Entrepreneurship Everywhere
Sample Entrepreneurship Education
Programs in the United States
KANSAS
Garden City Community College
Renee Harbin
Business Instructor
Garden City Community College
801 Campus
Garden City, KS 67846
620-276-9586
Email: renee.preedy@gcccks.edu >/a>
Web Page: gccc.cc.@ks.us
Focus: Management/Marketing Program
Geographic Area: Kansas
Age Level: Post secondary, culturally diverse-large Spanish and
Vietnamese populations, traditional and non-traditional students; many are
skills-seeking or personal growth oriented.
Abstract: Curently planning to integrate entrepreneurship into
the business curriculum and also establish a certificate program for entrepreneurship.
Haskell Indian Nations University,
Center for Tribal Entrepreneurial Studies (CTES)
Building Nations for Economic Self-Sufficiency
Director
Center for Tribal Entrepreneurial Studies
Haskell Indian Nations University
155 Indian Avenue #5000
Lawrence, KS 66046
785-749-8404, Ext. 293
Focus: University, Native American entrepreneurship
Abstract: The Center for Tribal Entrepreneurial Studies (CTES)
was established in 1996 to bring
the entrepreneurial spirit to American Indian and Alaska Native individuals
and communities. The
emphasis is on a holistic, Native-American-values-based program that
encourages self-sufficiency.
In addition to the long-term educational component of a degree program
at the higher education
level, CTES provides training to elected tribal leaders in developing
entrepreneurship-friendly
communities, and has established a youth component with the current
Haskell Elementary Teacher
Education program.
CTES is a new component of the business program at Haskell Indian Nations
University in
Lawrence, Kansas. In 1996, the Kauffman Foundation provided the center
a three-year grant to
achieve three goals:
- Develop an associate of arts degree in culturally relevant entrepreneurship
- Incorporate entrepreneurial components with the university teacher-education
program serving grades one to eight
- Provide training in entrepreneurship and teaching entrepreneurship
for tribal leaders and
members.
A unique training program offered is the Community Innovation and Renewal
through Creative
Learning and Entrepreneurship case study development held in conjunction
with Babson College.
The program is focused on developing a cadre faculty from across the
nation that have the skills
and networks to develop curriculum and case studies on successful Native
American
entrepreneurs. The case studies incorporate the Native American storytelling
way of learning
through development of a video.
Hutchinson Vocational Center,
Reno Entrepreneurial Development Institute . . REDI
Hutchinson Vocational Center, USD 308 Hutchinson Public Schools
David T. Patterson, Teacher/Coordinator
1500 Plaza Way,
Hutchinson, KS 67501
316-662-6372
Fax 316-665-7619
E-mail: davidtpatterson@yahoo.com
Focus: Innovative, student-centered, countywide learning center
housed in a local business incubator.
Geographic Area: County-wide for Hutchinson Public Schools
Products and Services: High school students' focus is on the integration
of academic and applied entrepreneurial studies and skills
Age Level: Students in grades 11 and 12
Key Partners: Teachers, administrators, and business community
who collaborate to benefit the school.
Abstract: The goal of REDI is to create a school that provides
learners with exceptional opportunities in entrepreneurial studies that
result in the knowledge, behaviors, and skills essential for success
in the changing twenty-first-century world of work
REDI is located within an incubator for small business called the Quest
Center. There are currently over 25 businesses housed at the Quest Center.
An advisory board, consisting of county superintendents and business
and community partners, has been established. The advisory board provides
leadership, guidance, and accountability.
Students are not constrained by the traditional "40-minute period,"
but rather have an extended block of time that is conducive to meaningful,
engaged learning. Students choose between a morning and afternoon class
that run for three hours each.
Juniors and seniors from all county high schools are eligible to make
application to REDI. Up to 30 students per year are selected. Student
selection criteria include school attendance, self-motivation, perseverance,
goals, etc.
Students explore the concepts of entrepreneurship and "intrepreneurship"
not only with the instructor and fellow students, but also in the "real
world of work". Special attention is given to providing student
encounters with entrepreneurial opportunities and careers not readily
apparent to them. They will understand that the art of being a successful
entrepreneur has a lot to do with having certain intangible personal
characteristics, such as leadership skills, people skills, planning
skills, and management skills. Students use
software such as Office 2000, QuickBooks 2000, and FrontPage 2000 to
complete the REDI curriculum. Students create business plans and present
their ideas to advisory board members, administrators, and business
leaders. Two classroom business simulations are run through REDI. REDI
Print is a direct print/computers graphics business that also generates
the REDI Newsletter. Squawkwa is a bottled water wholesale distribution
company. Both companies are student run and organized. Students are
encouraged to start their own businesses as well.
Olathe East High School,
Hawks Nest
Jeff Reglin, Business Teacher
Olathe East High School
14545 W 127th St.
Olathe, KS 66062
913-780-7120
Fax 913-780-7137
Email: jreglinoe@mail.olathe.k12.ks.us
Focus: School store
Age Level: High school grades 10-12
Abstract: During the school year over 80 students will be a
part of the management class. The
students' abilities range from the gifted class to those with special
needs. The Hawks Nest will be
open to a student body of 1,300 students in grades 1–12.
Students in the management classes will have the opportunity to operate
a retail store within the
walls of Olathe East High School. For example, they will be responsible
for product selection,
inventory, pricing, advertising, and publicity.
The management classes are also working with other classes in the school
to involve students from
numerous academic areas. One example of this is the commercial art class
that will design a new
license plate that will be sold in the Hawks Nest.
Another example of cross-curricular education is the Olathe East greeting-card line. An English
class will design the copy; an art class will create the covers. The
cards will be printed in a
computer class and will then be sold by the management class. A single
card will have the
collaboration of at least 4 or 5 students.
