The Entrepreneurial Classroom

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

Special thanks to the many faculty from Washtenaw Community College in Ann Arbor,
Michigan and Al Quds College in Amman, Jordan who contributed ideas, experience,
and inspiration to this work.
Ahmad Abu-Hantash
Derek F. Anders
Farah Alsalami
Julieanne Davies
Kelley Gottschang
Khaled Mansour
Kimberly Hurns
Maisa Halloush
Matt Zacharias
Mohammad Al Ramani
Muhannad Al-Dosouqi
Randy Van Wagnen
Rosemary Wilson
Saher Baterseh
Sameer Barhoumeh
Sana T. Ali
Scott Schaper
Sharyl Politi
Tareq Hodroub

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

Table of Contents
Build a Blog Business ..................................................................................................................................................6
Building a Network.................................................................................................................................................. 10
Costing Project......................................................................................................................................................... 12
Create a New Product ............................................................................................................................................. 18
Create a Social Entrepreneur .................................................................................................................................. 20
Current Industry Trends .......................................................................................................................................... 28
Customer Engagement............................................................................................................................................ 30
Customer Storytelling.............................................................................................................................................. 32
Design and Pre-Press Checklist................................................................................................................................ 34
Design Challenge ..................................................................................................................................................... 36
Disapprove then Improve........................................................................................................................................ 38
Dream Business ....................................................................................................................................................... 40
Entrepreneurial Vision............................................................................................................................................. 42
Entrepreneurs Experience Failure........................................................................................................................... 44
Entrepreneurs in my Industry.................................................................................................................................. 46
Entrepreneurs Speak............................................................................................................................................... 48
Entrepreneurship Across the Industry .................................................................................................................... 50
Entrepreneurial Career Path ................................................................................................................................... 52
Examples in Entrepreneurship (video clip).............................................................................................................. 54
Finding Your Customer............................................................................................................................................ 56
Industry Scenarios ................................................................................................................................................... 58
Interactive Sales ...................................................................................................................................................... 60
Interview an Entrepreneur...................................................................................................................................... 62
Library Borrowing Systems...................................................................................................................................... 64
Logo Animation ....................................................................................................................................................... 66
Making the Cake...................................................................................................................................................... 68
EventInformation................................................................................................................................................. 73
Additional Information or Comment ................................................................................................................. 75
Market Differentiation ............................................................................................................................................ 78

The Entrepreneurial Classroom
The Entrepreneurial Classroom series was made possible through the generous support of the American people through the
United States Agency for International Development (USAID) and the Higher Education for Development (HED) program.
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Marketing Literature Creation................................................................................................................................. 80
My Business Cards................................................................................................................................................... 82
My Business............................................................................................................................................................. 84
My Handbook .......................................................................................................................................................... 86
Opportunity Familiarization .................................................................................................................................... 88
Pitch Practice & Feedback....................................................................................................................................... 90
Product Pricing ........................................................................................................................................................ 92
Professional (Expert) Services ................................................................................................................................. 94
Project Definition..................................................................................................................................................... 96
Purchasing Decisions............................................................................................................................................... 98
Recipe Development / Troubleshooting ............................................................................................................... 100
Scout and Fix.......................................................................................................................................................... 102
Secret Shopper ...................................................................................................................................................... 104
Signature Recipe Development............................................................................................................................. 108
Stakeholder Needs ................................................................................................................................................ 110
Styles of Service..................................................................................................................................................... 112
Submit Design to Business..................................................................................................................................... 114
Time, Budget, Schedule......................................................................................................................................... 116
Time Tracking ........................................................................................................................................................ 118
Trends Impacting Business.................................................................................................................................... 120
Video Learning....................................................................................................................................................... 122
What do you need to do this?............................................................................................................................... 124
YouTube Video Production.................................................................................................................................... 126
Create Your Own ................................................................................................................................................... 128
Resources .............................................................................................................................................................. 132

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Notes:

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Best Tourist Route Mobile App
Discipline: Computer Programming
Type of Activity: In-class activity
Research
Demonstration
Guest speaker
Classroom discussion
Meeting with web designer or mobile apps, and database people.
Recommended
Student Level:
Intermediate to Advanced
Learning Objective /
Purpose of Activity:
Prepare student to use technology to solve a problem people might have. This will get
students in the mindset to approach any work they do with the goal of solving a
problem.
Activity Description: Each student in class must compute the shortest route from point A to point B, where
point B is a tourism area. Also identify every activity, gas station, rest area in that
route. Compute the maximum cost of the trip.
Tools/Resources: Website
Discussion questions
Computer lab
Library databases
Time needs:
In-Class Time: Entire Semester, 10 minutes every
session
Homework: Varies, but many

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Notes:

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Build a Blog Business
Discipline: Marketing/Social Media, Journalism
Research
Recommended
Student Level:
Entry Level
Students will practice building a business and planning key elements of a blog
business.
Activity Description: Blogs are a growing way that technology is being leveraged to build individual brands
and small businesses. Blogs as businesses provide a simple, affordable and
understandable business model that students can build and test.
In this activity, students are required to use the worksheet to think and plan the
business concept of a blog.
Computer lab
Worksheet
Time needs:
In-Class Time: 1 -2 hours over multiple classes or
as a single assignment completed
inside or outside of class.
Homework: Varies by student

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Build a Blog Business - Worksheet
Name of Blog:
Audience (who will read your blog, target market):
What competitors exist?
Describe your competitive advantage.
What kind of content (product) would be on your blog?
How will you drive traffic (promotion) to your blog and build daily viewers?

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What offline strategies could help you build your brand?
What advertising networks would you join to create advertising revenue for
your blog?
What additional strategies besides advertising can help you drive revenue?
Which social media channels would you use and how (purpose) to help build
your brand?

