Entrepreneurship Everywhere

Sample Entrepreneurship Education
Programs in the United States

NEBRASKA

Boone Central High School

Kathleen M. Gladem
Entrepreneur/Business/Computer Teacher
Boone Central High School
RR 1 Box 72
Petersburg, NE 68652
402-386-5660 E-mail: kgladem@esu7.org

Geographic Area: Nebraska

Abstract: This is designed to be a two-year program. An old theater was purchased and renovated. The students raised $54,000 and have really been involved in this renovation project. Now that the theater will open May 23rd we have to start the operation part of the project. The students have learned about opening a business from the very beginning. They have had to go through the legal work of purchasing a building. There is a board, bank accounts, been involved with lawyers, applied for non-profit status, applied for tax number raised money, taken out a loan, worked with vendors and other sales people to order equipment and products. This has been a great learning experience for the 9 students we had in class this year. There will be 20 in the class next year

Boone Central High School

Lisa Carder, Teacher
Entrepreneurship Education Through the Gateway Theater
Boone Central High School
PO Box 391, 605 S 6th
Albion, NE 68620
Phone / Fax: (402) 395-2134
FAX (402) 395-2137
E-mail: lcarder@esu7.org

Focus: This project addressed equity issues by providing equal opportunities to all students.

Geographic Area: Nebraska

Age Level: 10-12 grades.

Abstract: In the Entrepreneurship course, students developed business/career skills and were able to apply them to a real-life situation. Students worked with the Albion City Council, the Albion Development Company, and many community leaders. Students were recognized by the Albion Chamber of Commerce with the Youth Involvement Award at the 2002 Presidential Banquet. Students also presented at the UNO Social Studies Conference and were participants in a rural economic forum on NETV.

Students kept track of over $52,000 in contributions from over 250 donors. Students also kept an automated checkbook to record payments of expenses for the project. The entrepreneurship class formed a non-profit 509(a)(3) organization named the Gateway Youth Foundation. The Foundation purchased the theater on January 18, 2002, for $35,000. After purchasing the theater, the group had monthly water, gas, electricity, and sanitation bills to pay. Many expenses were incurred during the renovation process, which had to be accounted for and paid.

Computers were used to create a database of alumni from Albion High School. Over 2,000 postcards sent to alumni seeking donations to the project. Utilizing the mail merge capabilities of the software, financial statements were sent to donors of over $250 at the end of 2001. The computers were also used to create PowerPoint presentations, which were presented throughout the year at many community organizations. Thank you notes were created, as well as various posters, digital images, etc.

Students will be managing the business in the upcoming school year. They will be in charge of managing the theater, organizing volunteers to operate the concession stand and the ticket booth, to create all advertising, maintenance of the building, selection of movies, etc.

Crawford Public School
Entrepreneurship in Consumer Sciences

Patricia Jones, Family and Consumer Sciences Teacher
Crawford Public School
908 5th Street
Crawford, NE, 69339
308-665-1531,
Fax 308-665-1909,
Email: pjones@cpsrams.org

Focus: Consumer education

Age Level: High school students

Abstract: The students served in this program are students who need skills to survive in a small town with a lot to offer travelers and vacationers. This is a great location for these students to set up a thriving business of their own when they graduate from school. The students businesses would help the community grow and thrive.

The program is designed to help students reach their fullest potential through class instruction and hands-on training. This is a new program for this school. During class instruction students become aware of their skills and what their skills can do for them, and their community. The students are also able to look at different areas where they could put their skills to work. When the students are involved in the hands-on training, they are developing knowledge of the actual work, safety practices, the decision-making process, and the responsibilities that are involved.

The unique feature of this program is that students are strongly encouraged to be entrepreneurs. The students develop promising ideas of an entrepreneurial business and research what is needed to get their business up and running. Eventually, the class will be able to set up their own business as a class project to help enhance the ability for them to start their own business.

University of Nebraska - Lincoln
Nebraska Center for Entrepreneurship
Traditional/Nontraditional Programs in Entrepreneurship

Dixie Doughty, Coordinator
Nebraska Center for Entrepreneurship
University of Nebraska-Lincoln
CBA 209
Lincoln, NE 68588-0487
402-472-3353
Email: ddoughty@unl.edu

Focus: A University of Nebraska–Lincoln entrepreneurship center that offers traditional programs at all levels, including undergraduate- and graduate-level courses in entrepreneurship. Nontraditional programs include Kids Invent Toys, a 5-day camp for children ages 9–12; Entrepreneurs of the Future Camp, a program for senior high school students who own/operate their own businesses in high school; Young Entrepreneurship Contest, a program for senior high school students in Nebraska who own/operate their own businesses to submit applications for scholarships into our program; Young Entrepreneurship Seminars entrepreneurial assemblies for high schools; the Kauffman Entrepreneurial Internship Program; the Pan Pacific Study Tour, where students receive up to 6 credit hours for travelling overseas on a 3-week study tour researching entrepreneurship in foreign countries; and college/university entrepreneurship SIFE projects (of which UN-L Center for Entrepreneurship has 23 entrepreneurial SIFE projects).

Geographic Area: Local, national, and international outreach

Products and Services: Management 121 Introduction to Entrepreneurial Management; Management 398 International Study; Management 399A/996A Independent Study in Entrepreneurial Management; Management 399B/996B Independent Study Screening Entrepreneurial Opportunities; Management 399D/996D Independent Study Financing Entrepreneurial Venture; Management 421/821 and 421C/821C Entrepreneurhsip and Venture Management; Management 422/822 Small Business Management; Management 423/823 Franchise Management; Management 996 Graduate and Field Research in Entrepreneurship; Internships; Entrepreneurs of the Future Camp; Young Entrepreneurship Contest;Young Entrepreneurship Seminars; SIFE; Global Conference on Entrepreneurship; Annual Conference on Entrepreneurship; International Business Plan Competition; Productivity Improvement Competition; Pan Pacific Study Tour; Collegiate Entrepreneurs Organization; etc.

Age Level: Grades 4–8, junior and senior high school, and college level

Key Partners: UNL Management Dept; UNL College of Business; Director NE Center for Entrepreneurship; NE State Department of Marketing Education; Pella Corporation; Allen Dayton Enterprises; Pro-Model Corp.; Walmart; National SIFE Organization; Global SIFE Dr. Robin Anderson; Toys R Us; Kauffman Foundation; REAP (Rural Enterprise Association Program); and board of directors representing over 50 local entrepreneurial businesses.

Abstract: The Nebraska Center for Entrepreneurship at University of Nebraska–Lincoln has begun new projects in entrepreneurship for all age groups. We can describe all program offerings; funding for these projects; the added value of each program, and results thereof, including why Success magazine named UNL-CBA one of the 25 best business schools for entrepreneurs in the United States.

Wakefield Community Schools

Jennifer L. Goos, Business Education Teacher
K-12 School to Career Coordinator
Wakefield Community Schools
PO Box 330,
Wakefield, NE 68784
402-287-2012
Fax: 402-287-2014
Email: jgoos@priam.wake.esul.org

Focus: High school entrepreneurship course

Age level: Grades 9–12 (Caucasian, Hispanic, and Native American)

Abstract: Wakefield School 9–12 Entrepreneurship Class is a year long course that uses the REAL curriculum as a basis for instruction. Students operate a school-based enterprise, and write individual personal business plans for businesses that have a niche in our small, rural community.

Students evaluate the original business plan for the school store before its yearly opening, and then totally operate the store. Students do all the marketing, keep spreadsheet inventory, track financial records with Quicken, order and maintain inventory, and work in the store. Students completely run the business.

Individual business plans are presented yearly to a community support team and entered into business competitions. Each year the city recognizes and awards "The Entrepreneur of the Year."

NEVADA

Sierra Nevada College

Peter H. Hackbert
Harold Walter Siebens Endowed Chair in Entrepreneurship
Sierra Nevada College
999 Tahoe Blvd,
Incline Village, NV 89450
775-831-1314 Ext: 4035
Email: phackbert@sierranevada.edu
Web site: www.peterhackbert.com

Focus: Teaching-learning and training technique applied in high school, community college, undergraduate and graduate courses for business administration majors, entrepreneurial majors and for liberal arts undergraduates with interests in entrepreneurship. As a modified version of the "one pager"

Geographic Area: Nevada

Abstract: The business plan and business plan presentations are key tools, used in advancing the spirit of entrepreneurship in the public education arena, the collegiate environment and by practicing entrepreneurs. We use a teaching-learning and training technique applied in high school, community college, undergraduate and graduate courses for business administration majors, entrepreneurial majors and for liberal arts undergraduates with interests in entrepreneurship. As a modified version of the "one pager" new venture summary plan submitted by entrepreneurs to angel investors and at venture capital funding source presentations, this technique shows students and their trainers how to answer five critical questions asked of all new ventures: What are you building? Why does this business exist? How will you build the business? What is the work to be done? What results will you measure?

The OPBP is a very simple, versatile, consistent, flexible tool and can be used for a variety of purposes. There is no room for fluff or filler. The use of key words and short phrases tells the reader or audience that only the essence is being presented for review. The fact that the business model is only one page communicates that the investment in reading and listening is limited. The OPBP can be used by students to develop a plan for a small company, or as a summarization of a traditional business plan. The OPBP purposes extend to profit centers, departments, program or projects. As a document that summarizes the ideas for a new business, the OPBP is also a presentation tool or a personal or professional planning device.

At Sierra Nevada College, we have adopted this technique in entrepreneurship courses taught across the curriculum to liberal arts students. This past fall a team of eight students and the professor conducted a workshop at the Collegiate Entrepreneurs Organization Conference (CEO) to a standing room only crowd. At the 2003 USASBE Annual Conference, Peter H. Hackbert won the "best teaching practices award" completing with against eight other entrepreneurial educators demonstrating this technique.