One key element of the Hawks Nest is giving the students the authority
to make decisions and
having them see the immediate results of their choices. Their decisions
will have a much greater
impact than just getting a right or wrong answer on a test.
Another unique feature is the number of students that can be involved
without actually having to be
in the class. (i.e. English1, Art, Computer, Fashion).
University of Missouri-Kansas
Patricia Gabriel
Director of Outreach - Entrepreneurship Center;
Faculty Advisor for UMKC SIFE chapter;
Director of Kauffman Entrepreneur Internship Program at UMKC.
Entrepreneurial Growth Resource Center (EGRC) at
University of Missouri - Kansas City
4747 Troost Building Suite 227
Kansas City, MO 64110
816-235-6111
FAX 816-235-2947
E-mail: gabrielp@umkc.edu
Web Page: www.umkc.edu/egrc
Focus: Wide diversity of students - many international students interested
in learning American business models as well as non-traditional students
coming back to school to learn about entrepreneurship and have the opportunity
for experiential learning with a seasoned entrepreneur as a mentor.
Geographic Area: Missouri
Age Level: Undergraduate and graduate students majoring in Business
Administration and Computer Science. Wide diversity of students - many international
students interested in learning American business models as well as non-traditional
students coming back to school to learn about entrepreneurship and have the
opportunity for experiential learning with a seasoned entrepreneur as a mentor.
Abstract: The Kauffman Entrepreneurial Internship Program Course
(KEIP) program at UMKC is a multi-dimensional program involving a 3 credit
hour course and a 300-hour work assignment with the CEO of a local entrepreneurial
business. The program is designed to give students opportunity for experiential
learning and to observe first hand what's involved in owning a business on
a daily basis, while offering project assistance to small businesses at an
affordable rate. Students become University employees "loaned" to the host
businesses, thus freeing the business of employment paperwork and taxes.
Midway through the semester host businesses remit approximately 2/3 of the
students' stipend to the University, with the remainder covered by grants
and endowment funds.
Student work assignments in the host businesses are project focused -
marketing promotions, research, financial analysis, financial planning, web
site development, etc. The only requirement is that the student is included
in strategic planning, team meetings, customer meetings and other events,
which will provide insight into the daily operations of the business.
The course deals with basic concepts of for-profit entrepreneurship,
as well as social entrepreneurship, with special focus on local entrepreneurs.
Periodically through the semester the group travels to visit an entrepreneur.
Other times the entrepreneur's come into the classroom to share their experiences.
A portion of each class is a free forum where students relate their learning
experiences from their work.
First class assignment is for students and their hosts to sit down together
and develop a "Terms of Engagement Letter" describing the projects that the
intern will work on; a confidentiality agreement; and a project timeline
that will be used to measure job performance. At the conclusion of the course
students and hosts come together for a dinner and presentation by the students
describing their learning experiences and the future plans.
Youth Entrepreneurs of Kansas
Shelly Chenoweth, Executive Director
Youth Entrepreneurs of Kansas
1845 Fairmount, Box 157
Wichita, KS 67260-0157
316-978-7959
Email: shelly@yeks.org
Web site: www.yeks.org
Focus: High School
Abstract: Entrepreneurship is more than just owning a business. It is an approach to life…a way of thinking…an option for the future. This mindset of self-reliance and accountability is the underlying premise of Youth Entrepreneurs of Kansas, Inc. With more than 600 students enrolled annually, this non-profit is beginning its second decade of helping young people learn business skills that can help them be self-sufficient, productive citizens.
Youth Entrepreneurs of Kansas (YEK) focuses on three goals:
- to provide the knowledge for students to start and maintain their own business;
- to help students understand how to apply that knowledge and be a better
employee for others (to act like an owner); and
- to encourage students to pursue higher education.
Students enroll in YEK as a business or life skills elective, and receive credit for the course, just as they would math or English. As a part of the class, students write and present business plans. A panel of local business and community leaders judge the plans based on such criteria as viability, competitive advantage and goal-setting rationale.
YEK is a licensee of NFTE, The National Foundation for Teaching Entrepreneurship. The program uses NFTE's curriculum, which strongly emphasizes experiential learning to teach students essential business skills. Access to business professionals also has proven to be an essential component for success in the classroom. YEK instructors frequently invite speakers to share their successes, failures and advice with students. YEK's comprehensive program extends beyond the classroom, giving students the opportunity to compete for venture capital grants, earn college scholarships, participate in summer business partnerships and become YEK Ambassadors (a program for YEK graduates that emphasizes leadership and community service).
While the classroom education is the core of YEK, staff members are able to continue to encourage entrepreneurial attitudes through these additional programs. One such opportunity is with the summer business partnerships. Each summer, several area businesses, such as Salomon Smith Barney and Cessna Aircraft Company, host 12-15 students. The students spend several weeks learning about all aspects of the company.
During the Salomon Smith Barney program, for example, each student is paired with a financial consultant. The students meet individually with their consultant, as well as with the rest of the group, to learn about various aspects of the financial services industry. At the end of the summer, students present what they have learned about the industry, and information on a specific stock they tracked throughout the summer. The top two students win an all-expense paid trip to New York City, where they tour Wall Street, the Salomon Smith Barney international headquarters, and many other popular New York venues.
YEK is offered in 12 public high schools in the Wichita and Topeka areas. Enrollment is open to all students, but the program is specifically targeted at youths who are considered at-risk. Indeed, the program's premise is that students who have experienced adversity often possess street smarts that - through education - can be parlayed into entrepreneurial skills.