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

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Building a Network
Discipline: Any
Type of Activity: Homework assignment
In-class activity
Research
Recommended
Student Level:
Intermediate to advanced
Increase student’s capacity to find resources and build their professional network.
Activity Description: Many industries and businesses now rely on partnership with other organizations and
entities. Further, many workers desire to navigate their careers from project to
project as independent contractors. In both instances, there is an increasing necessity
to finding resources and building relationships with others in the same industry.
In this exercise students will begin to build their industry-specific network that they
can rely on as they navigate through their career. Students would first do research
and create a process that they can rely on when trying to build relationships and find
resources in their industry. They could then go to professional associations, tour
locations, attend events, and gather data on the types of resources available to them
here on campus and in the community. They should also find a way to maintain these
contacts and resources in an organized way so that they can use them throughout
their career.
Tools/Resources: Help setting the whole process up, transportation, etc.
Time needs:
In-Class Time: 2 meetings over the course of the
semester
Homework: Varies, based on what activities
students engage in for outreach.

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Notes:

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Costing Project
Discipline: Hospitality and Culinary Arts Program
Type of Activity: Homework
Recommended
Student Level:
Entry Level
This project will give the student knowledge on how accurately estimate costs
associated with a job and develop a customer quote with profit built in.
Activity Description: The student owns an upscale catering company and the instructor is the customer
planning an event. The student must create a proposal, which includes menu
descriptions of 3 entrees (including sides); Cost each recipe; Give the food cost in
dollar amount and percentage for each entrée. Give the menu price; Labor
percentage and the profit the company will make.
Tools/Resources: Internet
Computer Lab
Expert Advice
Included Handouts:
Butcher Test Formulas
Other Helpful Formulas
Figuring Food Costs
Recipe Cost Card Example
Recipe Cost Card Template
Time needs:
In-Class Time: ½ - 1 hour Homework: 4-6 hours
Student have one week to complete
project.

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Butcher Test Formulas
_________________________________________________________________________________________________
Waste % Formula: (in weight or dollar amount)
Product loss or AP Total Loss Amount $
AP Weight AP Total Price $
= Waste % = Waste %
Example:
3 lbs or $10.80
8lbs $28.80
= 37.5% waste = 37.5 % loss
EP Cost Per Pound (or cost per ounce)
AP Total Price $ or AP Total Price $
Final Weight/lb Final Weight/oz
= EP Cost Per lb EP Cost Per oz
Example:
$28.80 or $28.80
5 lb 80 oz
= $5.76 EP/lb = $0.36 EP/oz

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

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Figuring Food Cost Practice Sheet
Calculate the missing amounts
1. Opening Inventory $1,121
Purchases $5,773
Closing Inventory $1,510
What is the Food Cost? _______________
2. Opening Inventory $2,501
Purchases $13,989
Food Cost $10,321
What is the closing inventory? ______________
3. Purchases $22,010
Closing Inventory $3,403
Food Cost $20,991
What is the opening inventory for this period? ___________________
What is the opening inventory for the following period? _______________
4. Opening inventory $7,659
Purchases $16,995
Closing inventory $6,271
What is the total amount of the food available? ________________
What is the Food Cost? ________________
5. Purchases $11,773
Total food available $14,746
What is the opening inventory for this period? ________________
What is the opening inventory for the following period? ________________
6. Opening inventory $3,399
Food Cost $18,487
What is the total food available during this period? _____________
What is the value of the food that was purchased during this period? _______________

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Recipe Cost Card – Example
Item: Pasta with Seafood
Recipe Yield: 10 lbs
Number of Portions: 20
Standard Portion Size: 8 oz. Cost Per Portion:
Recipe
Amount
and Unit
Ingredients Invoice Cost Invoice
unit
Recipe
Cost per
Pound
Recipe
Cost per
Ounce
Recipe
Cost per
Each
Extended
Cost
6 oz diced onion $0.50 1 lb
2 TBSP chopped garlic $3.00 1 lb
2 oz olive oil $22.46 1 gallon
2 oz butter $105.65 36 lb
case
8 oz mushrooms, sliced $12.00 5 lb case
TT salt $0.10
TT pepper $0.10
5 oz white wine $5.00 750 ml
(25 oz)
8 oz tomatoes, chopped $1.00 1 lb
1 lb shrimp, peeled and
deveined
$14.99 1 lb
1.5 lbs bay scallops $6.99 1 lb
1.5 lbs mussels $2.99 1 lb
1 lb clams $8.95 1 lb
2 oz parsley, fresh,
chopped
$0.50 4 oz
bunch
2 lbs spaghetti pasta 29.64 10 lb box
Total
cost of
recipe
$

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Recipe Cost Card – Template
Item:
Recipe Yield:
Number of Portions:
Standard Portion Size: Cost Per Portion:
Recipe
Amount
and Unit
Ingredients Invoice Cost Invoice
unit
Recipe
Cost per
Pound
Recipe
Cost per
Ounce
Recipe
Cost per
Each
Extended
Cost
Total
cost of
recipe
$

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Create a New Product
Discipline: Web Development
Classroom Discussion
Research
Homework Assignment
Recommended
Student Level:
Create a new product based on innovating an existing product.
Activity Description: In the context of the course, students innovate a new product based on an existing
product. For example, Goal Oriented Design. Students are asked to use any of the
capabilities of a smartphone to create a product that will change people’s lives.
Students usually pick a topic that is very important to them, such as diabetes
management. As they start to develop the product, they become very invested in the
product and start to think of it as “theirs” instead of just a class assignment.
Throughout the development, the instructor encourages students to actually create
this product. The instructor assists students in brainstorming ways to make their
product a reality.
Computer Lab
Knowledge of how to protect student work from being used without their permission.
Time needs:
In-Class Time: Over four weeks, students receive
two formal critiques, two
workshops and two lectures to
move their product development
forward.
Homework: Varies

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Notes:

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Create a Social Entrepreneur
Discipline: Any
OR
Homework assignment
Recommended
Student Level:
Entry
To encourage students to not only consider starting a for profit business in their field,
but also consider how their business can benefit society.
Activity Description: Use the following worksheets to guide students through the exercise.
This can be assigned as an in-class activity with discussion or as a homework
assignment for students to do outside of class.
Tools/Resources: Worksheet
Time needs:
In-Class Time: Varies Homework: Varies