NEW HAMPSHIRE

Dartmouth Entrepreneurial Network

Gregg Fairbrothers, Director
Dartmouth Entrepreneurial Network
Dartmouth College
Provost's Office
Hanover, NH 03755
603-646-0290
Email: gregg.fairbrothers@dartmouth.edu

·
• idea generation and validation ·
• building a business plan ·
• team building ·
• market research and validation ·
• incorporation, including structure & governance issues ·
• preparation and positioning for a search for funding ·
• space and office infrastructure ·
• opening access to funding sources ·
• negotiations, agreements, and closing ·
• implementation of the first stages of sales and marketing ·
• coaching on management and organizational behavior issues

Social Entrepreneurship:An Introduction

There is growing awareness and interest among many non-profit organizations (NPO) in entrepreneurship. This interest can generally be placed in two spheres: 1) business activity by non-profits, and 2) entrepreneurial leadership of non-profits organizations.

Although business activity by non-profits might seem like a contradiction of purposes, there are many non-profits with decades of business experience in service to their social mission. Examples include the Girl Scouts (cookies), art museums (gift shops), and membership organizations (National Geographic). Other non-profits provide business services, including public television stations (production and post-production facilities) and health organizations (drug and alcohol counseling). Other examples of business activity conducted by non-profits include investments (real estate, stocks) and licensing (trademarks).

The influence of venture philanthropy has helped to increase interest in the management of non-profits. First, there has been significant growth in the number of startup non-profits during the last ten years, and like the for-profit startup sector, NPO startups depend significantly on the execution capabilities of its founders and initial management. Second, as venture philanthropists consider philanthropic investments (or gifts) in established non-profits, there is an awareness that human capital is one of the most serious capacity-building needs in these NPOs. Finally, some non-profits address large, complex and sophisticated issues (e.g., public school reform). Individuals with entrepreneurial training and experience - who, in effect, know how to act without having all of the necessary resources under their control -- bring significant assets to these challenging initiatives.

The Dartmouth Entrepreneurial Network, in conjunction with the Office of Venture Initiatives, is committed to encouraging social entrepreneurship in the Dartmouth community. As part of these efforts, Dartmouth alumni with entrepreneurial experience in non-profits have agreed to mentor and provide support to members of the Dartmouth community with interests in this arena.

Hugh J. Gallen Vocational Center

Lynn Davis, E-commerce Instructor
Hugh J. Gallen Vocational Center
105 School Street,
Littleton, NH 03561
603-444-3483 603-444-0664 E-mail: davis@ncia.net
Web site: pnycandy@ncia.net

Focus: Developing an e-commerce web site

Abstract: This program shows the participants what to do at both e-commerce businesses Chutter's Candy Connection and A Notch Above Candy Company and how to relate this information to their own programs.

Activities include:

• Registering the domain name - how to look up, do a Whois, and register a domain name
• How to organize the web files - discussion with PowerPoint.
• Creating an e-commerce flow chart -
• Creating a storyboard from the flowchart - PowerPoint discussion that talks about the use of color, image sizes, download times.
• Color - palettes
• Images - dpi and sizes
• Page sizes - scroll size, download time, calculating page size
• E-Commerce Costs
• Web site addresses for "extra help"
• What to keep in mind - secured site and search engine placement

NEW JERSEY

Glassboro High School

Joyce D Calzonetti, Teacher/Coordinator
Marketing Education
Glassboro High School
Bowe Blvd.
Glassboro, NJ 08028
856-881-2200 x230
856-881-2201
Fax: 856-307-1189

Abstract: The Entrepreneurship/Marketing Education classes serve a very diverse group of 11th and 12th grade students. They are exploring the option of becoming entrepreneurs. As marketing students, they are also at cooperative marketing jobs.

Entrepreneurship has always been a component of the Marketing Education program at Glassboro HS. However, it has just recently become a separate class. The program is active and hands-on. Students often work in teams to create and present projects, teach topics from the text, research ideas, and debate issues.

Partnering with local businesses, students shadow, interview, and report on a local entrepreneur. Student critically review books and periodicals related to entrepreneurship.

Their goal is to plant the seed, nurture it, and watch it grow. They rely on outside resources (guest speakers, the chamber of commerce, professional development seminars, and literature) to keep the instructor abreast of changes and keep student interest level peaked. At the most, the program aims to encourage future entrepreneurs to explore their dreams; at the least, the program offers students firm foundational skills in business, marketing, and consumerism, as well as workplace readiness skills.

Granville Academy

Executive Director
Granville Academy
1300 Hamilton Ave, 2nd Floor
Trenton, NJ 08629
609-393-3229

Focus: After-school program for high school youths

Abstract: Granville Academy is an after-school program teaching 8th-to-12th-grade inner-city youths about the business world. There are eight affiliates around the country, each using the same training curriculum. The affiliate sites are in Trenton, New Jersey; Cleveland, Ohio; Waterbury Connecticut; Tampa, Florida; North Carolina; Baltimore, Maryland; Washington, D.C.; and Fairfax and Arlington, Virginia.

Granville Academy was started in 1983 by businessman Bill Granville. His mission is to prepare inner-city youths for the economic mainstream so that they can work with other youths to build stronger communities. It is a five-year program, with students meeting approximately once every two weeks at business locations. Individuals in business serve as instructors. In the beginning of the program, students are introduced to the world of work; later they find jobs in order to apply what they have learned in the classroom to real life. There are also annual national meetings of all participating youths.

Mercer County Community College
International Business Education

Dr. Thomas D. Sepe, President
Carol L. Weber, Professor
Mercer County Community College
1200 Old Trenton Road
Trenton, NJ 08690
401-825-2188
Email: Tsepe@ccri.cc.ri.us

Focus: Community college

Abstract: In a busy office, a sales manager negotiates price and delivery with a Danish counterpart using e-mail and desktop interactive video technology, while the sales team prepares a product presentation for an Austrian firm. Corporate America? No. These business students at Mercer County Community College are learning to conduct business through the International Business Practice Firm (IBPF). As the first community college to develop an IBPF, Mercer employs a combination of powerful instructional tools (technology, simulation, and internships) to create a student-centered, team-operated learning laboratory.

Thomas D. Sepe has been the president of Mercer County Community College, NJ for the past seven years. Sepe has led the development of increased globalization of the college's programs and services, including international partnerships and faculty and student exchanges in Russia, China, and the EC. He has been the leader in the development of the International Business Practice Firm concept and its national dissemination.

Carol L. Weber has been on the faculty of Mercer County Community College, teaching myriad courses in the business division, for the past 13 years. Most recently, she has been the lead instructor in the development and implementation of the International Business Practice Firm. In addition to providing the foundation for the curriculum, Weber has been responsible for the academic program for all exchange students involved in this program.

Rutgers University,
Youth Farmstand Project

Michelle Wilson, Project Coordinator
New Jersey Urban Ecology Program
Department of Nutritional Sciences, Cook College
Thompson Hall, Rutgers University
96 Lipman Drive
New Brunswick, NJ 08901-6837
732-932-1688
Fax: 732-932-6837

Focus: At-risk youth

Abstract: The Youth Farmstand Project provides at-risk youth with job training and entrepreneurial experience. It was founded in 1994 by staff at Cook College and Rutgers University, and is operated by the New Jersey Urban Ecology Project. The project offers youths a paying summer job, as well as 50 hours of pre-season education and training in the classroom and on-site. It also provides inner city communities with access to fresh, affordable, and nutritious locally grown produce.

One objective of the project is to develop a core group of successful student entrepreneurs to serve as a model for their community, showing that education and employment are viable alternatives to drugs and other destructive behavior.

South Camden Alternative School - The Entrepreneur Program

Mr. Graves, Instructional Technology Teacher
Mr. James Henderson - Principal
Mrs. Barbara Guyton -Head Teacher
South Camden Alternative School
555 Mt. Vernon Street
Camden, NJ 08103
Email: dgraves@cccsch.k12.nj.us

Focus: Entrepreneurship program for at-risk youth

Abstract: The Entrepreneur Program is an experience-based program for teaching youths about entrepreneurship. The programs goals are to :

• PROVIDE YOUTH THE OPPORTUNITY TO LEARN ABOUT ENTREPRENEURSHIP THROUGH CLASSROOM AND PRACTICAL EXPERIENCES.
• TEACH YOUTHS THE BASIC SKILLS REQUIRED OF ENTREPRENEURS.
• HELP YOUTH UNDERSTAND THE RELATIONSHIP BETWEEN ACADEMIC SUBJECTS AND THE PRACTICAL "WORLD OF ENTREPRENEURSHIP."

Our mission at South Camden Alternative School is to prepare our students to become effective lifelong learners as well as independent and productive citizens in society.

We will strive to accomplish this by developing a meaningful and challenging curriculum for all students. Through parental and community involvement, the integration of technology and implementation of effective teaching techniques, we will provide each student the chance to develop to their fullest potential.

The South Camden Alternative School program is designed to help students that have behavioral and academic problems. We have a staff that consists of 8 teachers (5 Special Needs Teachers and 3 Regular Education Teachers) a full time in-house Child Study Team, a Guidance Counselor, a Social Worker and a Pupil Assistance Committee (PAC).

Washington Township High School

Patricia Phillips, Entrepreneurship Teacher, School-to-Career Coordinator
Washington Township High School
529 Hurffville Cross-Keys Rd
Sewell, NJ 08080
856-589-8500 Ext 7036
Email: Pphillips@WTPS.org

Focus: Full-year elective course for 60+ senior students

Abstract: The entrepreneurship program is now in its fifth year. The course is an elective open to any senior who is interested in starting their own business. Students are primarily suburban, middle-class—in close proximity to Philadelphia and Atlantic City. It started with one class of 20 students and has now tripled to over 60. Some aspects of the course are: operation and management of the school store; a mandatory mentoring activity with small business owners from the Washington Township Chamber of Commerce; and membership in the DECA organization.