KENTUCKY
Bellarmine University
Curt Richards, MBA
Instructor of Business Administration
Department of Business Administration
W. Fielding Rubel School of Business
Bellarmine University
2001 Newburg Road
Louisville, KY 40205
502-452-8276
Fax: 502-452-8013
E-mail: crichards@bellarmine.edu
Webpage: www.bellarmine.edu
Abstract: The focus of this program is to build interest in entrepreneurship in the students. The students should be inspired and motivated by the program, and will build their knowledge of entrepreneurship from those who have the experience.
How do you excite entrepreneurship in students? I believe the best way to do this is to let them hear from others who have been successful and from some who were not initially but did not give up. While it may not be feasible or even possible to get Bill Gates, Michael Dell, Jim Bezo, etc. to come to your class I do not believe this is necessary.
Following 20 + years as an entrepreneur who has had both successes and failures and doesn't mind talking about either, I discovered an excitement in my classroom that I have not discovered in the multitude of cases and textbook readings we have covered. As an adjunct professor during eight of my entrepreneurial years I was reluctant to share many of my "war" stories for fear of class turning into my life story. However, as I have joined the full time faculty ranks I have discovered that when properly selected and focused, my experiences have brought concepts, theories and the occasional sleepy student to life. I noticed that the students' level of engagement was increased significantly during these discussions; yes discussions, not just telling "war stories". I involved the students and had learning objectives with each discussion.
This brings me to the idea that I have tested albeit on a limited basis. After evaluating the higher level engagement of the student (both undergraduates and graduates) I decided that one of the reasons they were more engaged is that the case comes to life with my involvement and inside information. This led me start the development of a series of taped interviews of experienced entrepreneurs from the region. These entrepreneurs would be recognizable to the students due to the product, service, the local media coverage or the like. Some of the students I have found even know these entrepreneurs and can often make the connection for the instructor. I have been able to tap into the contacts I made in my 20 + years as an active business and community representative.
My strategy is to develop a series of tapes which would be focused on various topics I would cover in a typical semester of classes. With a series of seven tapes I can utilize one approximately every other class to supplement the topic in the textbook and discussion. An added bonus is that by only using each taped interview once a semester, most entrepreneurs are willing to come to the class and provide a Q & A session. Where this practice has been tested, the students rave about the session and continue to reference the video discussion for weeks following the showing and entrepreneur's visit. Additionally, the students continue to apply what they learned to subsequent class topics.
Sample topics might be:
- Startup (where did you get the business idea? What motivated you to go out on your own?)
- Financing the business at startup and in the growth phase?
- Challenges faced by entrepreneurs (Most exciting and most frustrating moments.
Recommendations for anyone embarking on a similar project:
- Do your homework on the company and have students do the same; go into class prepared and well versed on the company and the entrepreneur.
- Set time limit for the video showing (break it into segments) (one entrepreneur interview was 45 min long).
- Plan your class schedule well in advance so you can get the entrepreneur to come to the appropriate class (prepare yourself for last minute cancellations-have a backup plan).
Bellarmine University serves Kentucky and the region by providing an educational environment of academic excellence in the Catholic liberal arts tradition, where talented and diverse persons of all faiths and ages develop the intellectual, moral, and professional competencies to lead, to serve, and to make a living and a life worth living. Opened in 1950, Bellarmine enrollment currently numbers 1979 in 41 majors and 24 minors and 8 graduate degrees. The campus is located on 135 acres in Louisville, Kentucky.
Berea College - Entrepreneurship for the Public Good
Debbi D. Brock
William and Kay Moore Professor of Entrepreneurship and Management
Berea College
CPO 1863
Berea, KY 40404
Phone: 859.985.3634
Email: debbi_brock@berea.edu
Website: www.berea.edu/epg
Geographic Area Served: Appalachian Region
Services: Entrepreneurship for the Public Good undergraduate 2 summer program, consulting with student business owners, newsletter and resource materials.
Age Levels Served: Undergraduate
Key Partners: Berea College Center for Excellence in Learning Through Service (CELTS), Brushy Fork Leadership Institute, Berea College Appalachian Center, Mountain Association for Community and Economic Development, SBA, Center for Rural Development.
Abstract: According to the Appalachian Regional Commission, the best hope for stabilizing and diversifying Appalachia's economy lies in the creation and expansion of businesses that provide jobs, build local wealth and contribute broadly to economic and community development. The need to expand and support entrepreneurial activity as a means for revitalizing Appalachian communities led to the creation of Berea College's Entrepreneurship for the Public Good (EPG) program. This interdisciplinary program seeks to equip students of all majors to be agents of change and to connect them with entrepreneurs working to realize Appalachia's economic and social potential. Through the program, students learn how small businesses and nonprofit agencies employ socially responsible practices to provide jobs and build healthy communities.
The EPG program, launched in 2002, includes a two-year entrepreneurship and leadership program, expanded entrepreneurship curriculum offerings, and campus-wide entrepreneurship and leadership activities. At the heart of the EPG program is the EPG Summer Institute. Through case studies, reading, guest lectures, field trips, and team projects, participants explore entrepreneurship, leadership, and community development in the context of Appalachian communities. Students are taught by an interdisciplinary team of faculty and leaders in the field. Students are assigned a community-based project, which they must complete during the first summer. Trips to various businesses and organizations in the region offer opportunities to apply what students learn in the classroom. Students receive eight academic credits for the Summer Institute experience and are paid a stipend for their work ($2,800 per summer) which meets daily from 9 a.m. to 3 p.m.
