods, and students leam concepts of entrepreneurship through classroom workshops and the creation of group or individual school-based businesses. The semester-long course culminates in a comprehensive business plan. The CEO program offers schools teacher training, a written curriculum
approved for use in the Los Angeles Unified School District, classroom support, consulting services,
and microloans for students with exceptional dedication.
Purdue University Calumet
Entrepreneurship Training for Practicing Business Owners
Jamaluddin Husain, Executive Director
Entrepreneurship Center
Purdue University Calumet
A-351
Hammond, Indiana 46323-2094
219-989-2746
Fax: 800-937-2101
Email: jhhusain@calumet.purdue.edu
Focus: Community-based university program for entrepreneurs
Abstract: The Entrepreneurship Center Vision:
A growing regional economy with a competitively efficient entrepreneurial base.
Mission: The Mission of the E-Center is to stimulate economic growth in the region through academic & non-academic action-oriented programs in keeping with Purdue University Calumet's strategic goal of becoming more active in the economic development of the region.
Programs:
- Non-Academic
- "ENTREPRENEURSHIP PROGRAM" for Experienced Full-Time Business-Owners
- To enhance their abilities to compete more effectively
- "BUSINESS-OWNERS FORUM" - for Second-Stage businesses
- To provide an enabling environment for them to collectively set the pace for economic growth in the region through peer-to-peer counseling.
- "Aspiring Entrepreneur Program" (A-Program) - for Aspiring Entrepreneurs
- To assist in properly and systematically identifying opportunities for Self-Employment and Business start-up.
- BUSINESS-OWNERS ASSOCIATION" - Currently with 400+ members
- Provides sustaining educational, business and networking opportunities. Membership Levels: Regular, Sustaining, & Charter.
- "SOUNDING BOARD" - Business-Owners volunteer their expertise to provide assistance to others; public service to stimulate economic development in the region.
Academic
- Undergraduate Courses in Entrepreneurship
- ENTR 100 "Introduction to Entrepreneurship"
- ENTR 300 "Small Business Management"
- ENTR 320 "How to Write a Business Plan"
- BA-391 (Business-Internship) students of Business/Management assigned as interns for business owners, based on their courses & Majors and project-based needs of individual businesses
- BA (Business), with Minor in Entrepreneurship
- "Small Business Institute" (SBI) - offering free student-based consulting services for owners of small businesses.
Zionsville Community High School
Lisa Hull, MBA
1000 Mulberry Street
Zionsville, IN 46077
317-873-3355 Ext 12604
Email: Lhull@zcs.k12.in.us
Website: www.zcs.k12.in.us/zchs/index.htm
Abstract: We offer a full year course in Entrepreneurship that will introduce High School Juniors and Seniors to the skills needed in Entrepreneurship
IOWA
"Camp" Enterprise, Iowa
Connie J. Freese, New Choices Coordinator
Rhea Walker
Hawkeye Community College
844 West 4th Street
Waterloo, IA 50702-2102
Focus: Junior and senior high school girls, community-based organizations in partnership, educators in Iowa schools, and displaced homemakers
Abstract: Iowa "Camp" Enterprise is the beginning of numerous statewide and community partnerships to further the entrepreneurship dream in our state. Use of our new statewide fiber optic network increased awareness of finance and marketing principles among potential business owners. Increased knowledge of small-business principles among teens and teen educators was achieved with the "camps." Small business is the future economic development in the state. Business success comes with entrepreneur/business education.
Decorah High School
Entrepreneurial Training Using Multi-media/Computers
Rich Gaard, Marketing/Business Education Coordinator
Bill Post, Business Education Teacher
Decorah High School
100 East Claiborne Drive
Decorah IA 52101-1458
563-382-3643 x126
Fax 563-382-3107
Email: Rich_Gaard@decorah.k12.ia.us
Email: bill_post@decorah.k12.ia.us>
Focus: High School / 9th Grade Students
Abstract: The program is geared for all 9th graders at Decorah High School. Other business/marketing students do utilize certain enhanced parts of the program.