The most unique feature is the involvement from the Washington Township Chamber of Commerce. The organization has started its own School-to-Career Committee chaired by the vice president, Dave Maxwell. The businesspeople volunteer 12 hours of their time to work with students who are interested in their career. The entrepreneurship students also attend a chamber luncheon/meeting. The mentors pay for their students' lunches. It allows the students to see firsthand the networking and social aspects of the chamber. The chamber members also act as guest speakers.

NEW MEXICO

Albuquerque Public Schools - Resource Center
Jigsaw . . . Putting the Pieces Together

Sheryl Williams, Occupational Education/School-to-Careers Representative
Albuquerque Public Schools—Resource Center
220 Monroe SE
Albuquerque, NM 87108-2811
505-256-4229
Fax: 505-256-4416

Focus: Senior high school and all School-to-Careers participants

Abstract: In the Albuquerque public schools there are several truly exemplary entrepreneurial programs associated with the DECA Vocational Student Organizations. Additionally, the School-to-Careers Department has greatly advanced the causes of work-based experiences in a school setting, and academic subjects taught in the context of work. What has been noted is that these entrepreneurial programs and academic studies are not integrated. In fact, the integration of these subjects is rare throughout the country.

Therefore, in 1998–1999 it was established that an entrepreneurship program in Albuquerque public schools will serve as both pilot and model for this implementation. The Applied Academic classes, which teach the skills needed to succeed in work, postsecondary school, and life; the school-based Occupational Education teaching in the area of Entrepreneurship; and the Entrepreneurial DECA VSO activities, which offer on-the-job training experiences, will be planned for implementation in 1999–2000. The combination of these three areas would result in an innovative program rarely available in the nation.

Such a program would effectively demonstrate the achievement of School-to-Work goals through a truly comprehensive system of education. It would support many of the state and national goals, especially the New Mexico State Board of Education's adoption of the defined Career Readiness skills. This integrated entrepreneurship program will meet established competencies, discuss delivery systems, share these within the district, and establish new agreements with post-secondary schools from around the state.

This program demonstrates the concepts and benefits of integrated academic and occupational education; what an integrated entrepreneurship program might look like; and what some of the problems/roadblocks that the initiative has encountered are. It also demonstrates the vision that this initiative will build on leadership skills of VSO participants and re-defines academic strategies, and achieves both without "re-inventing the wheel."

Animas High School

Jacque F Davenport, Social Studies Teacher
Animas High School
P O Box 85
Animas, NM 88020
505-548-2296
Fax: 505-548-2649
Email: Jacque@mailman.animas.k12.nm.us
Web site: www.mailman.animas.k12.nm.us

Focus: Integration of entrepreneurship in a high school social studies course

Abstract: Students in history, law, government and economics create a business plan for a business they dream up, checking out financing, location, etc. Some have even created business cards, brochures, and menus depending on the type of business they want to start. Area business people, sole proprietors and partnerships, come in to toak to studentas. Students do personal budgets as well as budget simulations for families.

Students like the hands on approach, limited only by their own creativity. It encourages them to take risks and to eventually weigh the advantages and disadvantages of owning your own business in the pursuit of the American Dream.

Bernalillo High School
Budding Entrepreneurs

Spankie Lou Bassett, Culinary Arts Teacher
Bernalillo High School
250 Isidro Sanchez Road
Bernalillo, NM 87004
505-867-2388, Ext. 306
Fax: 505-867-7826
Email: wsbassett@msn.com

Focus: Senior high school, with a concurrent enrollment to a community college

Abstract: The Campus Café is a part of the Bernalillo High School Career Academy. The program began in 1994 with ten students enrolled in an advanced food service course. The program currently serves 110 students or more per year. The students at Bernalillo have designed a café that operates for breakfast and lunch and serves students and faculty. Their primary source of income is from the catering portion of their program. They cater to the school and community for a variety of events. Catered events have ranged from lunch for 20 adults to the district back-to-school event for 500 people.

The business began as a "typical" Home Economics Foods classroom. As the Bernalillo School-to-Work program began to change the way it does business, so did this program. Spankie Lou Bassett and the students designed the business after completing market research and working with the school community. The philosophy statement: the Campus Café is open to provide a variety of foods to students and staff at Bernalillo High School. The café will also provide the following learning experiences for student personnel:

• Work experience in the food-service area
• Team-building skills
• Cooperation and responsibility
• Respect
• Money management
• Customer service
• Fun!

When the students and Mrs. Bassett were given the opportunity to update their "avocado green" kitchens to a new Culinary Arts program, they traveled the state looking at vocational schools and restaurants. Their new facility is a change in the way high school career and technical courses are taught. They have a lab, café, computer lab, and professional cooking equipment to help their business succeed and give them the professional skills needed to compete in the culinary world. The curriculum has expanded to include Food Service I, Food Service II, Catering, and Professional Baking. In the spring of 1999, the students also opened the Campus Bakery, offering fresh-baked goods once a week to the community.

Center for Entrepreneurship, Albuquerque

Mary Henry, President/CEO
Center for Entrepreneurship and the
New Mexico Council for Economic Education
1009 Bradbury Dr. SE
Albuquerque, NM 87106-4302
505-272-7677
Fax: 505-843-8223

Focus: Community-based entrepreneurship education

Geographic Area: New Mexico area

Age Level: Adults and university students

Key Partners: Coleman Foundation

Abstract: The Center for Entrepreneurship is a new nonprofit organization in Albuquerque, New Mexico. The program had its genesis in the School of Management at the University of New Mexico as an entrepreneurial-studies concentration; then in 1992, it expanded its activities to include community-based entrepreneurship education.

The center is now an independent organization and maintains a relationship with university students enrolled in the entrepreneurial studies program. It focuses educational activities on students and young entrepreneurs, teachers (both primary and secondary), and practitioners or potential entrepreneurs. Due to its location in a multicultural region, the center serves a diverse population, including Native American, Latino, and Anglo youths.

Grants High School
Pirate's Treasure

Mary Fugate, Teacher
Grants High School
Pirate's Treasure 2000: A Multimedia CD-ROM Yearbook
P.O. Box 8, 500 Mountain Road
Grants, NM 87020
505-285-2651
Fax: 505-287-3126

Focus: High school students

Abstract: Students served are Hispanic, Anglo, Native American, economically and academically handicapped, and/or those who really want to own their own businesses. Implementation of a school-based business in the entrepreneurship class provides practical "real-world" experience for students. The class will produce a CD-ROM Multimedia Yearbook for sale to other students and interested community members during the 1999–2000 school year. Other classes (Computer Graphics, Computer Accounting, and Leadership) are aiding with the project. An expansion of the project to include community events, weddings, or other activities and the duplicatation and sale of the CDs is also being considered.

From researching companies on the internet, students have already begun to learn the value of the commercial information available for their business plans. Surveys prepared, distributed, and retrieved by the students are providing data for analysis in advertising, pricing, and timeline decision making.

Students are divided into departments, with a management team leading each 9-week period. Students are the production team as well as the sales force and the accounting department. They must take pictures and videos to integrate them into an organized multimedia publication. They write the copy for each page and choose the layouts. All forms, from receipts to surveys, must be designed by the student. Each student keeps his/her own separate business plan along with the class business plan.

The risk of business ownership, management of employee (other students), and communication skills are all presented to students through the CD Yearbook. Also, legal and ethical considerations must be set. The excitement has grown steadily since the first day of school. Problems have arisen and been faced with solutions generated by the students.

The regular yearbook staff has been concerned about the effect the CD Yearbook will have on their sales. According to our surveys, most students will opt to purchase both or just the regular yearbook. A sense of sympathetic cooperation is developing toward the regular yearbook staff. CD-ROM yearbook staff are accepting a "soft-sell" approach in order to not alienate any potential customers.

Hoftacket Mid High, Deming Public Schools
Business Education

Dee Dee Baker, Business Teacher
Hoftacket Mid High
Deming Public Schools
1400 S Iron
Deming NM 88030
505-546-4863,
Fax 505-544-7217
Email: deedee.baker@dps.k12.nm.us

Focus: School Store for business education

Abstract: The business skills class has a school supply store that the students operate selling pencils, pens, paper, notebooks, locker items, T-shirts plus many more items. We began by receiving a grant of $1,000. Students get hands-on experience in operating a business.

This was the first school store within our district and now the most successful. Last year we were able to fund our field trips and donate an electronic sign to our school with our profits.

Las Cruces Public Schools

Candice McDonald
Career Education Coordinator,
Las Cruces Public Schools,
505 S. Main, Suite 249,
Las Cruces, New Mexico 88001
505-527-6050
Email: cmcdonal@lcps.k12.nm.us Web site: http://www.lcps.k12.nm.us

Focus: EYE program is to introduce youth to the concept of entrepreneurship in order to help them start their own businesses.

Abstract: The EYE program is the first steps we have taken in helping build a K - 12 entrepreneurship programs. High school students are trained to think like entrepreneurs; they write their own business plans and apply for small business loans from our 501c3 - Employers to Educators. Upon acceptance of the loan, students start up their small businesses. Students are matched with mentors from the business community and also meet with the after-school class to discuss and reflect on their experiences in the world of small business.

Upon completion of the loan cycle, students may either repay their loan with interest or repay the loan by helping teach middle-schoolers about entrepreneurship. The middle-schoolers will then replicate the program and also have the opportunity to repay their loans by working with elementary students to teach them about entrepreneurship. Participants are self-selected students who express an interest in owning their own businesses.

Las Cruces High School

Lisa J Campbell, Teacher
Family & Consumer Science
Las Cruces High School
1755 El Paseo Rd.
Las Cruces NM 88005
505-527-9400
Fax 505-527-9767
Email: licamp2@cs.com

Focus: Family and Consumer Sciences offered to 60 students in grades 9 - 12.