During the second summer, EPG Fellows participate in the James Bowling Entrepreneurial Internship Program, which offers opportunities for students to work with businesses or nonprofit enterprises. Interns will individually work with EPG and other faculty members to create portfolios that will help assess each student's learning with a focus on his/her integration of entrepreneurship, leadership and public good principles. The ultimate goal of the Entrepreneurship for the Public Good program is to engage Berea students in entrepreneurship and leadership activities, in order to enable them to:
- Explore theoretical and practical approaches to entrepreneurship for the public good in the context of sustainable economic development in Appalachia and beyond;
- Develop entrepreneurial and leadership skills;
- Engage in academically rigorous and critically reflective, service-learning projects, designed in partnership with regional businesses and nonprofit organizations;
- Prepare for meaningful work lives; and
- Add value to small businesses and nonprofits in the region.
Center for Economic Education, University of Kentucky
Mary Ann Farley Vimont, Director
Center for Economic Education
University of Kentucky
345 Dickey Hall
Lexington, KY 40506
606-257-1778
Tracy Devney, Social Studies Teacher
East Jessamine High
815 Sulphur Well Road
Nicholasville, KY 40356
606-885-7240-3148
Janet Sivis-O'Connell, Social Studies Teacher
West Jessamine High
2101 Wilmore Road
Nicholasville, KY 40356
606-887-2421-210
Focus: Partnership including two senior high schools (East and West
Jessamine High), a four-year university (University of Kentucky), and the private
sector (Kent Taylor, Texas Roadhouse).
Abstract: Entrepreneurial apirit has been demonstrated throughout
history but sometimes that "spirit" doesn't work itself into
the mind of the high school student. As social studies instructors, we
are constantly weaving a web of connections so that our students can
see the whole picture. In both American and world studies, we try to
weave in geography, government, culture, the arts, and economics
as well as national standards. Economics and entrepreneurship are easily
integrated into the social studies curriculum. The following integration
ideas show the simplicity of incorporating economics into the
existing curriculum.
- While studying the late 1800s, students created a postage stamp
research project of an American entrepreneur. As a result of their research,
students decided to complete the process necessary for introducing
a series idea to the U.S. Postal Service. Students created the application
and letters of support for a new series, Celebrating America's Entrepreneurial
Spirit.
- Using the case studies and biographic sketches found in the
Entrepreneurs in Kentucky (EconomicsAmerica) material, students
participated in a field trip to the Texas Road House Restaurant for
lunch, a tour, and a question-and-answer session with Louisville entrepreneur
Kent Star, founder of Texas Road House.
- The final assessment will be for students to design and create
their own business. American studies and world studies students will
be given the opportunity to create, develop, and present their ideas
for a new restaurant. Students are given a theme: American studies
students have the 1920s, and world studies students, the Renaissance.
Students are to create and develop a plan for their restaurant to present
to a board of investors. The plans must include specific ideas for what
art will be displayed, the music that will be played, foods served,
dress for wait staff, and even souvenirs or premiums that will be
available. All information must be historically accurate. Students gain
a better understanding of the time period being studied; they learn
how to organize their ideas, and how to prepare for a public presentation.
Estill County High School
Designer Tickets and More
(Winner of ARC Springboard Award - 2002)
Connie Witt, Instructor
Estill County High School
2675 Winchester Road
Irvine KY 40336
606-723-3537
Email: cwitt@estill.k12.ky.us
Focus: Using opportunity to impact on the community
Abstract: Designer Tickets and More is a school-based enterprise developed as a supplement to the Business Management course. When a free piece of ticket-making software arrived in the mail, the idea for the venture was born.
Estill County High School was host for a district basketball tournament when the business originated in 1998, making tickets for the tournament. Students learned to work with customers in the community to meet the needs for new products. Creative thinking and problem solving skills enabled the students to expand to meet the growing needs of the community. The services requested from local business, and demand from students to participate, became so great that another entrepreneurship class was developed, enabling the business to operate year-round.
The enterprise now makes note cards, brochures, flyers, menus, business cards, bumper stickers, mugs, message boards, and many other special orders. Today the enterprise is so successful that the business' equipment now includes three computers, a sublimation printer, a color laser printer, several inkjet printers, two scanners, a labeling machine, heat presses, T-shirt making equipment, and a vinyl sign maker.
As material is covered in the classroom, the information is directly applied by the students to the operation of the business. Students developed the name of the business, company policies, operating procedures, staff positions, and evaluation procedures. The current business has co-CEOs, an office manager, three production departments, a sales department, and a marketing department. Students receive employee evaluations weekly from student department heads, the student CEOs evaluate the department heads, and the teacher evaluates the CEOs.
Students also deal directly with the business community: the sales departments calls on potential customers, the marketing department works with the local newspaper to get publicity in the community, an office supply business works with students to source supplies at discount prices, and a printing company acts as a general business resource and mentor.
Currently this program is only at the high school. However, students from this class introduced entrepreneurship to the 5th grade of the local elementary school. Under the guidance of the high school students, the elementary classes had a competition to develop a business and operate it at a school fair. Each elementary class was provided with start-up venture money, and the class with the greatest profit went on a field trip to a related business. The idea of this school-based enterprise has also been shared at state vocational conferences.
Forward in the Fifth
Student Entrepreneurship Center
Ginny Eager
Student Entrepreneurship Center
P.O. Box 833
Berea, KY 40403
859-986-3696
Fax: 859-986-1660
Email: geager@fif.org
Web site: www.fif.org
Abstract: The Student Entrepreneurship Center (SEC) is a Forward
in the Fifth initiative that seeks to reinforce and broaden student
education through leadership and entrepreneurial activities. An important
entry into this initiative is the Student Leadership Initiative Program
(SLIP). SLIP offers an opportunity for leadership development to eighth-graders
who might not be involved in other school activities. In its first three
years, it has demonstrated how students can take charge of their own
school and community service projects when provided with guidance and
a supportive atmosphere.