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How to Create a
Social Entrepreneurial Activity!
What is an Entrepreneur?
An “entrepreneur” is a person who recognizes that people may need or want a particular product or
service and organizes and operates a business around earning money from the sale of that product or
service.
What is a Social Entrepreneur?
A “social entrepreneur” is a person who recognizes the need to solve a social problem and organizes a
business activity that earns money (or provides other resources) to help solve that problem.
Steps for Creating a Social Entrepreneurial Activity
One goal of this Workbook is to show you how to create your own social entrepreneurial activity. With
your funds, you could choose to make a donation to a charity, buy and donate supplies to a school in
need, purchase special gifts for people in nursing care facilities to brighten their rooms, or other ideas.
The bottom line is that you are using the funds to help make our world a better place.
When people set out to be entrepreneurs and start a business, they follow several basic steps (or a
“business plan”) for developing, organizing, and selling their products or services. When planning your
social entrepreneurial activity, this e-Workbook takes you through many of the same steps as a business
plan with the addition of one important step: deciding on an issue that you really care about and want to
work on. Here are the general steps you need to understand to create a social entrepreneurial activity.
Step 1) Find Your Inspiration!
A social entrepreneur’s most unique ability is to see a problem in the world and have the passion,
interest, and the belief that he or she can help solve it. But, how do you identify a social problem that
motivates you to create a social entrepreneurial activity? To begin, you need a combination of creativity
and belief in yourself.
To help you understand things that you are passionate about, complete the following topics:
a) Complete the sentence: “Imagine a day when…” (For example, “Imagine a day when there’s no
litter in the streets.”) Think about the things in our world you would like to see changed.
b) Things that I care about are… For example, “I care about animals.”

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c) For my social entrepreneurial activity, a cause that I want to support is…
Step 2) How to Identify a Charity for a Cause that I Want to Help?
There are many excellent online resources to help you easily identify a charity thatsupports a cause that
you want to help. Here’s a listing of websites that can help you identify a cause:
Charity America: www.charityamerica.com
GiveSpot: www.givespot.com
GuideStar: www.guidestar.org
Charity Navigator: www.charitynavigator.org
Step 3) What Are My Interests and Talents?
To help you think about the skills and interests that you can use in your social entrepreneurial activity,
write down your answers to the following topics:
a) What do I enjoy doing? What am I good at doing? Which of these could be part of my social
entrepreneurial project? (For example, you may love art or cooking. You may be very organized. You
may love animals.)

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Step 4) Develop a Product or Service Idea
You may already have an idea that you want to turn into a “product” (something you can sell like
lemonade) or “service” (something you can do like wash cars) for your social entrepreneurial activity,
or you may want to develop a new idea.
Use your creativity to dream up a product or service for your entrepreneurial activity.
● Here’s a list of ideas to get you thinking:
● Bake and sell homemade dog biscuits.
● Make and sell cards for holidays or other special occasions.
● Set up a lemonade stand and sell cookies and drinks.
● Make and sell photo frames.
● Create and sell laminated bookmarks using your favorite cards.
● Braid/bead and sell bracelets.
● Draw, paint, or sculpt, and sell your own masterpieces.
● Offer a dog walking service.
● Offer a yard weeding/gardening service.
a) The product or service that I would like to sell is:
b) Is my idea(s) something that people would buy? Explain.
Once you identify an idea that excites you, ask these questions:
a) Who will buy my product or who are my “customers?” Your customers could include: parents,
teachers, young kids, older kids, etc.
b) How much will your customers be willing to spend? In other words, what is the
“price” of the product. For example, do you think your customers will spend $1.00,
$5.00, or more for your product or service?
c) Where will they buy it? In other words, what is the best “location” for selling my product. For
example, if you are selling lemonade, will you set up a stand at school, in your neighborhood, or at
another place?

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d) Is there anyone like me selling the same product or service? (Also known as your “competition.”)
Step 5) Develop a “Business Plan”
A “business plan” is a list of the steps you need to take to bring your social entrepreneurial activity to
life. Below are the key parts of your plan.
-“Goal:” Your goal is a specific statement about what you hope to achieve. For example, “I will
develop a lemonade stand that will earn money for cancer research.” The goal of my social
entrepreneurial activity is:
-“Product Development:” Product development means how will you make your product or set up your
service? For example, what do you need to make great tasting lemonade? Questions to answer include:
a) What supplies do I need to make my product or set up my service?
b) What “packaging” will I use for my product or service? (Packaging means the container, wrapping,
cover, or label used to hold or identify your product or service.) For example, if you sell lemonade and
cookies, will you place the cookies in a paper bag and use paper cups for the drinks?
-“Budget:” A budget is a tool that shows how much money you earn and spend. These questions will
help you think through how much your idea will cost and how much money or “revenue” you hope to
earn.
a) How much money will you spend to develop and launch your product or service activity? (Also
known as “expenses.”) This can include what supplies you need (such as lemonade, sugar, cups, etc.) as
well as poster board (to make signs, etc.).

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b) How much money do you think you will earn after all of your expenses? (Also known as “net
profit.”)
-“Implementation:” The word implementation means the steps you’ll take for making your
entrepreneurial activity happen. Questions to ask include:
a) Do I need other people to help me with this activity? How many people? Who will help me? What are
each person’s responsibilities?
-“Marketing:” The word marketing means how you will tell your customers about your product or
service. Answer these questions:
a) What materials will you use to communicate to your customers about your product or service? For
example, will you use a poster, flyer, letter, word-of-mouth, email, a large sign, other?
b) Where will your customers see your materials (in mailboxes, sign on a street corner, flyer on a
bulletin board in the library or in a mailbox, etc.)?
-“Schedule:” The word schedule means the time it will take to make and sell your product. Important
questions to answer include:
a) How much time do you need to make your product or prepare for your service?
b) When do you plan to sell the product or service? For example, do you plan to sell it after school, on
weekends, or during the summer?

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c) How will you keep track of how many customers you have and how much money you earn? (For
example, will you keep a notebook to tally the number of customers? Will you keep a box for the money
you collect? Do you have a safe place to store the money?)
Step 6) Time for Your Activity
It’s time for you to do your activity. You have your product or service in place. You have spread the
word. And you are waiting for your first customers. Here are a few things to keep in mind:
● Stay positive!
● Be enthusiastic!
● Be patient – it can take time for people to learn about your project.
● Have fun!
● Show appreciation – thank people for their support.
● Teach – remind people what cause you are helping.
● Keep records (how many people purchased your product).
● Be prepared for the unexpected – things may not always go as planned.
● Ask for help from family or friends.
● Think about what is working and what isn’t and make needed changes.
● Take photos or video – and share your efforts.
Step 7) Evaluate Your Work
Once you’ve completed your activity, you now have a chance to think about what you did well and what
you want to improve upon the next time you do the activity. This is called “evaluation.” Questions to
explore include:
a) How many customers did I have? Did my customers like my product or service?
b) How much money did I earn?
c) What did I do with the money I earned? Who did I help? What problem did I help solve? (Also
known as “social value.”)

