Component Type	Contact Hours
Lecture	1

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	30	15	Yes	N/A

Catalog Description

Course involves active discussion about current events, case studies and assigned reading to evaluate strategies needed to think like an entrepreneur. Our students will think critically and apply basic skills needed when joining or forming teams to launch ideas or ventures. This course will host only residents of the Albright Entrepreneurs Village to discuss these ideas and build upon the living and learning community's learning outcomes.

Justification for each revision:

There is currently no course offering for the Albright Entrepreneurs Village, so this course was developed at the request of our residents.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

GEP Categories

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

Consultation

College(s)	Contact Name	Statement Summary
Poole College of Management	Lewis Sheats	Waiting for reply. Original request sent Jan 14, 2017.
Division of Academic and Student Affairs	Gary Beckman	See Document Below
Division of Academic and Student Affairs	Kathryn Brown	See Document Below
College of Humanities and Social Sciences	Elizabeth Benefield	Waiting for reply. Original request sent Jan 14, 2017.

Instructional Resources Statement

No additional resources required.

Course Objectives/Goals

This course is designed for students in the Albright Entrepreneurs Village who are learning to adopt key behaviors to help them recognize opportunities and apply an entrepreneurial mindset to address problems. This course will be held each week. Students will learn about entrepreneurship in relation to their participation in the Albright Entrepreneurs Village. Students will take part in activities, discussions and reflections that will help them grow as an entrepreneurial thinker and begin to identify entrepreneurial opportunities, in relation to their participation in the village.

Student Learning Outcomes

Students successfully completing this course will be able to:

Identify and discuss current events as identified through events, activities and opportunities provided by the Albright Entrepreneurs Village and evaluate the impact of these current events on the entrepreneurial community.

Recognize strategies to think like an entrepreneur and apply these strategies to their daily lives through events, activities and opportunities provided by the Albright Entrepreneurs Village

Evaluate skills that are necessary to join or build startup teams and synthesize that data for application to their entrepreneurial ventures through events, activities and opportunities provided by the Albright Entrepreneurs Village

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Written Assignment	45.5%	Self-Assessments and Reflection Assignments, Final Exam
presentation	22%	Team-based projects and presentations
Participation	30%	Course engagement
Quizzes	2.5%	Syllabus Quiz

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Introduction: What is Entrepreneurship, Pains and Problems, AEV Experiences	Week 1	- Icebreaker Activity: Paper Airplanes - Recognizing Pains and Problems Prezi (15 minutes) - Discuss pains and problems as opportunities, where to start - What You Bring to the Table with the Village / Networking Activity
Speaker Week with EI Fellows	Week 2	- Warm up Activity: Work in groups to create bank of questions for speakers - Intro current EI fellows as resource and talk about pain point for startup and how they got started. Lessons learned? Advice? - Q&A for 15 minutes with entrepreneurs Homework: Create a Personal SWOT (handout in playbook)
Book Discussion & TED Talk	Week 3	Pre-work: Be prepared with questions and discussion from Insight Out (chapters 1 - 3) - Flipped classroom approach for student-led discussions (hosted by CD, HH, or VM) - Watch TED Talk: The First Step in Design is… Noticing! - Discuss opportunities coming up with the Albright Entrepreneurs Village - Homework: Form teams (no more than 3 people) - Homework: Pains and problems activity (handout in playbook)
Field Experience: Visit an Entrepreneur	Week 4	Homework: Moodle Post / Reflection on e-ship lessons - Time out of the classroom to visit a business, meet an entrepreneur and identify how local companies are solving pain / problems - Article: Women’s Boxing Gear
Activity, Lecture / Discussion on Researching Entrepreneurial Opportunities	Week 5	- Discussion of where good ideas come from, review examples of past CD short videos of EI 201 - Activity: Work in groups to create research questions for company example in small groups (Drybar, OrderUp, or Morgan Street Food Hall). Focus on how to ask good questions. - Discuss strategies for getting out and meeting customers: where would you go, based on industries? - Relate topics in entrepreneurship to current events in wrap-up discussion - Homework: Report your industry focus Homework: Research Planning & Questions to learn more about industry of interest
Speaker Week with Entrepreneur	Week 6	- Host more established startup to talk about challenges and milestones over first 1-3 years of growth - Preview upcoming Albright Entrepreneurs Village events and opportunities
Book Discussion & TED Talk	Week 7	Homework: Be prepared with questions and discussion from reading - Chapters 4 - 6 from Insight Out - Flipped classroom approach for student-led discussions (hosted by CD, HH, or VM) - TED Talk: What I Learned from 100 Days of Rejection
Field Experience: Talk with Entrepreneur, Company on Pains and Problems	Week 8	Homework: Moodle Post / Reflection on e-ship lessons - Time out of the classroom to visit a business, meet an entrepreneur and identify how local companies are solving pain / problems
Activity, Lecture, Discussion on Making Connections	Week 9	- Discuss personal branding & importance of networking - Review how to evaluate your personal brand - Discuss upcoming Albright Entrepreneurs Village events and opportunities - Updates on progress with each group’s research (2 minutes each) Homework: Personal Brand Inventory
Speaker Week with Entrepreneur	Week 10	Homework: Reflection on speaker series - Host more established startup to talk about how to build and lead teams through growth - Resources to seek out when you want to start a business - Q&A for 15 minutes with entrepreneurs
Book Discussion & TED Talk	Week 11	Homework: Be prepared with questions and discussion from reading - Flipped classroom approach for student-led discussions (hosted by CD, HH, or VM) - Discussing Reading for Insight Out (Chapters 7 – 10) - TED Talk: David Kelley on How to Build Creative Confidence
Field Experience: Talk with Entrepreneurs and Industry Experts	Week 12	Homework: Moodle Post / Reflection on e-ship lessons - Time out of the classroom to visit a business, meet an entrepreneur and identify how local companies are solving pain / problems
Team Presentations on E-ship Next Steps	Week 13	Homework / Pre-work: Create Pitch Deck for Industry of Interest, Problems Discovered, and Next Steps
Speaker Week with Entrepreneur	Week 14	Homework: Reflection on speaker series - Host panel of speakers from Think House; students to use their question banks - Discuss upcoming Albright Entrepreneurs Village events and opportunities
Team Presentations on E-ship Next Steps	Week 15	Homework / Pre-work: Create Pitch Deck for Industry of Interest, Problems Discovered, and Next Steps
Networking Luncheon with Fellows, EI Team, VIPs	Week 16	- Catered luncheon ask in-depth questions of community guests - Preview spring semester in the Village, book circle opportunity and how to be more involved

Syllabus

EI_100_Syllabus_2017.pdf

Additional Documentation

EI 100 Consultation ARTS Entrepreneurship_Gary Beckman.pdf
EI 100 Consultation ARTS Entrepreneurship_Kathryn Brown.pdf
EI 100 Consultation University Housing _Nicci Bell.pdf
Consultation - Lewis Sheats.pdf
EI 100 Course Schedule.pdf

Additional Comments

Justification for this request

History

Viewing: EI 100 : Entrepreneurial Thinking in the Albright Entrepreneurs Village

Last approved: Thu, 30 Mar 2017 14:58:46 GMT

Last edit: Thu, 30 Mar 2017 14:58:42 GMT