Abstract: In a course called Exploring Careers, we teach students each semester about the workplace. They are required to start a business. They make products using simple items. The products must work and they must be able to determine costs. Students build the product or create a prototype. Students are then taught the process of developing a business plan, a budget, and a work-related manual.

Students are then required to present their product through a commercial using PowerPoint, videotape, and/or performing it. Students are required to post a job opening, interview others for the job opening, hold meetings, keep notes, create a logo, mission statement and demonstrate work ethics. Students must make a final presentation to the teacher and volunteers about what the experience has taught them.

Some of the unique features of the program are that it can all be done in class and students use their own creativity to come up with products. Students with disabilities can be included. The students have taken what they have done in class and started a small business. Students have also expressed through evaluation how they learned about teamwork, dealing with conflict and how hard it is to run a business. Students have also expressed the difficulty in finding good workers. Students also were able to see the interrelationship the core subjects have in the workplace, through activities on product development, marketing strategies, and cost analysis.

Las Cruces High School.
Ambrose's Cruces Cocina

Mary Ann Constantini
Kevin Marks
P.O. Box 30001
Las Cruces, NM 88003-8001
505-527-9400

Focus: High school

Abstract: Come visit a student-operated business that trains students in community-based hospitality and tourism work situations. The Las Cruces program will share curriculum/lesson plans developed with a local gourmet restaurant and their hands-on accounting training program designed to help students learn all aspects of the industry.

Mary Ann Constantini is in charge of School-to-Work and accounting programs at Las Cruces High School.

Kevin Marks is an English teacher at Las Cruces High School and brings practical restaurant management experience and education to this integrated program.

LaJacarita Enterprise Community

Barbara Bustos, Co-Director, Youth Development
LaJacarita Enterprise Community
P O Box 777
Mora NM 87732
505-387-2293
Email: bbustos@nnmt.net

Focus: Minority students from economically disadvantaged high poverty areas

Abstract: Statistically, youth from the state of New Mexico are consistently ranked higher in relationship to children living in poverty, and other negative deficits. This then is obviously magnified in the tri-county area which we serve, which , because of these "deficits" has been federally designated as an enterprise community.

La Jicarita Enterprise Community, as a whole, is "set up" for socio-economic development and has 26 current, active "initiatives" of which youth development, encompasses three. One of the core areas in youth development is our entrepreneur program. We, as an organization, recognize that a formalized four year education is not for everyone, and that many of our students, upon high school graduation, will continue to reside in their respective communities. Geographically, two of three sites, are isolated in nature, with sole access by mountain pass.

For centuries, our community members have financially sustained themselves and their family members by being entrepreneurs. Conversely, then many of our youth will also continue to be entrepreneurs. During the summer we provide for those students from the enterprise community, an intensive week long, entrepreneur, leadership training camp. As an inkind contribution, each school district, in which we reside, provides a classroom for our staff, so that students have access to the LJEC counselor and vice-versa. During the regular school year, we provide via our entrepreneur counselors, ongoing support, training, and technical assistance for our young entrepreneurs. We use a medium of materials and curriculums, for example, BizWorld and KidsWay.

We have received national, state, and regional recognition for our work with student entrepreneurs. Our students have also received national, state, and regional recognition for their business endeavors. We are a community based organization, and we, as staff and management, have been able to see the fruits of our labor, in that our approach is intertwined in a full continuum with school, community, and business.

Magdalena High School
Magdalena Greenhouse Effect

Dana Barnett
Magdalena High School
P.O. Box 24
Magdalena, NM 87825
505-854-2241

Focus: Middle school/high schools

Abstract: One of New Mexico's newest, most exciting entrepreneurial programs with teachers who team up to present local cultural cuisine and hands-on training to students studying in integrated programs that concurrently offer college credits. You'll learn about the successes of a small rural combined middle/high school.

Magdalena's greenhouse project is a true "community" effort in which students participate in growing plants/food; preserving and cooking their bounty; and keeping accurate records and implementing computerized accounting procedures to maintain a profit-making business. The Magdalena project especially addresses the unique training challenges that small, rural school programs face.

Mayfield High School
Professional Baking and Entrepreneurship

Deborah P. Mall, Teacher,
Professional Baking and Entrepreneurship
Mayfield High School
1955 N. Valley Dr.
Las Cruces, New Mexico 88005
505-527-9415
Fax: 505- 527-9420
E-mail: dmall@lcps.k12.nm.us
Web Page: http://lcps.k12.nm.us

Focus: Professional Baking and Entrepreneurship

Types of Students Served: Mayfield High school is a comprehensive high school, 9th through 12th grade, offering academic and technical preparation for all students. Student enrollment on the 40th day of this year was 2,490, 59.2% Hispanic, 38.4% Anglo, 1.6% African American, 0.5% Asian, and 0.3% Native American. More than 85% of all grade levels passed to the next level, 31.2% of the students receive free/reduced meals, and approximately 20% receive special education services.

Abstract: The Program is for students in their Sophomore through senior years in high school, enrolled in Family and Consumer Science. Entitled "Professional Baking and Entrepreneurship", students must have a prerequisite course called Food Service. The class includes instructional hours of approximately 2.5 hrs. per week with 5 laboratory hours a week.

Course Objectives are:

1. Students will utilize and manage resources effectively to produce quality services and products;
2. Students will develop a working understanding of entrepreneurship principles;
3. Students will develop effective leadership, interpersonal, and team skills.
4. Students will demonstrate the technological knowledge and skills required for future careers.

Students will explore the business of professional baking and entrepreneurship. The class will focus on lab experiences in which industry-based baking principles and techniques are practiced and commercial equipment is used. Production principles are learned through the Savory Fare, a student-managed catering and packaged goods business that performs community service and is part of the Family, Career, and Community Leaders of America (FCCLA) club.

Through a grant from the Dona Ana Workforce Action Council, The Savory Fare purchased an electronic cash register, professional baking equipment, and a convection oven. Through a Tech Prep grant, we have ordered more equipment including software and a triple sink. This class is part of the Pro-Start curriculum produced by the Hospitality Alliance and the National Restaurant Educational Foundation. Certification and articulation are also a part of the program's benefits to students. Paid internships with local employers and scholarships are also available.

The Trojan Starting Line, a coffee and baked goods business is run by the students and contributes to the community with both money and baked goods. Other businesses run by the students include popcorn, a spice company, gift baskets, vegetable and fruit trays, and biscochos (a local wedding cookie).

New Mexico State University,
Summer Pre-Business Introduction for Navajo Students (SPINS)

Dr. Stu Devlin
New Mexico State University
P.O. Box 30001
Las Cruces, NM 88003-8001
505-646-3243

Focus: Summer camp for Navajo youth

Abstract: SPINS was a summer camp program for Navajo youth that ran continuously from 1987 to 1993, alternating between three universities in Arizona and New Mexico as host sites. The camp consisted of workshops in introductory accounting, management, finance, marketing, and business plan development, and visits to Native American–owned and operated businesses in the region.

SPINS was founded by the Navajo Nation and nearby business schools in an effort to provide entrepreneurial training to talented Navajo youth the summer before they entered college. The program was initiated by the Navajo Nation when they realized that students who earned professional degrees were rarely able to return to the reservation because there were few employment opportunities in their specialized fields. The objective of the program was to encourage students to bring their expertise back to their community and to start new businesses to benefit Navajo communities.

Reaching High

Linda Placencio,
Marie Thompson,
Clo Rael, teachers, partners
Reaching High
80 Springcreek Rd.
Silver City, New Mexico 88061
505-538-9768
Email: mrsp@gilanet.com
Email: thompsonmsjl@gilanet.com
Email: clorael@yahoo.com

Focus: Program for elementary students

Geographic Area: New Mexico

Age Level: Elementary students

Key Partners: Local school systems

Abstract: Reaching High is a company built with a hands-on approach that meets state standards across the curriculum. It incorporates entrepreneurship with your existing studies as it builds self esteem and inspires creativity and ambition. The program involves the students in decision making as they experience the facets of owning and managing a small business. The students learn responsibility as they develop good communication skills, make sound business decisions, and become involved in a team approach to the world of work.

The students learn the meaning of the vocabulary used in business in a concrete, hands-on experience. They obtain seed money, take a product and market it, and become risk takers as they strive for a profit. This program is focused on turning fundraisers into entrepreneurship endeavors, teaching money in the classroom using real business practices, and directing a school store involving students from interviewing to hiring to receiving a real pay check. Reaching High involves elementary students in the rewards of hard work. The basic components can very easily be modified and applied to any level of instruction.

The owners have directed a school-based business with their students known as Budding Entrepreneurs. This business incorporated manufacturing, wholesale, and retail sales. They invested in the stock market to initiate an interest in how you can earn money in the stock market. They owned and operated a school store, hiring workers from the school community and became involved in being an entrepreneur.

Linda, Marie, and Clo each taught for 33 years, and recently retired. During their tenure, they won a 1st place award in 1973 from the New Mexico Research and Study Council for Budding Entrepreneurs. They have taken their students to share their expertise with their local school board, School to Work in Silver City and Santa Fe, and various audiences in Albuquerque. They conducted a weeklong entrepreneurship camp. Their students have participated in the first New Mexico Annual Entrepreneurship Fair and have competed in the Annual New Mexico Mousetrap Awards, winning a 1st place award. One of their students will be featured in a upcoming issue of "Highlights".

In 2001, they founded Reaching High to train educators and students in entrepreneurship education. They provide training in workshops and presentations to schools seeking a model.

Valley High School—Albuquerque Public Schools
Entrepreneurship for Special Populations

Stacy Scott
Albuquerque Public Schools
Valley High School
1505 Candelana Rd., NW
Albuquerque, NM 87107
505-345-9021, Ext. 252

Focus: Art-based vocational training program that encourages choice making and self-determination.