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Vocabulary
Following is a review of the vocabulary covered in this e-Workbook. For a fun way to learn these
words, check out the Social Entrepreneur Crossword Puzzle following the vocabulary list.
Budget: A document that shows how much your idea will cost to set up and implement and how
much you hope to earn.
Business Plan: Key steps needed to plan, set up, implement, and evaluate a social entrepreneurial
activity.
Competition: Anyone selling the same or a similar product or service.
Customers: The people who will buy your product or service.
Entrepreneur: Someone who recognizes that people may need or want a particular product or
service and organizes and operates a business around earning money from the sale of that product
or service.
Expenses: The amount of money it will take to create and sell your product or service and do the
activity.
Evaluation: After your activity is completed, look at what worked well and what needs
improvement in the future.
Goal: A specific statement about what you hope to achieve. Implementation: Taking the steps to do
the entrepreneurial activity.
Investment: The amount of money you will put toward setting up and doing your activity.
Marketing: They way you will tell your customers about your product or service. Will you use
posters, flyers, letters, word-of-mouth, email, signs, etc.?
Net profit: The amount of money you earn after your investment and expenses. Packaging: The
container, wrapping, cover, or label used to hold or identify your product. For example, if you sell
lemonade and cookies, will you place the cookies in a paper bag and use paper cups for the drinks?
Product: Something you can sell like lemonade, baked goods, or artwork.
Price: The amount of money will charge for your product or service.
Product Development: The process for making your product or setting up your service.
Revenue: The amount of money you earn.
Schedule: The timeframe you put in place to make and sell your product.
Service: Something you can do for money like wash cars, walk dogs, or rake leaves. Social
entrepreneur: A person who recognizes the need to solve a social problem and organizes an
entrepreneurial activity that earns money and other resources that help solve or improve the
problem.
Social Value: The ways the activity helped solve a problem or support a cause (such as the amount
of money raised, the number or people who were helped, etc.).
References:
‘How to Create a Social Entrepreneurial activity!’, Julie Chapman & Lisa Novick,
www.YesKidzCan.com.,http://www.yeskidzcan.com/files/SocEntWorkbookJune15.pdf,
© YesKidzCan!, 2011

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Current Industry Trends
Discipline: Any
In-class activity
Research
Recommended
Student Level:
Entry Level
Students will develop deeper knowledge and interest (hopefully for a lifetime) in the
industry. Developing the habit of staying on top of current trends can help students
differentiate themselves among the competition and innovate in their field.
Activity Description: Students will research a current trend in their chosen industry and present their
information to the class.
Article
Expert
Time needs:
In-Class Time: 10 – 15 minute per presentation Homework: 2 - 4 hours
Faculty Spotlight
Kimberly Kachadoorian, Business:
“Most of the students we teach
nowadays will either be entrepreneurs or
will work for some type of small business
or a start-up. They will need to have an
entrepreneurial mindset/spirit. They need
to understand all facets of business to be
a success.”

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Notes:

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Customer Engagement
Discipline: Any
In-class activity
Community interaction
Guest speaker
Recommended
Student Level:
Students will have the experience of working with real customers to develop a
product relevant in their field. Examples include: Roll-up Sales Poster (Design), Web
App (programming), Sales Strategy (sales and marketing), etc…
Activity Description: Instructor will find companies who are in need of a product within the discipline. All
students will work on the same type of a product, but in small teams for many
different businesses. The customers will come to class to explain their needs, students
will take notes and bid on the projects they would like to work for. Students will
conduct review meetings with clients prior to delivering the final product.
Instructor will provide the students with a worksheet on how to conduct a customer
interview and manage customer interactions.
Faculty Guidance
Time needs:
In-Class Time: Whole Semester Homework: Varies by project type

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Notes:

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Customer Storytelling
Discipline: Any
In-class activity
Demonstration
Recommended
Student Level:
Entry Level
To apply communication skills to the development of business ideas.
Activity Description: Students will write and present a story about a customer who uses their product or
service. The script that is presented should include a clear, demographic introduction
of the customer and highlight how and why the customer finds value in the
product/service as well as where the customer bought the product/service.
Tools/Resources: In-class Presentations (short)
Time needs:
In-Class Time: Varies. Most of the time in class is
spent on student presentations.
Homework: Varies

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Notes:

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Design and Pre-Press Checklist
Discipline: Graphic Design
Type of Activity: Homework Assignment
Research
Demonstration
Field visit to printing companies
Recommended
Student Level:
Intermediate level
Create a design that is print ready by making sure that all printing press related issues
are checked and solved.
Activity Description: When preparing your designs for printing it does not matter how creative and good
your design is if it was not setup properly for printing.
This activity will focus on creating a check list for graphic designers that want to see
their digital designs being transformed into printed material, it will discuss all issues
related to colors, paper sizes, font types, image resolution, paper types and other
general issues.
To take the assignment further instructors may also assign students to create a
website that will automatically notify students if they missed anything from the check
list once the design is uploaded to the website.
Computer Lab
Time needs:
In-Class Time: 3 hours Homework: 6 hours

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Notes:

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Design Challenge
Discipline: Web Design & Development
Research
Critiques
Quick Pitch
Recommended
Student Level:
Advanced
Pitching Skills, Be Better Than The Next Guy
 Students will compete against each other to “out design” the other student.
 Two students will redesign the same Web site and pitch their final designs to a
client.
This will help students within the same discipline develop the skills necessary to “win”
work.
Activity Description: Two students will be assigned the same Web site or digital artifact to redesign to a
client’s specifications. The instructor will document the client specifications and act
as the client in critiques. Each student will be challenged to create a redesign that
resolves the client’s redesign project the most successfully. Through feedback,
critiques and rework, each student will be able to present a refined solution at the
quick pitch. The students will pitch their redesign solutions to the client who will then
select the “winner”. At the conclusion of the activity each student will explain their
creative process to the class and present their rationale for their design solution.
Tools/Resources: Clients
Alternately, the instructor or other students can serve as the client.
Time needs:
In-Class Time: Six class session over 3 weeks Homework: 12-15 hours