When they graduated to high school, several SLIP students then joined
another SEC program—Educational Designs that Generate Excellence
(EDGE). Through EDGE, these teenagers are exploring ideas for beginning
businesses. A group in Jackson County held a trade fair where the students
were able to sell their products, which ranged from jewelry and handmade
bags to compact discs and raffle tickets. EDGE and the other resources
available through SEC offer students, teachers, and community members
a way to help students prepare for graduation by learning lifelong skills
and gaining insight about how they can be contributing members of their
local community.
Forward in the Fifth's vision is that members of our communities will
have the educational opportunities necessary to live full and productive
lives. Our mission is to: raise educational levels in the region; encourage
life-long learning by providing opportunities for parents, educators,
and community members; and to foster partnerships between communities
and schools. Forward in the Fifth was created by and is led by people
from eastern and southern Kentucky who recognize the specific educational
needs of the region.
Jackson County Entrepreneurship Center
John Henry, Director/Business Development Specialist
Eastern Kentucky University College of Business and Technology,
Center for Economic Development, Entrepreneurship and Technology (CEDET)
P.O. Box 1080
McKee, KY 40447
Phone/Fax 606-287-4184
Email: jcetc@prtcnet.org
Focus: In support of the county's economic development
goals, the JCEC provides residents with instruction and technical assistance
that offer the knowledge and skills needed to start up and be successful
in business and the understanding that self-employment is an achievable
goal.
Geographic Area Served: Jackson County, Kentucky
Services: Classroom instruction, individual business consultation,
resource materials, newsletter, computer access, and clerical support.
Age Levels Served: School age through adult
Key Partners: Jackson County Empowerment Zone Community, Kentucky
Highlands Investment Corp., SBA, Eastern Kentucky University, Economic
Development Administration, McKee/Jackson County Chamber of Commerce.
Abstract: The Jackson County Entrepreneurship Center is a Kentucky
Highlands Rural Empowerment Zone initiative operated by the Jackson
County EZ Community, Inc., under a contract with the Center for Economic
Development, Entrepreneurship and Technology at Eastern Kentucky University.
The JCEC assists individuals with starting new businesses and expanding
existing operations. The center provides formal training and ongoing
technical support to entrepreneurs of Jackson County. The formal 12-week
small business training classes are conducted in the spring and fall
of each year. Classes are limited to 15 participants. The class helps
the student learn to generate a comprehensive written business plan
to guide their activities and obtain financing from lending organizations.
Kentucky Science and Technology
Corporation
Joanne Lang, Executive Vice President
Kentucky Science and Technology Corporation
EntreSchools Initiative
P.O. Box 1049
Lexington, KY 40588
859-233-3502, ext 236
Fax: 859-259-0986
Email: jlang@kstc.com
Web site: http://www.kstc.com
Focus: Creating entrepreneurial cultures, services, and programs
that support schools, cities, businesses, etc.
Geographic Area: Statewide
Products and Services: Entrepreneurial attitudinal survey, institutes
for entrepreneurs, individualized ideation sessions, business services
for start-up companies, new economy funding programs
Age Level: School-age children through adults
Key Partners: Appalachian Regional Commission, BellSouth Foundation,
Cralle Foundation, Kentucky League of Cities, TVA Rural Studies, Kentucky
Chamber of Commerce, Bluegrass Industrial Foundation, Student Technology
Leadership Program, and the KSTC membership.
Abstract: Technological innovation has emerged as an essential
building block in the creation of new economic opportunities and enhanced
competitiveness of Kentucky firms. KSTC members occupy an important
position in the science and technology arena in Kentucky. Their purpose
is to improve the capacity of people, organizations, and firms to apply
science and technology and effectively compete in the global marketplace.
It is the intent of KSTC to help lead efforts to transform Kentucky's
economy so that entrepreneurship becomes both easier to pursue and more
common. They believe the future of Kentucky rests on the ability to
nurture homegrown firms and to encourage the innovation, risk taking,
and investment that are the hallmarks of a vital economy that runs on
Internet-time. In short, entrepreneurship must become both a matter
of course and habit of mind if Kentucky is to be competitive.
KSTC defines entrepreneurship as the "unconstrained pursuit of
new ideas resulting in an innovative creation." In applying this definition to address the constellation of factors
in growing an entrepreneurial economy, selected KSTC initiatives include:
- EntreSchools—infusing the entrepreneurial spirit throughout
the K–12 education enterprise (www.EntreSchools.com is under construction);
- Gorilla Group for Student Entrepreneurs—offering a fast-paced
service and community for engaging college students in entrepreneurial
pursuits (www.gorillagroup.com);
- Kentucky Entrepreneurship and Commercialization Institute—providing
university faculty with networking opportunities with the resources
needed to commercialize their research;
- Kentucky Innovation Act—creating and operating funding programs
for knowledge-driven companies to support business-building services
and programs spanning the innovation process.
- ideaFestival—an international, interdisciplinary event advancing
the value of ideas, especially in entrepreneurial pursuits. 2002 festival
theme: A Matter of Time (see www.ideafestival.com)
Monroe County High School
Winner of ARC Springboard Award - 2003
Mitzi Holland, Instructor
Falcon Market Entrepreneur Club
Monroe County High School
775 Old Mulkey Road
Tompkinsville,KY 42167
270-487-6217
Email: mholland@monroe.k12.ky.us
Focus: High school class and student club to encourage entrepreneurial thinking in a rural, economically depressed area.