Geographic Area: Albuquerque Public Schools, the 27th-largest school district in America, serving a student population of over 50,000.

Age Level: High school students age 14 to 22 years with cognitive functioning in the 18-months-to-4-year-old range. Students are classified as multiply impaired with an IQ range of under 40. In addition to having intellectual disabilities, the students also have combinations of other disabilities, including microcephaly, seizure disorders, autism, cerebral palsy, and orthopedic and neurological impairments.

Key Partners: The program is funded by the public school system and IDEA funds. Private, for-profit businesses and service clubs are key partners that support the program through donations of gifts in-kind, equipment, money, and venues for displaying and selling the products. The local Civitan clubs lend great support and often organize donation procedures. The Weems Gallery and Framing Company donates booth space at its gallery and also at its annual ArtFest, a nationally juried art show.

Abstract: The premise of the program is that everyone can be productive when given the opportunity and support. It is vitally important that individuals be allowed to self-determine and choose their vocation. Art-based activities lead to self-determination by providing opportunities for participants to (1) express creativity, (2) communicate, (3) choose activities and degree of participation, and (4) succeed at their given task. Many individuals with multiple impairments often do not have opportunities for expression and communication. These persons may stop trying to communicate because non-disabled staff, peers, and caregivers lack time or desire to listen or interact. An art-based program is rich in avenues for exploring creativity, self-discovery, and communication.

The students in this program are non-traditional in the scope of a vocational education program because of their level of cognitive functioning and their need for support. With environmental modifications and other such support, these students can be highly successful after graduation by being placed in a sheltered setting or an enclave situation (a group of two or more workers performing a particular job).

Even the most severely impaired students can achieve success in this program. A student who has been blind from birth can successfully complete a project. First, she chooses which art activity she wants to do by using a tactile symbol board; i.e., the symbol for collage is a piece of burlap and fibers. Then she can make a color choice using tactile symbols; i.e., a lid to a jar represents blue-it is a smooth, cool color. Fibers, beads, paper scraps, and other pieces are already color-sorted into boxes, so that each project will have a "flow." The student then selects pieces from the box. The work surface is raised about three inches off the work table, and the base of the collage is placed on this work surface. The student applies glue to the entire base of the collage, and then, with the assistance of a sighted staff person, places the items on the collage base. When the piece is finished, it is matted and framed.

Group projects stimulate communication and interaction. Students participate in making homemade recycled paper that a local nonprofit group uses for stationery. The project is broken into several tasks: shredding paper, measuring shredded paper and water, turning on the blender, sifting pulp, and so on until the project is completed. The group process allows each student to be successful at whatever task has been chosen. Team building, learning to take turns, cooperation, and communication are skills learned in the context of the art project.

Resulting Product: Matted and framed paintings, collages, pottery, jewelry, candles, and stationery are ready for sale through art shows, galleries, and a student-run craft bazaar on campus. Students in the program gain career-readiness skills for post-high school job placements by learning task analysis, choice making, team building, job completion, attention to task, and pride in achievements.

NEW YORK

Broome Community College
Excellence Center for Entrepreneurial Leadership (ExCEL)

Sandra W. Balzhiser, ExCEL Grant Program Director
Broome Community College
907 Upper Front Street
Binghamton, New York 13901
607-778-5341
Fax: 607-778-5535
Email: balzhiser_s@sunybroome.edu
Web site: www.sunybroome.edu/~commed/excel/

Focus: Small business start-up entrepreneurs and existing business owners.

Geographic Area: Southern Tier of New York State

Products and Services: Classroom training, business consultations, resource library, publications

Age Level: Adults and teenagers

Key Partners: Broome Community College, Department of Labor, Minority Women Business Enterprise, Small Business Development Center, the Broome Chamber.

Abstract: The Excellence Center for Entrepreneurial Leadership (ExCEL) was established in 1993 through collaborative efforts of Broome Community College Center for Community Education and an initiative with Senator Thomas W. Libous. The goals of ExCEL are to provide resources, referral, and education to facilitate the establishment, growth, and success of small business in the Southern Tier. ExCEL assists both start-up and established small businesses in being competitive: it develops and provides relevant training, education, and networking opportunities and is a clearinghouse for resources and services offered by other agencies.

Major Features of the ExCEL Program:

• Provides business training courses
• Publishes quarterly newsletter and small resource guide
• Maintains a resource library
• Offers business consultations and Web site consultations
• Develops standardized business-related curriculum in customer service, sales/sales management, business start-up, and operating a business
• Facilitates monthly Entrepreneurial Society networking meeting
• Operates a summer entrepreneurial training program for teenagers.

ExCEL has been recognized for excellence in programming at the regional, state, national, and international levels.

Canisius College Urban Entrepreneurship Training Program:
Linking Entrepreneurship to Community Economic Development

Craig Rogers, Assistant Director and Adjunct Faculty (Economics)
The Center for Entrepreneurship
Canisius College
2001 Main Street
Buffalo, NY 14208
716-888-2615
Fax: 716-888-2895
Email: crogers@acsu.buffalo.edu

Focus: The primary audience for the entrepreneurial training program administered by the Urban Community Service Program is inner city businesses located in Buffalo, New York, that have been in operation a minimum of one (1) year and have a minimum of two (2) paid employees.

Abstract: The Urban Entrepreneurial Training Program is a component of the Canisius College's Urban Community Service Program (UCSP) funded by the United States Department of Education. UCSP is an applied research initiative that involves conducting an empirical study of economic and entrepreneurial activity of small urban businesses in the Ellicott, Masten, and University districts of the city of Buffalo, New York. UCSP is a three-year initiative with overarching goals: (1) develop a comprehensive database of business and economic activity in the target area, (2) provide entrepreneurial training to select urban businesses/entrepreneurs, and (3) provide a framework for policy makers and economic development organizations to strengthen their assistance and support of small urban businesses and urban entrepreneurs.

The Urban Entrepreneurial Training Program (UETP), a 12-week program, is designed to work with a select group of small businesses, providing them with in-depth information to increase their productivity. The program is developed around four key components: (1) program modules, (2) business roundtables, (3) access to professional business consultants and (4) a mentor initiative.

The aim of the training program is to increase the productivity, profitability, and employment potential of small urban businesses participating in UETP by providing entrepreneurs with tools and techniques to help them (1) identify, locate, and evaluate business information; (2) develop creative problem-solving skills; (3) develop methods to deal with fear and ambiguity in a business environment; (4) develop communication and interpersonal skills; and (5) assess their skill level and ability to pursue entrepreneurial initiatives.

Center for Regional Excellence
Ceramics Corridor Cluster Project

Donald R. Rychnowski, Executive Director
Southern Tier West Regional Planning and Development Board
4039 Route 219, Suite 200
Salamanca, NY 14779
716-945-5301
Fax: 716-945-5550
Email: rychnow@netsync.net
Web site: www.southerntierwest.org

Abstract: The overall project objective is to further develop and galvanize the Southern Tier West region’s Ceramics Corridor so that it has an atmosphere that nurtures entrepreneurship, innovation, and the attraction/retention/expansion of ceramics, glass, and advanced materials cluster firms, analogous to the Silicon Valley and the Golden Triangle. The Ceramics Corridor is built on the presence in the Southern Tier of the State University of New York College of Ceramics at Alfred University, Corning Inc., Alfred Technology Resources, Inc. (ATRI), and a cluster of firms operating in the geographic region.

This ARC entrepreneurship project has the following components:

1. Development of an industry-driven, participatory industry trade association for the Southern Tier West region

Through support to existing and new cluster businesses, the trade association will promote the development of the cluster, and the development of entrepreneurial opportunities therein. The trade association will function to provide networking, support, and communication between member firms.

2. Assistance to specific components of the ATRI marketing initiative

The ATRI marketing initiative will improve the success of the Ceramics Corridor Innovation Center (cluster-specific small business incubator) program, ultimately leading to additional entrepreneurship in the Southern Tier West region in the ceramics cluster. Project assistance includes support for Web page design ( http://www.infoblvd.net/corridor/), marketing video production, editorial content for print advertising, and brochure development.

3. Start-up of a Venture Development Corporation

The objectives of this component are the development of an umbrella nonprofit Venture Development Corporation that owns and operates a number of subsidiary venture corporations. The Venture Development Corporation obtains advanced technologies through licenses, commercializes these technologies through the development of actual subsidiary venture companies, and then spins these venture companies off to the private sector. The ownership structure of the young venture corporations varies with each technology and the individual "deal." For example, the individual young venture corporations can be wholly owned by the umbrella Venture Development Corporation, joint ventures between the Venture Development Corporation and firms in the ceramics industry, joint ventures between the Venture Development Corporation and venture capitalists or venture capital funds, joint ventures between the Venture Development Corporation and individual entrepreneurs, etc. Thus, the program can be seen as offering additional opportunities for entrepreneurs to become involved in this cluster.

4. Assistance to the Alfred University internship program

This component is an internship program at the College of Ceramics and the College of Business at Alfred University targeting the Southern Tier West region ceramics cluster firms. The project is intended to lead to local employment opportunities for participating interns, but perhaps more importantly, to show interns that there are in fact entrepreneurial opportunities in the cluster in the Southern Tier West region.

5. Assistance to cluster businesses with respect to productivity enhancement

This component subsidizes the participating cluster firm’s share of accessing productivity consultants for the purpose of enhancing productivity. Higher productivity means competitiveness, and as such this component is an economic development program. Consulting services are provided through the Western New York Technology Development Corporation. This component also will reinforce the region’s cluster entrepreneurs by providing access to skill sets that they otherwise might not have in-house.

Note: The Southern Tier West region is part of the rural Appalachian Region, located in the southwestern corner of New York State. Thus, the project can be seen as a project to promote high-technology entrepreneurship in a rural environment. The project involves partnerships between the public-sector economic development community, the private-sector business community, and the university community.