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Notes:

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Disapprove then Improve
Discipline: Construction / Engineering
In-class activity
Research
Recommended
Student Level:
Intermediate
The students are required to use valid data and solid research to find a problem with a
currently accepted practice in the industry and offer an alternate, hopefully better,
solution.
Activity Description: 1) Students must identify and explain a currently used practice in their area of
study. They must properly identify the problem the current practice addresses.
2) Students will then develop a new solution that solves the same problem as the
current practice.
Example: In civil engineering and construction students can research soil components
and the impact of using different types of soil in concrete footings and foundations of
buildings. Each student group should identify one practice in the process of building
foundations to focus on.
The instructor should be correcting their methods or suggesting better and cheaper
ways of researching throughout the semester.
While students do not always find correct answers the effort the students put in it
allows them to believe they can do something unique in their field. The activity also
introduces students to research habits and practice looking at problems in new ways.
These skills will benefit students choosing to open a business.
Articles
Library databases
Time needs:
In-Class Time: Several weeks during the semester,
including a 10 – 15 minute progress
presentation each week.
Homework: 2 - 4 hours each week

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Notes:

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Dream Business
Discipline: Accounting
In-class activity
Recommended
Student Level:
Entry Level
To have students think about what type of business they might like to start and make
the study of sole proprietorships more interesting to students.
Activity Description: Part 1—Have students identify a business that they would like to start. Students also
name this business. A homework assignment works best so students have time to
think.
Part 2—Throughout the term, use the various businesses that students have chosen in
class notes, quizzes, and tests.
Part 3—For financial statement preparation project, use standard trial balances, but
have students use their business’ name for all statements and their last name for
capital accounts.
In Class Work:
Part 1—Name and describe a business you would like to start
Part 2—Using student’s businesses in class notes and exams
Part 3—Having students use their business in their preparation of financial
statements.
Homework
Part 1—15-20 minutes
Part 2—none for student
Part 3—part of financial statement preparation project—1-2 hours
Tools/Resources: Computer lab
Time needs:
In-Class Time: One semester Homework: 3 hours

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

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Entrepreneurial Vision
Discipline: Any
Research
Recommended
Student Level:
Entry Level
Many students begin school with a dream of using their discipline to open a small
business, but most do not know what that really looks like. This activity will help them
pull their creative thoughts together and put them on paper. This will start them
thinking realistically about their entrepreneurship goals. Putting it on paper is the first
step in making the vision “real”. As they move and evolve through their academic
program their vision will also evolve.
Activity Description: The students will type a 300 – 500 word Vision Statement. This vision should be very
detailed with information such as the type of business, location, demographics of the
location, and discipline-specific details. For instance a bakery would require a menu
and décor/ambiance. Encourage the student to be as creative as possible with this
information, such as writing it the form of a story.
Computer lab
Library databases
Time needs:
In-Class Time: 30 minutes for examples and later,
in-class discussion.
Homework: 2 -4 hours

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Notes:

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Entrepreneurs Experience Failure
Discipline: Any
Type of Activity: Entry Level
Recommended
Student Level:
Homework assignment
In-class activity
Research
To expose students to entrepreneurs and the value of failure in building successful
ventures.
Activity Description: Students will be prompted to create a list of 5-7 entrepreneurs (they can be industry
specific). Students will research each entrepreneur and identify failures each
entrepreneur experienced as they built their businesses (or other failed ventures).
Students will select one failure story and turn it into a role play to share with the class.
The class should follow-up the role play with a class discussion about failure and its
valuable role in learning and acquiring tolerance for risk.
The initial research process could be a written assignment(s) that is turned in for part
of the grade.
Tools/Resources: Discussion questions
Library databases
Time needs:

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Notes:

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Entrepreneurs in my Industry
Discipline: Any
In-class activity
Research
Recommended
Student Level:
Entry Level
To expose students to entrepreneurs in their industry or area of interest.
Activity Description: Students are prompted to complete industry research as follows:
1. Define the industry in which they are interested.
2. List 2-3 companies in the industry. Could require at least one global company.
3. Research the entrepreneurs who started each of the businesses.
4. Choose one entrepreneur to research further, answer the following questions:
a. What problem was the entrepreneur solving at the time of the
business startup?
b. What innovations and/or markets were created from the business at
startup?
c. Profile the entrepreneur and his/her background and previous
successes and failures.
d. Discuss the challenges the entrepreneur has overcome.
This assignment should require 4+ outside resources that should be listed as part of
the assignment.
Tools/Resources: Library databases
Faculty may choose to host a class session in the WCC library with a research librarian
guiding the students through market research strategies.
Time needs:

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Notes:

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Entrepreneurs Speak
Discipline: Any
Type of Activity: Guest speaker
Recommended
Student Level:
Entry Level
Students will have an understanding of the entrepreneurial process and will
appreciate entrepreneurship as a way of making a living and enhancing self-worth.
Activity Description: Invite a guest speaker from an industry related to the course. Ask the guest to address
the students regarding their personal experience and the process of
entrepreneurship. Students will be asked to prepare for each speaker by having
questions ready. These sessions are intended to be interactive rather than one way
lectures.
Tools/Resources: Discussion questions
Time needs:
In-Class Time: 1-2 hours in one class session Homework: none

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Notes:

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Entrepreneurship Across the Industry
Discipline: Any
In-class activity
Research
Recommended
Student Level:
Entry Level
To expose students to entrepreneurs in their industry or area of interest and for the
student to identify gaps/opportunities within an industry.
This assignment should be done in conjunction with the Entrepreneurs in My Industry
assignment.
Activity Description: Students are prompted to complete industry research as follows:
1. Define the industry in which they are interested.
2. List 2-3 companies in the industry. Could require at least one global company.
3. Detail the products/services each of the companies provides and the
problems they solve. Discuss the value proposition that each company
provides.
4. Think about the gaps/opportunities that exist in the industry. What types of
products/services are not currently being offered? What type of innovations
could be competitive in the industry to meet consumer needs? Analyze and
discuss.
This assignment should require 4+ outside resources that should be listed as part of
the assignment.
Tools/Resources: Library databases
Faculty may wish to hold a class in the library with a librarian guiding the students
through effective market research strategies.
Time needs:

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Notes:

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Entrepreneurial Career Path
Discipline: Any
Type of Activity: Homework Assignment
Research
Recommended
Student Level:
Entry Level
This assignment will introduce to students the idea that they can become entrepreneurs
within their discipline. Student will start the assignment with their current skill and
experience as the “starting point” and create a pathway for their career that culminates
in opening a business in their field.
Activity Description: Students will conduct research on careers in their field that will prepare them to open a
business. Students will then write a 500 – 750 word document explaining their career
choice in the industry and the path/paths they will need to take to start their own
business.
Students are encouraged to consider skills they may need in starting a business that are
not included in the curriculum and find resources to address those skill gaps.
O*Net Online
Time needs:
In-Class Time: One class period Homework: 2 hours

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

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Examples in Entrepreneurship (video clip)
Discipline: Any
Video Clip
Recommended
Student Level:
Entry Level
To expose students to entrepreneurship activity and examples while introducing
course concepts.
Activity Description: The instructor identifies videos that relate to course content (not entrepreneurship).
Video clips may come from reality or sitcom television shows as well as movies.
Shows like Restaurant Impossible, Shark Tank and Good Wife cover industry and
general concepts while providing students with a glimpse into the mindset of
entrepreneurs.
Examples: Shark Tank episode where business owner insisted on manufacturing
products in America provided great lecture material for unit on ethics and/or
globalization. Other Shark Tank episodes that have been used highlight eCommerce
and SEO as well as closing strategies for sales people while innately highlighting
entrepreneurship.
Time needs:
In-Class Time: 15 – 30 Minutes Homework: n/a

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Notes:

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Finding Your Customer
Discipline: Any
In-class activity
Research
Recommended
Student Level:
Entry Level
For students to consider how to market products and services in their industries in new,
specific ways.
Activity Description: Today, marketers have become much more effective in reaching specific target
markets. Old marketing channels (TV, radio, newspaper) are giving way to new ideas
and ways to reach customers. Students need to consider new marketing channels that
will reach the largest audience possible for their products and services.
In developing their strategy students may wish to consider companies that might be
interested in promoting their product, how they could reach those companies and
what types of marketing tactics will be used in promoting the products and services to
the public.
Time needs:
In-Class Time: 1-2 class sessions – depends on
how many students are in the class
that need to present
Homework: 8-15 hours

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Notes:

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Industry Scenarios
Discipline: Any
Recommended
Student Level:
Entry Level
This will encourage students to provide new ideas, approaches, improvements and
solutions to situations that occur within their industry as well as help students develop
better problem solving skills. Students will examine skills and techniques taught in
class through a new lens.
Activity Description: Instructor will provide a number of “real life” scenarios related to the discipline being
taught. For example a culinary/hospitality course might focus on customer service or
product quality. The students will then brainstorm a number of ways that the particular
scenario could be handled focusing on skills taught in class. Instructors may ask the
students to:
 Develop new approaches that have not been used in the industry.
 Approach the problem from a specific audience, for example: as the company
owner, as the customer, as a supervisor having to report to a vice-president,
etc…
 Demonstrate how techniques or skills taught in class can be applied to the
situation.
Tools/Resources: Development of scenarios.
Discussion questions specific to the industry and relevant to the direction the instructor
wishes the students to take.
Time needs:
In-Class Time: 1 – 2 hours, depending on the
number of scenarios presented.
Homework: none

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Notes:

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Interactive Sales
Discipline: Any
Research
Demonstration
Recommended
Student Level:
Create an interactive presentation to present and sell your idea.
Activity Description: Movement creates interest, capturing the full attention of an audience during a
presentation is the main goal for every presentation. And since the typical PowerPoint
presentation are recently being considered static, old fashioned and boring to most
people, the idea of creating presentations that contain animated objects and
interactive buttons and layouts makes a lot of sense and will help students present
and market their ideas in a better and interesting way.
Students will develop an interactive presentation to sell an idea they have. Encourage
students to be creative. Their idea can be for a new social movement, to promote a
product they particularly like using, or showcase ideas they have for a business.
Students with a variety of technical skills can accomplish this by using technology
appropriate to their program and skill level. For instance animation students can be
required to use animation in selling their idea. Business students might use Prezi.
video tutorials
Blog on PowerPoint Alternatives:
http://www.powtoon.com/blog/10-best-powerpoint-alternatives/
Time needs:
In-Class Time: 3 hours Homework: 6 hours

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Notes:

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Interview an Entrepreneur
Discipline: Any
Recommended
Student Level:
Entry Level
Students will have an understanding and an appreciation for entrepreneurship as a
way of making a living and enhancing self-worth.
Activity Description: Students will interview a local entrepreneur in an industry related to the course. This
can be done as an individual assignment or team interviews. The instructor can
provide interview questions or develop questions as part of a classroom discussion.
Students will write a paper introducing the entrepreneur to the instructor. The focus
of the paper can be to tell the overall story of the entrepreneur or focus on one piece
of the entrepreneur’s story, such as:
 Convincing others to believe in your idea.
 Who did they ask for help?
 What sacrifices did they make in personal/professional life to start this
business?
 What was the process they went through from the idea to the first customer?
How long did it take?
Tools/Resources: Expert
Time needs:
In-Class Time: Varies depending on assignment Homework: 4 hours (1 – 2 hours for interview and
2 hours for assembling the
information and writing a paper)