Geographic Area: Monroe County
Age Level: High school students
Key Partners: A local bank and a manufacturing company provide expertise and resources
Abstract: The Youth Entrepreneurship Education Program was established to teach students how to establish a business for themselves and provide opportunities for future employment of students interested in becoming entrepreneurs. The class is available for students early morning each school day. They design and create license plates, coffee mugs, shirts, and other cloth products, badges, name tags, mouse pads, and many other products. The Program teaches students how to set up a business; design and market products, develop teamwork skills necessary for producing products, and train students to inventory and price products for profit. The students learn how to access the web, advertise, produce a product, and market on the web.
The students learn skills necessary to continue the business after graduation. The activities raise student self-esteem, foster a sense of hope, provide a link between education and the student's goals in life and create unlimited opportunities for personal and community success.
Activities designed to meet program goals include:
- Study of entrepreneurship and the "why's" the manufacturing industries have left the county
- Study of entrepreneurship careers to improve career decision-making while the student is in high school
- Creation of youth-based enterprise giving the students the opportunity to establish a business, finance the business, and how to price the product for profit.
- Bringing business and industry partners to the school to assist students with the creation of an enterprise
- Bringing the community into the school to purchase items from the Falcon Market and become acquainted with programs within the school.
Owsley County High School
Donna Cann, Instructor
Student Technology Leadership Program
Owsley County High School
Highway 28 East Shepherd Lane
Booneville, KY 41314
606-593-5185
Email: dcann@owsley.k12.ky.us
Focus: Family and Consumer Science students
Geographic Area: Owsley County
Age Level: High school students
Key Partners: School resources through the Perkins Fund and th School-to-Work Program, the 21st Century Community Learning Center Grant, the Youth Service Center, and several local businesses.
Abstract: The Owsley County High School's Family and Consumer Science Department students have ventured into the world of technology with their new computerized sewing machine. In this class the students are learning to utilize the equipment whereby they can start their own entrepreneurial enterprises.
The program purchased a highly sophisticated electronic sewing machine with embroidery capabilities. Students design digital graphics using a Customizer 1000 Easy Giga Hoop or paint software. Then the design is transferred from the computer to the Janome Memory Craft 1000 to create professional style embroidery. These designs appear on t-shirts, shirts, bags, totes, caps, etc. The students have developed a school-based enterprise called "Owls' Stitchery" for marketing their products. They have experienced first-hand how the world of work has changed with technology advancements.
Union College, Department of Business
Pamela K. Shay, Chair
310 College Street
Barbourville, KY 40906
606-546-1252
Fax: 606-546-1249
Email: Pshay@unionky.edu
Web site: www.unionky.edu/acad/business/business.htm
Focus: College Courses and Life Learning Programs
Age Level: College students
Abstract: Union College is an independent, academically rigorous,
liberal arts institution affiliated with the United Methodist Church.
The college is selective, student-centered, values-driven, and is successful
because of its location. The college is located in Barbourville, Kentucky,
near the center of the Southern Highlands region of Appalachia, and
is readily accessible to a variety of the region's provinces with their
great diversity of landscapes and historical experiences. Union College
is a learning community dedicated to creating personal, intellectual
and social transformation through the pursuit of knowledge, wisdom,
service, and spiritual growth.
The Department of Business provides a learning environment that places
emphasis on entrepreneurial skills and influences to expand business
understandings and applications. Currently, the Department of Business
provides the entrepreneurial perspective in all courses and majors within
the Department. A three-credit hour course is also offered in entrepreneurship.
The Life Learning Program, operating within the Department of Business,
provides life and job training to a variety of populations, including
Welfare-to-Work training programs, community education courses, and
youth training programs. Entrepreneurial skills and development are
emphasized in each program.
The faculty and staff of Union College and the Department of Business
are available for consulting, training, and business counseling to any
and all persons in the southeastern Kentucky region.
University of Louisville, Economics America in KY
Entrepreneurs In Kentucky
Professor Sharon Kerrick
University of Louisville
joint appointment - College of Education and College of Business
Belknap Campus
Louisville, Ky,. 40292
502-852-4683
Email: Sharon.Kerrick@louisville.edu
Focus: Teacher education in economics and entrepreneurship
Age Level: Teachers for grades 4–12
Geographic Area: Throughout the state of Kentucky
Abstract: Entrepreneurs in Kentucky, an educational delivery
system developed by EconomicsAmerica in Kentucky, emphasizes basic economic concepts and
entrepreneurship using Kentucky history, entrepreneurs, and economic development as general
themes throughout the lessons.
Each lesson provides background materials about one or more Kentucky
entrepreneurs. The
accompanying videotape provides supplemental opportunities for students
to learn about the lives
of Kentucky entrepreneurs. Each lesson identifies student learning objects,
the Kentucky Learning
Goals and Academic Expectations, and the EconomicsAmerica Voluntary
National Content
Standards. Lessons also have a "Connect" section that suggests
how the lessons can be used to
teach English, mathematics, science, music, and art, as well as social
studies. The Connect section
also provides ideas for involving the community to learn about entrepreneurship
and economics in
Kentucky.
The curriculum has been disseminated to teachers throughout the state
through enrollment in a
graduate distance-learning course and/or attendance at a three-hour
professional development
workshop. In addition to the written curriculum and supplemental videotape,
the Entrepreneurs in
Kentucky initiative has created partnerships between teachers and entrepreneurs.
The entrepreneurs have assumed a mentorship role to their partner teacher
and students. Because
the teacher and entrepreneur partner are encouraged to develop the activities
that fit them best,
descriptive information will be obtained about the development and maturation
of the partnership.
Preliminary information indicates that the partnerships have involved
email communications,
classroom visits, field trips, individual research projects, mock employment
interviews, and sharing
of personal histories.