Cicero-North Syracuse High School

Linda Dwyer
Business Teacher/FBLA Co-Advisor
Cicero-North Syracuse High School
Route 31
Cicero, NY 13039
Phone / Fax: (315) 699-2611
E-mail: ldwyer@nscsd.k12.ny.us

Focus: Business Ownership/Entrepreneurship

Geographic Area: New York

Age Level: 10th-12th grade.

Abstract: Over the past six years, this program has been continually developing curriculum for a Business Ownership course. This program has received several mini-grants to enhance the curriculum and start a student-run-business. Students operate "The Star Shop" by conducting market research, purchasing inventory, creating advertising/marketing campaigns, maintaining financial records, including a checking account, and preparing financial statements. (All Star Shop profits are awarded to students in the form of college textbook scholarships.) Students are also required to conduct research on starting a new business and write a business plan.

This program has cultivated relationships with several local entrepreneurs and business leaders. This program has integrated an in-house guest lecture series, featuring local entrepreneurs and business leaders, into the course. This year's lectures featured an owner of McDonalds and Ben and Jerry franchises, the Vice President of the Syracuse Metropolitan Development Association, and a Small Business Development Center counselor.

Through this department, students are offered membership in FBLA and DECA clubs. As co-advisor of FBLA, this program worked with students to prepare for the 2002 district, state, and national competition in Entrepreneurship. The students took first place in the New York State Entrepreneurship event in Rochester in April.

Corning Community College
Small Business Development Center

Bonnie Gestwicki, SBDC Director
Corning Community College
24 Denison Parkway West
Corning, NY 14830
607-962-9461
Fax: 607-936-6642
Email: gestwicki@corning-cc.edu

Focus: Emerging and existing businesses

Geographic Area: Chemung, Schuyler, and Steuben Counties

Products and Services: Small-business management and entrepreneurial training

Age Level: Adults

Key Partners: Local economic development agencies and U.S. Small Business Administration, New York State, and the State University of New York and Corning Community College

Abstract: Corning Community College’s Small Business Development Center (SBDC) provides confidential one-on-one management counseling at no charge to start-up and existing businesses. The SBDC is a partnership with the U.S. Small Business Administration, New York State, and the State University of New York and Corning Community College. Services include start-up information, business plan development, cash-flow projections, sources of capital, record keeping, financial analysis, government procurement, minority/women-owned business certification assistance, marketing, and NYS Department of Transportation bid information.

The SBDC is an SBA Intermediary for the Pre-Qualification Loan Program and also uses a research network with information on industry trends, statistics, demographics, trade associations, and business planning guides for specific ventures. As a convenience to clients, outreach services are available in Bath, Elmira, Hornell, and Montour Falls.

Entrepreneurial training is offered throughout the year, with topics such as how to start a business, developing a business plan, marketing, tax requirements, cash flow, hiring and firing, marketing on the Internet, and small business innovation research.

The SBDC's Small Business Management Certificate Program offers 15 hours of instruction. This consists of four core courses and one elective. Each three-hour core course and elective is a stand-alone workshop that can also be taken for its own merit. Core courses are: How to Start a Business, Organizing Your Business Plan, Marketing, and Making Sense of Tax Requirements. Other courses available as electives include Introduction to Computer Skills or Windows, Word Processing (MS Word), Spreadsheets (MS Excel), Recordkeeping (Quicken/Quickbooks Online course), Sales 101, and Strategic Planning.

The Women Business Owners' Roundtable was created in 1988 to provide training, resources, and a networking opportunity for women. The roundtable meets on the second Wednesday of the month (September through June) and specific business management topics such as marketing, planning, sales techniques, public relations, and pricing are presented. Participants promote business within the group, share expertise, and receive training to strengthen management skills. There is no charge to participate in the sessions. The goal of the roundtable is to provide training and direction so that women business owners can realize their full economic potential, achieve success, and minimize the risk of failure. This is done in a spirit of sharing to address the issue of isolation in solving problems of both day-to-day operations and long-term planning.

The Goldman Sachs Institute for Entrepreneurship
A Better Chance

Jayson Jarul Green, Project Coordinator
825 Seventh Avenue
New York, NY 10019
212-456-1819
Fax: 212-456-1929
Email: jgreen@abetterchance.org
Web site: abetterchance.org

Abstract: The Goldman Sachs Institute for Entrepreneurship works with A Better Chance students who are the top ten percentile of minority students in the country.

The program is the result of the instructor's experience with the National Foundation for Teaching Entrepreneurship. The program is a four-tier approach:

• Tier 1: an exploration into business, economics, and finance via a 1–2 week workshop
• Tier 2: students log onto our entrepreneurship Web site to further their knowledge in the world of business
• Tier 3: students choose from the following:stay within the Career Services Program and be just an active member; further career goals by putting together a career plan; work to create a business plan for their individual business concept
• Tier 4: After completing their business plans and presenting them in front of a venture capital board, they choose to continue in one of the following:furthering individual business idea while working with an entrepreneurial consultant; working on a group business idea with fellow participants; completing a career plan to further career goals.

The four-tier approach is a unique program design. It has the benefits of linking students with entrepreneurs, business school professionals, and project staff on an individual basis to assist with their business and career plans. They have access to an entrepreneurial Web site for further instruction. Goldman Sachs is proud of their first Institute for Entrepreneurship as a nationally recognized program.

Institute for Youth Entrepreneurship

Executive Director
Institute for Youth Entrepreneurship
Columbia University
702 Uris Hall
3022 Broadway
New York, NY 10027-6945
212-369-3900
Fax: 212-369-5361
Web Site: http://www.harlemlive.org/community/orgs/iye

Focus: After-school program for youths

Abstract: The Institute for Youth Entrepreneurship runs an after-school and summer program that teaches life skills through the operation of New York Colors, a greeting card and specialty-logo business. The students participate in classes on entrepreneurship and work in one of four departments of the business: design, production, marketing and sales, or finance.

The young people, age 12 to 18, take on progressively more responsibility. They are paid for their work but also receive shares in a scholarship fund for further education and training, which is awarded to them after completion of high school. The students work in teams and combine classroom training with the experience of operating an ongoing business.

Mentors for the students are provided by corporations and the Stern College of Business at New York University. Most of the students live in the Harlem area and are African American or Latino.

Integrating Computer Technology with Entrepreneurship

Troy Burgher, CEO
STC Computer Training
319 Beach 98th Street, #14 H
Rockaway Park, NY 11694
718-318-4737
Fax: 718-318-4739

Focus: Areas include high school, for-profit programs, with a strong concentration on community-based organizations.

Abstract: This program, entitled "Integrating Computer Technology with Entrepreneurship," is designed to demonstrate and reinforce the importance of computers to youth entrepreneurs in developing and enhancing their business.

We examine the steps that Andre Edwards, a self-proclaimed freelance artist, took to turn what was just a hobby into a profit-making business. His steps to entrepreneurial success almost always included the use of a computer and various types of software, and the software he used and what he used it for.

We demonstrate how a word processor was used to create the business plan;

• how a spreadsheet was used to assist with the tracking of money earned and spent;
• how a database application was used to organize customer information;
• how a presentation was created to visually display products and services to potential clients;
• how the Internet/online services were used to keep informed about the industry; and
• how graphic-design and desktop-publishing software was used to create, enhance, and print graphic material.

Andre is a high school graduate who has begun his journey to entrepreneurial success as an artist who is looking to explore the area of graphic design. He has been a consultant for STC Computer Training and previously owned businesses of Troy Burgher's, providing such services as logo design, general artwork, and computer assistance. He is currently working as a data-entry operator, which allows him to improve his computer skills while gaining income to finance his entrepreneurial endeavors.

Jamestown Community College
Business for Beginners, Small Business Development Center

William S. Everts, Senior Consultant
Small Business Development Center
Jamestown Community College
P.O. Box 20
Jamestown, NY 14702-0020
716-665-5754

Focus: Adult entrepreneur training

Abstract: This program was designed for people with little or no business education or experience. However, even the astute business person walks away satisfied. In addition, the program has been useful to clients enrolled in the Department of Labor Self-Employment Assistance Program (SEAP).

This is a 21-hour program, which we have presented each semester during the past two years. Attendance at the first four programs totaled 71 potential small-business owners. It is a highly interactive course, which introduces the basic concepts of business ownership in a group setting. The course is designed to increase the chances of success for participants. It introduces the elements of small-business ownership, provides how-to information, helps development of essential skills, and gives a realistic understanding of all that is involved in small-business ownership. Several of the participants in the course were existing small-business owners who found the program very useful in upgrading and refining their business skills.

Included in the program are interactive discussion and small-group activities relating to such topics as setting goals, developing mission statements, and what it takes to be an entrepreneur. Other topics include business start-up; management issues (including record keeping and cash flow); marketing and selling your product and service; "people skills" required by the business owner; and, finally, how to get started putting your business plan together.

Livonia Central High School

Entrepreneurship Course
Tracie Hack, Business Education Teacher
Livonia Central High School
P.O. Box E
Livonia, NY 14487

Abstract: Livonia is a rural community south of Rochester, New York. The school serves a broad range of occupations although there is no industry within the community. Entrepreneurship is offered to students in grades 10–12. The program is divided into two areas: marketing and business ownership. A text is used in the beginning to establish common knowledge among all the students. Then they use simulations, field trips and video series to expand their knowledge.

The strongest component of the class is the marketing component. By using simulations to learn and apply their knowledge, the students seem to grasp the concepts quickly. They incorporate computer technology also Videotaping presentation and having business meetings to critique the presentations is an important learning component.

New York REAL Enterprises

Dr. Michael Doyle
Ms. Barbara VanWicklin
Cattaraugus Allegany BOCES
1825 Windfall Road
Olean, NY 14760
716-376-8285 or 716-376-8321
Fax: 716-376-8304 or 716-376-8438
Email: barb_vanwicklin@cabo.wnyric.org
Email: michael_doyle@caboces.org
Web site: www.caew-boces.wnyric.org

Focus: Experiential entrepreneurship education for elementary, middle, and high schools, as well as community colleges and adult entrepreneurship programs. Also adaptable for after-school, out-of-school, and camp contexts.