The class is called Essential Skills I, all of the 9th grade students will explore seven units of instruction aligned with the federal SCANS Report, the Secretary's Commission on Achieving Necessary Skills. The units covered will include economics, law, global understanding, personal finance, entrepreneurship, and marketing. Each unit introduces key concepts in context-based, hands-on problem-solving activities using Microsoft Office 2000 computer applications. The entire learning experience of Essential Skills I will be interactive with student progress maintained through an electronic journal.
The Entrepreneurship Unit provides students with the opportunity to learn about entrepreneurship and small businesses. Students study the traits of an entrepreneur and the steps necessary to start a business. They learn the secrets of how and why a business succeeds or fails and then have the opportunity to start their own business. Hands-on activities include using Microsoft Word to prepare a partnership contract, design a company logo and write a business plan. Students design a T-shirt concept with Microsoft Word and use Microsoft Excel to work through an analysis of cost of goods, profit and pricing.
Finally, students develop a PowerPoint presentation of their business plan and then actually produce a finished product using a heat-transfer press. Conference participants will be taken through a few examples of the actual program. Laptops or computers will be used.
Luther College
Richard Leake, Associate Professor
Luther College,
Decorah, Iowa
563-387-1812
E-mail: leakeric@luther.edu
Website: www.luther.edu
Focus: Experiential learning on college campuses
Geographic Area: Iowa
Abstract: While in the middle of a snowstorm, have you ever imagined teaching a class or workshop on the warm, sun-bleached beach of a tropical island? Would having nice cold refreshments served from a refrigerator located close-by appeal to you? Well, teaching entrepreneurship can involve both of these "daydreams" and get students excited about the possibilities of becoming an entrepreneur. This presentation will focus on how to involve students in this daydream, how to help them learn things usually not found in the traditional classroom, and how to have fun doing it.
Experiential learning may be the missing link in many entrepreneurship courses taught on college campuses today. The many skills necessary to start and run a business can be taught using textbooks, case studies, and exercises in class, and can be enhanced with good class discussions and maybe even examinations. But the spirit and excitement often expressed by entrepreneurs is something that must be "felt." Experiential learning allows students to apply theories by seeing and visiting entrepreneurs in their own settings and/or giving them the opportunity to become and entrepreneur and learn by doing. The following examples illustrate how the program has incorporated experiential learning both inside and outside the classroom.
Tourism is the world's largest industry and is becoming a welcome and lucrative option for isolated economies when there are natural resources to attract visitors. For the last twelve years, we have been examining the economic development of these isolated areas and have been intrigued by the similarities, challenges, and opportunities that face these communities. While teaching an intensive three-week course during January, we involved students in a collaborative research project that focused on the development of island economies. We used the Islands of the Bahamas and the Canary Islands as the classroom. By using isolated areas which function like island nations for the focus of our study, we could see within a relatively compact geographical area how all the pieces of the economic puzzle fit together. Students were immersed in the new culture, conducted environmental scans, and identified and interviewed key individuals who were instrumental in changing the community and providing leadership for an economy supported by tourism. Entrepreneurs and small family businesses thrive in these communities, and by seeing and meeting these individuals in their own setting we could bring the entrepreneurial spirit to life.
Outside the classroom but back on campus, an entrepreneurship club was created and was exploring ways to raise money to support activities, research, and trips to CEO conferences and regional SIFE competitions. While researching the market, a local businessman approached the club with the opportunity to buy his business - renting refrigerators on the college campus! The motivation was money, but the experience has helped students develop the skills needed to become entrepreneurs. The students struggled with strategic planning and develop the day-to-day operational programs needed to run a successful business. Courses in marketing finance, accounting and human resource management may have provided them with the theory, but operating this business has helped them feel the spirit and the enthusiasm (and the work) needed to establish and operate their own business.
Inventory is "sold out" again for the seventh consecutive year, and current members are faced with making decisions regarding the purchase and upkeep of more refrigerators in order to support the club in subsequent years. Planning how to transfer the business from one generation of students to the next is another major concern challenging these entrepreneurs.
In summary, experiential learning can provide students opportunities not usually afforded in a traditional classroom. Both projects have been highly participatory and interdisciplinary in nature. The study abroad course has also provided students with a multi-cultural experience, and a break from the January snowstorms of eastern Iowa. Learning can take place in many environments - even near the sun, the sand, and the sea - or through a frig!