Initial studies of the impact of the Entrepreneurs in Kentucky curriculum
project have focused on
the effects of the program on student knowledge of specific economic
and entrepreneurial
concepts as well as student attitudes toward entrepreneurship. The results
of the analysis indicated
that the program had significant effects in student understanding of
the economic and
entrepreneurial concepts of: entrepreneurial motivation, entrepreneurs'
impact on industries, profits,
factors of production, and the forces of supply and demand. The results
also indicated that the
students thought entrepreneurs are good for our state and community,
and students indicated that
entrepreneurs ought to be appreciated more in our community.
The ultimate success of the Entrepreneurs in Kentucky curriculum depends
on the ability of the
entrepreneurial program to elicit positive student attitudes and promote
economic understanding.
Further research will be conducted to determine the effects of the curriculum
on a larger student
population. Interviews of students, teachers, and entrepreneur partners,
as well as observations of
classrooms implementing the curriculum, are planned. These results will
be combined to form
statewide aggregate data for a more complete analysis of the implementation
of the curriculum
project.
University of Louisville, Economics America
in Kentucky
Assessing Entrepreneur/Business Partner Mentorships
Kimberly P. Clayton-Code
University of Louisville, School of Education
Louisville, Kentucky 40292
502-852-0592
Email: Kimberlypc@aol.com
Focus: elementary, middle, and high school
Abstract: Entrepreneurs in Kentucky, an educational
delivery system developed by Economics America in Kentucky, emphasizes
basic economic concepts and entrepreneurship using Kentucky history,
entrepreneurs, and economic development as general themes throughout
the lessons. Each lesson provides background materials about one or
more Kentucky entrepreneurs.
The accompanying videotape provides supplemental opportunities for
students to learn about the lives of Kentucky entrepreneurs. In addition
to the written curriculum and supplemental videotape, the Entrepreneurs
in Kentucky initiative has created partnerships between teachers and
entrepreneurs. The entrepreneurs have assumed a mentorship role to their
partner teacher and students. Because the teacher and entrepreneur partner
are encouraged to develop the activities that fit them best, descriptive
information will be obtained about the development and maturation of
the partnership.
Suggestions for Entrepreneur/Teacher Partnerships: The entrepreneur
partner and teacher will have an initial meeting. At this meeting, the
teacher should first explain plans for teaching entrepreneurship. Next,
the entrepreneur partner should make suggestions about how business
background, expertise, and experience might help the teacher teach the
identified entrepreneurship lessons. Then an initial operational plan
with a timeline should be developed. The operational plan should be
mutually agreeable to both the entrepreneur and the teacher. Continually
keep in mind that the plan can change as the operational plan is implemented.
The following are specific suggestions for different ways that the entrepreneur
partner might become involved in the teaching of entrepreneurship. However,
these are only suggestions. The teacher and entrepreneur partner are
encouraged to develop the activities and time commitments that fit their
situation best.
- Communicate with students via the Internet answering students' questions
- Visit the classroom and talk to students.
- Host a fieldtrip for the class to visit the entrepreneur's business.
- Help students who are working on research projects that deal with
entrepreneurship provide a history or case study of the business.
- Demonstrate the interdependence of the business with other local,
national, and perhaps international businesses.
- Explain what employers look for in employees, such as education,
training, experience, good work habits, and entrepreneurial characteristics;
conduct mock employment interviews;
- Describe how learning basic skills in mathematics and communications
are important to successful entrepreneurs.
- Give a personal history of education and work experience that led
to the entrepreneur's present position.
Waynesburg Elementary School
Mary Jo Gibson
Spice of Life Program
Waynesburg Elementary School
345 Ky. Hwy. 328 W.
Waynesburg, KY 40489
606-379-6413
Focus: Experience in producing and selling a product
Geographic Area: Local school
Age Level: Third and fourth grade students
Key Partners: Grant from the Lincoln County Board of Education, support from the Miracle Greenhouse
Abstract: Two teachers created the idea of operating a herb-growing business in the elementary school for the purpose of teaching science, economics and the world of business. After a failing experience with growing plants in the classroom, they obtained help from a local greenhouse. By Mother's Day they were ready to sell their product successfully. Students learned how to package the plants, advertise them using technology resources, and sell to the public, and manage the money. When they ran out of pots they learned about supply and demand.
In the future the project will serve 65 students in three classrooms. Three classroom teachers will collaborate with four other special area teachers and special education teacher.. Other help will come from the science labe, the computer lab and the art teacher. This project addressed the areas of science, math, and writing which are part of the school's consolidated plan. Kentucky's Education Reform Act stresses the use of hands-on learning activities in math and science especially. Being a part of a successful business venture was a boost to the students' self esteem.
Women's Initiative Networking Groups,
Inc. (WINGS)
Jeannie Brewer
Women's Initiative Networking Groups, Inc.
433 Chestnut Street
Berea, KY 40403
606-986-2373
Fax: 606-986-1299
Email: jbrewer@wingsnet.org
Web site: www.wingsnet.org
Focus: Women business owners in rural areas
Abstract: Women's Initiative Networking Groups, Inc. (WINGS)
was founded in 1994 by three women entrepreneurs from Kentucky's Appalachian
region. The program is the result of their personal struggles while
launching a business. Frustrated by their inability to find both sustained
training resources and professional networks, they worked with a local
community development organization to research methods that could effectively
make entrepreneurship accessible and feasible to lower-income Appalachian
women interested in more fulfilling lifestyles.
WINGS offers services to members in seven networks throughout Kentucky's
49 counties served by ARC. The entry point is a classroom training program.