Geographic Area: New York State

Products and Services: Comprehensive professional development program for instructors (institutes, in-service seminars, site visits); experiential, activity-based entrepreneurship curricula with integrated technology and student workbooks for high school/post-secondary ("REAL entrepreneurship") and elementary/middle schools ("Mini/Middle REAL"); materials and support for establishing successful local programs; targeted entrepreneurship development modules for displaced workers; evaluation and documentation of student demographics, learning outcomes, and business development results; School-Based Enterprise module/training.

Age Level: Children (grades 5-8), youths (grades 9-12), and adults of all ages

Key Partners: National REAL Enterprises, CAEW-BOCES. At the local level: entrepreneurs, small business assistance providers, and community development advocates through a community support team created by each local program.

How it Works: At the high school/post-secondary level, REAL guides students through the process of creating small businesses of their own design. The process includes:

• self-assessment to determine students' potential and existing marketable strengths
• community analysis to identify needs and trends in the local economy
• researching/writing a comprehensive business plan for a student's chosen enterprise
• start-up support for participants who choose to open and operate enterprises.

A community support team of entrepreneurs and others from the local community assists each local program. REAL has been successfully integrated into existing post-secondary degree/certificate programs and has demonstrated its ability to create successful businesses.

In elementary and middle schools, Mini/Middle REAL helps students explore entrepreneurship in the context of a fully functioning in-school community (with a "Merchant's Mall," government, revenue, and court system), understand the economic implications of career and lifestyle choices, and apply entrepreneurial practices to school-based enterprises and community needs.

New York State Department of Economic Development)
Southern Tier Appalachian Rural Trade (NYS-START)

Ed Kowalewski, International Trade Specialist
Kay Wilkie, International Policy Analyst
Empire State Development
New York State Department of Economic Development
30 South Pearl Street
Albany, NY 12245
716-856-8111 (Kowalewski)
518-292-5270 (Wilkie)
Email: ekowalewski@empire.state.ny.us
Email: kwilkie@empire.state.ny.us
Web site: www.empire.state.ny.us

Focus: To foster rural Appalachian trade development by providing businesses in ARC counties with technical assistance and comprehensive export marketing plans prepared by graduate business student interns, and by encouraging participating firms to apply for matching funds to implement new export projects.

Geographic Area: The fourteen county Appalachian region in New York's Southern Tier (Chautauqua, Cattaraugus, Allegany, Steuben, Schuyler, Chemung, Tioga, Tompkins, Cortland, Broome, Chenango, Otsego, Delaware and Schoharie) .

Products and Services: For a modest tuition fee, companies participating in NYS-START receive comprehensive and customized export marketing plans with detailed international market entry and expansion strategies, developed by graduate business student interns, with guidance from trade expert teams led by Empire State Development (ESD) international professionals. Participating firms may also apply for matching funds to implement qualified export projects resulting from export marketing plans. Matching funds will be available to firms subject to application and approval by ESD.

Key Partners: US Department of Commerce Export Assistance Centers in New York (part of their Rural Export Initiative), university faculty ( e.g. Alfred University, Cornell, and State University of New York schools at Alfred, Buffalo, Binghamton, and Fredonia), county Industrial Development Agencies, the Southern Tier West, East and Central Regional Planning and Development Boards, Small Business Development Centers and other business partners.

Abstract:   The New York State-Southern Tier Appalachian Rural Trade (NYS-START) project will provide qualified businesses in targeted ARC counties with valuable international trade assistance, customized export marketing plans and access to matching funds for actually implementing qualified export projects. The NYS-START initiative provides the framework for supporting entrepreneurs in expanding global business and regional job retention and creation.

While New York State is a leader in the global marketplace, the number of small and medium-sized company exporters from rural ARC counties is not representative of either state or national participation averages. Products and services produced by firms within Appalachian New York, though high quality, suffer from the lack of international market access. Geographic obstacles beyond the control of individual companies, such as higher transportation costs and distance from export services often clustered in urban areas, play a role in limiting global access for rural entrepreneurs. Another significant factor related to global market access difficulties a factor that is under companies' direct control relates to the failure of rural businesses to produce an effective international market entry strategy. It is hoped that businesses participating in NYS-START will gain the resources to compete effectively in the global marketplace, and will increase their exports and workforce in the ARC region of rural New York.

North Syracuse High School
Business Ownership/Entrepreneurship

Linda Dwyer, Business Teacher
Future Business Leaders of America (FBLA) Co-Advisor
North Syracuse High School
Route 31
Cicero, NY 13039
315- 699-2611
E-mail: ldwyer@nscsd.k12.ny.us
Web site: www.nscsd.k12.ny.us

Focus: Business Ownership/Entrepreneurship serves a heterogeneous group of approximately 90 students in grades 10-12.

Abstract: The Cicero-North Syracuse Business Department recognizes that due to the resurgence of small business in the United State, entrepreneurship has become an essential component of business curriculum. Our entrepreneurship program integrates entrepreneurship/business management principles and theory with “real life” experience in operating a business.

The Business Ownership course provides students with an opportunity to actually become entrepreneurs by starting a class business-a retail firm located within the school. The school provides us with a location designated specifically for the student-run business, which is separate from the actual school bookstore. Students structure the business as a partnership- developing a partnership agreement. They are involved in all aspects of business ownership, including: conducting market research, creating a name and logo, preparing a business plan, locating suppliers, purchasing and pricing inventory, developing new products, selling, advertising, bookkeeping, taxation, and preparing financial statements.

In addition to hands-on experience in operating the business, students use a variety of resources to learn business management principles, theory, and law. Business publications used to teach the course include: Inc, Entrepreneurship, Young Entrepreneur, and Black Enterprise. The textbooks used to teach the course include: How to Start. Run. and Stay in Business, Small-Time Operator, and Entrepreneurship, among others. Additionally, arrangements are made with local business owners to speak with students throughout the year.

The student-run business was created in 1999 with start-up capital I received from a School-to-Work mini-grant. The net profits earned each school year are given back to eligible students in the form of college textbook scholarships. Over the past three years, $3,000 in net profits has been awarded to students. As a result of this program, students learn firsthand the rewards and difficulties of operating a profitable business.

Rural Ventures Checkmate
Brower Communications, Inc.

Martha Brower, Instructor
Brower Communications, Inc.
P.O. Box 935
Norwich, NY 13815
607-334-7526
Fax: 800-238-7295
Email: brower@ascent.net

Focus: Rural business development

Geographical Area: New York

Products and Services: Business plan development training for rural ventures

Age Level: Adults

Key Partners: LMLM Rural Economic Development, So. Central New York Resource Conservation and Development, Center for Agriculture Development and Entrepreneurship

Abstract: This business plan development training has one clear purpose in mind—to have upon completion a completed business plan for rural ventures. The 20-hour program has been designed to incorporate less lectures and more hands-on activities. Students learn from analogies and from applying concepts right in the classroom.

Each class provides an opportunity to understand a segment of the business plan and learn how to apply the knowledge to rural activities. Among the elements incorporated to "Checkmate" are the critical challenges of marketing a business in rural areas and most important. Students learn how to market products and services internationally to give rural businesses new opportunities to expand and succeed. The learning material is light, not complex; most of the learning comes from the student's network and guest speakers.

"Checkmate" removes country practices and allows candidates to understand the market competitiveness outside their boundaries. It provides students the opportunity to see and understand what large cities are doing and bring home the same innovative ideas. Checkmate helps entrepreneurs and business owners understand the power of strategies and plans. By comparing the failure of a tic-tac-toe, we can show them the advantages of studying the business game and succeeding through the process of strategic planning. A planning guide and textbook is also available for independent studies.

New York State Small Business Development Center
Office of Entrepreneurial Education (oe2)
EntreSkills™ I Program

Beverly Ford
EntreSkills I Program Manager
100 Village Square, Suite 102
Painted Post, NY 14870
607-962-8039 or 518-433-5398 Ext 125
Email: entreskills@nyssbdc.org
Web site: www.entreskills.org

Focus: Inspiring Young Adults to Think as Successful Entrepreneurs: "Creative Solutions with a Practical Plan"

Geographic Area: New York State

Age Level: High School grades 9-12

• SBA - Small Business Administration
• NYS - New York State
• SUNY - The State University of New York
• CUNY - The City University of New York
• The Research Foundation of State University of New York
• US Dept of Labor

Abstract/Summary: EntreSkills™ is a CD/Web based Entrepreneurship course designed for 9-12 grade students in New York State. This course teaches high school students the skills needed to open and operate a successful small business. Students are easily able to navigate through this on-line course, which is reinforced with exercises, additional activities, case studies, vocabulary test, relevant Web sites and a section on business plan development that helps students apply the concepts they have been taught. Teachers can create online tests and draw from a large library of resources to customize the material to match their teaching style and lesson plan. To learn more visit oe2 at www.entreskills.org .

How was EntreSkills™ I Developed? The Office of Entrepreneurial Education (oe2) worked with knowledgeable and experienced Business Advisors from the New York State Business Development Center (NYSSBDC) network to develop the lessons, exercises, test questions, and other components of the EntreSkills™ I chapters. Since 1984, the New York State SBDC has been recognized as the premier business assistance program in the state, providing one-to-one counseling for more than 237,000 businesses, and helping them to save or create 113,000 jobs. Several of SBDC's highly qualified advisors applied their expertise and practical experience in the development and growth of small business to writing the EntreSkills™ I chapters. The Teacher Resources section of the EntreSkills™ I program was developed from recommendations provided by a Teacher Review Committee along with ongoing teacher feedback. There is no charge to New York State educators or students for using EntreSkills™ I; oe2 asked teachers to provide feedback and share resources in exchange for access to the program.