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

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Library Borrowing Systems
Discipline: Computer Programming
Research
Demonstration
Recommended
Student Level:
Introduce students to the idea that technology can be used to solve problems in the
marketplace.
Activity Description: Currently, there are no mechanisms in countries like Jordan for borrowing textbooks.
College and university students are all required to purchase textbook. Although this
does exist in the United States, this project is help students understand how new
ideas start and to build something that they currently take for granted but will be a
game changer for others. The assignment teaches students that the world is bigger
than what they experience on a day to day basis and that they might need to look to
other markets to create value in the marketplace.
The instructor will present the problem that many students find the cost of textbooks
prohibitive when attending colleges and universities. The idea of developing a system
to allow borrowing or renting text books will be introduced by the instructor. Students
will then be tasked with developing a computer program that will meet the needs of
the marketplace and solve the problem of high cost textbooks.
Computer lab
Library databases
Software
Time needs:
In-Class Time: The whole project lasts throughout
the term
Homework: Several hours

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Notes:

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Logo Animation
Discipline: Digital Media Arts
In-class activity
Research
Recommended
Student Level:
Entry Level
Develop a useable logo animation for video or the Web.
Activity Description: Create an animated logo for your new company’s Website.
“A good logo is distinctive, appropriate, practical, graphic and simple in form, and it
conveys the owner’s intended message. A concept or “meaning” is usually behind an
effective logo, and it communicates the intended message.” SOURCE
Create a logo animation that is simple, memorable, and unique, using any of the
software available.
Formats for export – export to movie file, .swf
The following resources could be provided to students for research:
• Logo Design Tips by Steve at The Logo Factory
A great post outlining some very helpful logo design tips.
• How NOT to design a logo from Web Designer Depot
An article outlining ways not to go about getting your logo designed.
• Iconic Logo Designers by David Airey
A mini-website of some of the world’s most iconic logo designers.
• 45 Rules of Creating A Great Logo Design from Tanner Christensen.
A fairly accurate list of “logo design rules.” Take it as a guide only.
• 80 Beautiful Typefaces for Professional Design
A classic from Smashing Magazine. A thorough list of classic typefaces.
• The Ultimate List of Logo Design Resources by Just Creative Design
If you are looking for logo resources, this is the place to go.
Top 10 Logo Design Inspiration Galleries by Logo Designer Blog
A list of the top 10 recommended logo design inspiration galleries
Computer lab
Time needs:
In-Class Time: 4-5 class periods Homework: 24 hrs

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Notes:

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Making the Cake
Discipline: Culinary Arts, Baking & Pastry
Type of Activity: In-Class
Homework
Research
Recommended
Student Level:
By developing a new client intake form for a cake business students will leave the class
with a practical tool that will enable them to start a small cake making business.
Activity Description: Students are provided examples of client intake forms and then are asked to create their
own. The instructor acts as a client for each student in the class. Students guide the
client through the intake process to understand and agree upon a cake that will be made
for an upcoming event.
The student’s final project is making the cake. Grading is in part determined by how
well the cake represents the needs and desires of the client.
Tools/Resources: Client Intake examples
Time needs:
In-Class Time: 1 class session to provide
assignment, 2-3 class sessions for
completing the cake
Homework: Varies

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EXAMPLE 1:
Today's Date _______ __Wedding Date___ _______ _
Bride's Name
__________________________________________
Groom's Name__________________________________________
Address____ ____ _____ __ ______
Daytime PhoneNumber ____ Evening Phone Number___ ___
Fax Number___________________ E-Mail _________________________________
WeddingDate_______________
Time of Wedding _________________________________
Venue Address____________________________________________________________
Reception Venue ________________________________ Time_________________
Cake Set Up Time
Contact Person at Venue Site________________ Phone Number _________________
Cake Information:
Number of servings ______________________
Shape of layers: _Round _Square _Rectangle Combination _Custom
Sizes: Round or Square: 4', 6', 8', 12', 14', 16' Rectangle: 4'x6', 6'x9', 9'xl3',
ll 'xl5', 18'x24'
Number or tiers _____ Stacked: Yes No Columns: Yes No
Cake Flavors: __vanilla __chocolate __lemon __coconut _ _ banana _ _strawberry
___red velvet __expresso __almond __carrot __Italian C r e a m (carrot and Italian cream cost
extra)
Cake Filling Flavors: _raspberry _lemon pineapple _strawberry _buttercream
Frosting Type/Flavor : __Buttercream __Cream Cheese __Chocolate Butter Cream
__Fondant
Do you have a photo of cake design? If so, please bring to the consultation.
Description of cake __ __ __ _______________________
Description ofdecorations _ _________________
Frosting color Accent color __ __ _ ___
Flowers: __ Buttercream __ Fondant __ Royal __ Gum paste __ Fresh __Silk
Fresh flowers f r o m ________________________________________________________

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Tier 1 (Base)
Tier 2
Tier 3
Tier 4
Cake Price Total .. . ...... ... ... .....$ _
Equipment Deposit(s)* ......... ...... .....$ _ _
Subtotal ......... ...... .....$__ _
Cake Deposit Paid (50%) . ..... ... ............$ Date Paid _
Balance Due (no later than I month before the wedding) $ _ Date Due _
_ •Requi.red with Final balance. Dcposll forfeit for aU items are not returned within 7du
Cleared payment of the entire balance must be received by the due date shown above in order for work on your cake to
be completed. In the event of non-payment of the balance, we reserve the right to consider the order cancelled and the
deposit forfeited. Cake orders which are cancelled at short notice (within one month of the event date) will still be
charged for in full, as we are rarely able to rebook dates at such short notice.
Ifyou have concerns, or questions, at any stage, please do not hesitate to contact us directly.
"I agree to the terms set out in this contract and agree that I am the person responsible for all payments and
decisions regarding this cake order."
Date:_ Signature: -----------------------------
Address: _ _ ___
EXAMPLE 1 (cont.)

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TERMS
I. Your initial deposit reserves your event date and is non-refundable.
2. We must receive the balance by the due date indicated or contract is null and void, and deposit will not be refunded.
3. The date of your final payment is the final date for any changes of size, style or flavors of the cake. Any changes requested after
this date cannot be guaranteed and may be subject to additional charges.
4. Delivery and set up is -,---...,.----:----::--=-----:---.,....--.,.-------::--:--::--...,...,.:--------:--
5. We are not responsible for any damage to the cake after setup is complete. You are responsible for providing an appropriate and
secure table and environment for the cake(s). Cakes areheavy and require a sturdy table, and optimal room temperature of 75 degrees
or
below.
6. Ifflowers are provided by an outside source, we will arrange up to 25 sterns free; $l for each additional stem. You acknowledge
th.at fresh flowers are not a food produce, and may contain pesticides, insects, dirt, or other contaminants.
7. Ifyou, or your representative, elect to pick up and set up the cake, you assume all liability and responsibility for the condition of the
cake once it leaves · possession.
8. On occasion we will photograph our cakes and we reserve the right to use any photographs for display or promotion without
compensation to you.
9. Our products may contain, or come into contact with, milk, wheat, nuts, soy, and other allergens. You agree to notify your guests of
this risk and hold us harmless for allergic reactions.
EXAMPLE 1 (cont.)