Four sessions are dedicated to personal life assessment, followed by
eight sessions of business management training. Life assessment encourages
each woman to evaluate her aptitude for self-employment and identify
life priorities; business management teaches practical applications
on such issues as operations, marketing, bookkeeping, etc. Classes are
held twice a week, in three-hour sessions, and are facilitated by WINGS
staff. At the training's conclusion, each participant drafts a business
plan that includes a sales forecast, promotional plan, and expense budget.
Post-class activities consist of: regularly scheduled events and meetings to build networking capacity; individual consultations with staff specialists on marketing and financial strategies; referrals to local lending partners for start-up or expansion resources; and scholarship fund for continuing education.
Jeannie Brewer is WINGS' original executive director. Under her leadership,
the program has reached over 250 individuals since services commenced
in late 1995. WINGS' outreach efforts also include advocacy work on
policy issues affecting women, leadership development projects, and
international workshops with women activists in Tanzania and China.
Wurtland Elementary School
Barbara Cook
Wurtland Elementary School
611 East Street
Wurtland, KY 41144
606-836-6987
Email: bcook@greenup.k12.ky.us
Focus: Exposure to entrepreneurship throughout the school
Geographic Area: Wurtland
Age Level: Elementary school students
Key Partners: Most projects are self-sustaining, Greenup County Extension Service and 4-H, local bank and post office staff, and a grant from American Electric Power
Abstract: The entrepreneurship program integrates all aspects of the curriculum and provides real-life experiences for the students. The program began through a school-to-work initiative seven years ago. Program components are as follows:
- Lemonade Stand- Kindergarten and First Grade: This program taught math and science concepts as well as careers related to food service businesses. Students gained experience in making the lemonade, manning the lemonade stands, serving the lemonade and managing the money.
- Bankers-R-Us - Second Grade: This program taught banking skills, math concepts, and work ethics. A local bank, First and Peoples, was a partner in this program. Parents agreed to pay their children for established tasks. Each Friday the students would bring their earnings to school (maximum $2.00) and students acted as bankers.
- Wee Deliver - Third Grade: This program explored the skills involved in working for the postal system and established their own in-school post office.
- Planting Seeds of Knowledge - Fourth Grade: This project involved planting tulip bulbs in the fall and selling the flowers in the spring. Proceeds were used to sponsor the annual Community Appreciation Day, and to buy bulbs for the coming year.
- Character Club - Fifth Grade: This project involves organizing a club, using Roberts Rules of Order. The goals are to help others in need, and to rid the world of "I"-itis. The Club participates in an event each month designed to help others in need. Fundraising activities provide necessary funds for the worthwhile causes. The Character Club has made contributions to such charitable organizations as the American Heart Association, the Leukemia Foundation, Helping Hands, and the school's Family Resource Center.
University of Louisville Economics America in KY
Entrepreneurs In Kentucky
Kimberly Clayton-Code
University of Louisville
32 Alta Vista Drive
Walton, KY, 41094
606-485-7859
Email: KimberlyPC@aol.com
Focus: Teacher education in economics and entrepreneurship
Age Level: Teachers for grades 4–12
Geographic Area: Throughout the state of Kentucky
Abstract: Entrepreneurs in Kentucky, an educational delivery
system developed by EconomicsAmerica in Kentucky, emphasizes basic economic concepts and
entrepreneurship using Kentucky history, entrepreneurs, and economic development as general
themes throughout the lessons.
Each lesson provides background materials about one or more Kentucky
entrepreneurs. The
accompanying videotape provides supplemental opportunities for students
to learn about the lives
of Kentucky entrepreneurs. Each lesson identifies student learning objects,
the Kentucky Learning
Goals and Academic Expectations, and the EconomicsAmerica Voluntary
National Content
Standards. Lessons also have a "Connect" section that suggests
how the lessons can be used to
teach English, mathematics, science, music, and art, as well as social
studies. The Connect section
also provides ideas for involving the community to learn about entrepreneurship
and economics in
Kentucky.
The curriculum has been disseminated to teachers throughout the state
through enrollment in a
graduate distance-learning course and/or attendance at a three-hour
professional development
workshop. In addition to the written curriculum and supplemental videotape,
the Entrepreneurs in
Kentucky initiative has created partnerships between teachers and entrepreneurs.
The entrepreneurs have assumed a mentorship role to their partner teacher
and students. Because
the teacher and entrepreneur partner are encouraged to develop the activities
that fit them best,
descriptive information will be obtained about the development and maturation
of the partnership.
Preliminary information indicates that the partnerships have involved
email communications,
classroom visits, field trips, individual research projects, mock employment
interviews, and sharing
of personal histories.
Initial studies of the impact of the Entrepreneurs in Kentucky curriculum
project have focused on
the effects of the program on student knowledge of specific economic
and entrepreneurial
concepts as well as student attitudes toward entrepreneurship. The results
of the analysis indicated
that the program had significant effects in student understanding of
the economic and
entrepreneurial concepts of: entrepreneurial motivation, entrepreneurs'
impact on industries, profits,
factors of production, and the forces of supply and demand. The results
also indicated that the
students thought entrepreneurs are good for our state and community,
and students indicated that
entrepreneurs ought to be appreciated more in our community.
The ultimate success of the Entrepreneurs in Kentucky curriculum depends
on the ability of the
entrepreneurial program to elicit positive student attitudes and promote
economic understanding.
Further research will be conducted to determine the effects of the curriculum
on a larger student
population. Interviews of students, teachers, and entrepreneur partners,
as well as observations of
classrooms implementing the curriculum, are planned. These results will
be combined to form
statewide aggregate data for a more complete analysis of the implementation
of the curriculum
project.
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