Resulting Outcomes/Product/Services: Teacher training for EntreSkills™ I is available via Web conferencing, providing teachers the ease of training at school or from home, M-F 8am - 3 pm EST. To assist school administrators and teachers in implementing EntreSkills™ I, oe2 provides crosswalks that show how EntreSkills™ I meets the following New York State learning standards and course requirements.

• NYS Learning Standards in Career Development and Occupational Studies (CDOS)
• NYS Business Ownership and Marketing (Entrepreneurship) State Syllabus
• NYS Career & Financial Management State Syllabus.

Currently EntreSkills™ I is available free of charge to NYS educators and is available for use by educators and schools in other states for a fee. If you have questions about the program or are interested in the possibility of expanding this to your state, please contact Bev Ford using the information provided under "Contact Information".

Schoharie Central School

Lisa Collins
Community Entrepreneur Challenge
Schoharie Central School
Main Street
Schoharie NY 12157
518-295-8132

Focus: Activities to focus school fundraising activities through local businesses

Geographic Area: Local area

Age Level: high school students

Key Partners: Chamber of commerce and local businesses

Abstract: The Community Entrepreneur Challenge is a joint project between the Desktop Publishing class and the Marketing class in grades 10 - 12. Their purpose was to replace some of the outside fundraising companies used in the past with their own cooperative efforts to use local business sources. In the process of organizing fundraising activities students negotiated with local suppliers, completed contracts, developed a marketing plan, and completed a fundraising flyer for use by other school organizations. They plan to produce a catalog of the flyers for use with potential fundraisers that could be implemented using local suppliers.

This challenge is student driven. It allows students to interact with a variety of people and to be able to apply what they have learned in their regular course work to the "real world".

Workshop in Business Opportunities (WIBO)

Amini Kajunju, Executive Director,
220 East 23rd Street, Room 309,
New York, NY 10010
212-684-0854 ext 105
Email: akajunju@wibo.org Website: www.wibo.org

Focus: Founded in 1966, How To Build A Growing Profitable Business is 37-year old workshop that teaches the nuts and bolts of starting and building a successful business.

Geographic Area: New York

Abstract: Over the past 37 years, WIBO has been providing entrepreneurial training to over 14,000 individuals in the New York City area. We have focused on the basics of business development. As an entrepreneur, you cannot avoid creating a marketing plan or figuring out your break-even points. Our curriculum and case studies are comprehensive and rigorous. Our graduates have gone out to create successful businesses.

Although WIBO has expanded significantly since its creation, the WIBO mission has not changed. We continue to believe fervently that business education and economic empowerment are intrinsically linked, and that they are essential ingredients in improving living conditions in underdeveloped and impoverished communities throughout the United States. The Web page provides information on all of their programs and activities.

NORTH CAROLINA

Apex High School

Dawn Harrison
Family and Consumer Science Teacher
Wake County Public Schools: Apex High School
1501 Laura Duncan Rd.
Apex, NC 27502
919-387-2208
Email: dmharrison@wcpss.net

Focus: Clothing and housing apparel development.

Geographic Area: North Carolina

Age Level: High School- 10th - 12th grade

Abstract: The use of fibers and fabrics is combined with design and construction techniques to develop and produce a clothing or housing apparel product. A real or simulated business apparel enterprise and FCCLA activities allow students to apply instructional strategies and workplace readiness skills to an authentic experience and to develop a workplace readiness skills to an authentic experience and to develop a portfolio.

Skills in science, math, management, communication, and teamwork are reinforced in this course. Work-based learning strategies appropriate for the course include school-based enterprises, field trips, job shadowing, and service learning. A real work component is added to this program. Students will learn everything from developing business concepts, business plans, marketing strategies, to production and shipping a product.

Caldwell County Career Center

Carol Wright
Quality Entrepreneurial Simulation Teams (QUEST)
Caldwell County Career Center
2857 Hickory Blvd.
Hudson NC 28638
828-726-2606
Email: cwright@caldwell.cc.nc.us
Web site: www.caldwellschools.com

Focus: Year-long program for students interested in entrepreneurship as a career

Geographic Area: Caldwell County

Age Level: High school juniors and seniors

Key Partners: Caldwell County Chamber of Commerce, Caldwell County Government, and the Caldwell Career Ready Partnership.

Abstract: The Caldwell County Career Center is a magnet school serving three area high schools and is located on the Caldwell Community College campus. Students who elect to be part of the Quality Entrepreneurial Simulation Teams (QUEST) program begin by attending a one-week Summer Entrepreneurship Academy, followed by monthly meeting during the academic year. They also meet bi-weekly as student teams to plan and implement their business idea, all under the guidance of a team of local business mentors. At the end of the year QUEST teams present their final reports to an evaluation team of business persons and receive the annual Caldwell QUEST Entrepreneurial Excellence Award presented by the Caldwell County Chamber of Commerce.

The program focuses on elements of entrepreneurship, development of self-awareness, basics of business planning and implementation, the use of web-based technology for business, the incorporation of basic total quality principles and tools for effective teamwork, and an analysis of the local economy and its potential for business development. Students will work in teams to develop and implement a business plan under the direction and guidance of a team of local business mentors from the Caldwell County Chamber of Commerce, Caldwell County Government, and the Caldwell Career Ready Partnership.

Catawba Valley Community College

Sallie Neville Merritt, Director
Small Business Center
Catawba Valley Community College
2550 Hwy 70 SE
Hickory, NC 28602
828-327-7000 Ext. 4112
Fax: 828-322-5455
Email: smerritt@cvcc.cc.nc.us
Web site: http://www.cvcc.cc.nc.us

Focus: Helping small businesses thrive in Catawba and Alexander Counties

Geographic Area: Catawba and Alexander Counties in North Carolina

Products and Services: Seminars, free counseling, and library materials that help entrepreneurs.

Age Level: Adults

Key Partners: Chambers of Commerce, SBTDC, SBA, and local banks

Abstract: The Small Business Center at Catawba Valley Community College helps entrepreneurs turn dreams into reality. We offer a seminar series that covers planning, business basics, marketing and finance at a nominal cost. We also offer free counseling by appointment and have a library of books, videos and audiotapes that are available for lending.

Central Piedmont Community College
The Small Business Center

Maggi Braun, Director, Small Business Center
Central Piedmont Community College
PO Box 35009
Charlotte, NC 28235
704.330.4651
Email: Maggi_braun@cpcc.edu
Web site: www.cpcctraining.org/small_business

Focus: Services to small business in the community

Abstract: The Center encompasses five major areas:

1. Small Business Grant presents a series of free seminars at the Public Libraries of Charlotte/Mecklenburg County targeting those who want to start their own business or those already in business. These take place in the evening from September through June. A series of four seminars on starting a business are also offered in Spanish. There is also a Resource Center containing books, periodicals, audio and video tapes, software, and internet access.
   
2. Self-Supporting Classes such as Getting Started With QuickBooks Pro; Business Basics of Starting and Operating a Small Business; Financial Management and Recordkeeping for Small Business; Hands-on Business Plan Writing; Dynamic Marketing for the Small Business; and Collect the Cash, Keep the Customer are offered throughout the year on each of the CPCC Campuses.
   
3. International Outreach instruction includes Export Ready and Letters of Credit Principles and Documentation
   
4. Business and Entrepreneurial Skills Training (BEST) offers a nine month program for those business owners looking to grow and improve their business. This partnership with the City of Charlotte and First Citizens Bank includes on-site assessment, workshops, and one-on-one counseling all customized to the individual business.
   
5. One-on-One Counseling is available on an appointment basis for start-up or existing businesses.

Most entrepreneurs are well versed in the technical side of the business in fact, that is usually why they go into business. At the same time, most have very limited expertise in the business side of the business strategic planning, marketing, financial management, human resources issues, etc. This “business side of the business” is the area of concentration for the BEST (Business & Entrepreneurial Skills Training) program. BEST seeks to identify the long-term goals of each owner and to deliver the tools they will need to reach those goals.

BEST targets companies who have made it over the “start-up” hurdle and are at a point of growth where the owner needs to develop additional managerial skills in order to successfully move their company ahead. It specifically targets minority and women owned businesses with an emphasis on those located in the City Within A City area. In order to be eligible to participate in the BEST Program, a company must:

• Have been in business one year or more.
  
• Be full time in the business.
  
• Keep financial records.
  

COMPONENTS OF BEST: This nine month program consists of:

• Unique individualized assessment and customized delivery of on-site consulting.
• Workshop series covering all aspects of business.
• Practical information that can be applied immediately.
• Networking with small business owners.

The Council for Entrepreneurial Development

Lisa Marincic, FastTrac Coordinator,
The Council for Entrepreneurial Development
104 T.W. Alexander Dr., Building 1,
RTP, NC 27709
919.549.7500
Fax: 919.549.7405
FastTrac courses, 919-549-7500 ext. 104.
Email: lmarincic@cednc.org
Email: info@cednc.org

Focus: Assistance for business growth

Abstract: The Council for Entrepreneurial Development (CED) was founded in 1984 to stimulate the creation and growth of high impact companies in the greater Research Triangle area. CED achieves its mission by providing programs and services in four major areas: education, capital formation, mentoring, and communications. Through these efforts, CED provides entrepreneurs with the knowledge and skills that ensure their success and at the same time heightens awareness of the contribution that entrepreneurial companies make to our communities and our economy.

A private, non-profit organization supported by membership dues, program revenues, and contributions, CED is governed by an Executive Committee and an operating board of Directors with input from a larger Board of Advisors. CED maintains an office in Research Triangle Park where full-time staff members and a large corps of volunteers combine their talents to ensure increased opportunities for entrepreneurial development. CED is continually seeking new ways to better serve the entrepreneurial business community.