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Consultation Form
EXAMPLE 2:

The Entrepreneurial Classroom series was made possible through the generous support of the American people through the United States
Agency for International Development (USAID) and the Higher Education for Development (HED) program.
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Ravenwood Bakery - Event Consultation
Contact Information:
Primary Contact: -------------------------
Email: ----------------------------
Phone:
------------Best Time to Call:
----------
Address:
----------------------------
RoIe:
-----------------------------
Alternate Contact:
------------------------
Email:
-----------------------------
Phone:
------------Best Time to Call:
----------
Address:
----------------------------
RoIe: -----------------------------
EventInformation
TypeofEvent: _
Event Date:
----------Event Time:
------------
Event Venue:
---------------------------
Venue Address:
--------------------------
Number of Guests: FinalCount:(2weeks prior): _
Event Planner:
---------Phone:
--------------
Event Date:

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The Cake
Doyou have a photo(s) of the cake you would likefor the event? _ Yes No
Pleasedescribe your idealcakeforthis event:
Wouldyoulikeanadditionalcake(i.e.Groom'scake,Children'scake,Cupcakes,
Allergy concerns) for the event? _ Yes No
Consultant's Notes: (Also refer to cake design sheet)
Cake Type: Cake Shape: Number of Tiers:
Other:

The Entrepreneurial Classroom series was made possible through the generous support of the American people through the United
States Agency for International Development (USAID) and the Higher Education for Development (HED) program.
75 | P a g e
Vendor Contacts
Event Coordinator: ---------Phone:
----------
FIorist: Phone: ----------
Caterer: Phone:
----------Venue Manager: Phone: _
Additional Information or Comment

The Entrepreneurial Classroom series was made possible through the generous support of the American people through the United States Agency for
International Development (USAID) and the Higher Education for Development (HED) program.
76 | P a g e
Cake Design-Sketches and Description
Side elevation Top Decoration
Frosting Type
FroatingflalllT" --------
frosting Colar.i _
T1B1t __ ___ FrustingType
FrostingflalllT"__ _
FrostingColar.i -------
Layer Fla.var
Layer Flalar
Filling Flavor
Filling Flamr-
Layer flavar
LayerFlavor
FiUing Flll10r
FiUtngf,!nw
LayerFlavor
Layerf'L..wr
Filling Flamr-
Filling Flavm-
Layer Flavar
LayerFlavor
TID"it frosfingType
FrostingFlavor --------
FrostingColar.i--------
TW'# ----- FrostingType
Frosting Fl.awr _
Frosting Colar.i--------

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Cupcake Design
Frosting Flavor
FrostingColor
Decoration
Filling Flavor Cake f'lavor
Frosting Flavor
Frosting Color
Decoration
Filling Flavor Cake flavor

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Market Differentiation
Discipline: Any
Recommended
Student Level:
All
Students within the same discipline will gain the understanding that they must set
themselves apart from the competition if they are to be successful in owning a
business. Students will identify and document a unique market segment that they are
qualified to enter.
Activity Description: Each student in class must identify a unique market segment that they can shape a
business around. No two students in the class may have the same market segment.
When students identify a segment that they believe is unique they will inform the
instructor and will create a one-page opportunity identification document that details
why they specifically are capable of going after this segment. If multiple students
identify the same segment, the instructor will bring those students together to work it
out. At the conclusion of the activity each student will explain their business segment
to the class and present their rationale.
Tools/Resources: None
Time needs:
In-Class Time: One 3-hour class session Homework:

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Notes:

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Marketing Literature Creation
Discipline: Any
In-class activity
Recommended
Student Level:
Entry Level
Create marketing literature for business idea that can be used to obtain customers.
Activity Description: It is important that entrepreneurs clearly define their ideas and the value it provides
potential customers. To develop their business idea and test their marketing
message(s), students should choose to create and complete a website, brochure or
PPT presentation that can be used to solicit customers.
Computer lab
Time needs:

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Notes:

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My Business Cards
Discipline: Graphic Design
Recommended
Student Level:
Intermediate
Students will learn how to take a vague, but well-known idea and turn it into a
product.
All students will leave the exercise with a personal business card and business name.
Activity Description: Each Student will receive a sample of up to 8 business cards the instructor feels are
well designed and well thought out. The assignment is for the student to design a
business card with all its necessary components for their own business. To accomplish
this the student will need to develop a name and logo in addition to designing the
business card.
Students will be graded on having all the necessary components for a business card
such as name, logo, contact information, and how the design communicates the
business.
Sample Business Cards
Time needs:
In-Class Time: 4 weeks to one semester Homework:

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Notes:

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My Business
Discipline: Any
Research
Recommended
Student Level:
Entry to Intermediate
Introduce students to basic introductory questions they will be faced with if they
decide to start a business.
Activity Description: Students will write a paper answering the following questions.
1- Describe the business you would like to start?
2- What products or services will the business offer?
3- What other businesses already exist that might be similar?
4- What makes your business different than the similar businesses?
5- Who are the customers for your business?
6- How will you get start-up funds for this business? If you need a loan, where
will the money come from to pay the loan payments?
This exercise can be conceptual to introduce the students to the types of questions
they might need to answer to start a business. In this instance the grading would be
more reflective to the students thought process instead of whether the information is
factually-based.
Alternately, this could be a research project.
The time needed, the focus of the class, and the level of students should be
considered when deciding how in-depth to make this assignment.
Computer lab
Time needs:
In-Class Time: Varies, depending on depth of
project.
Homework: Varies, depending on depth of
project.

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

The Entrepreneurial Classroom

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