Faculty Summit on Social Innovation at Duke and UNC – Chapel Hill ATL-AAA123-20071121- Document prepared by Seeds Date: We...
<ul><li>How we got here…  </li></ul>
<ul><li>Student perspectives </li></ul><ul><li>Naman Shah </li></ul><ul><li>WaterPlus </li></ul><ul><li>Lindsey Witmer </l...
<ul><li>Duke </li></ul><ul><ul><li>Social entrepreneurship embodies a philosophy of “ attending not only to [the] intellec...
OUT OF A RANGE OF SOCIAL INNOVATION OPPORTUNITIES, WE HAVE IDENTIFIED FOUR TOP PRIORITIES Source: Seeds team analysis Impa...
SOCIAL ENTREPRENEUR IN RESIDENCE ATL-AAA123-20071121- Devoted social entrepreneur in residence, at both Duke and UNC Point...
Few academic courses on social innovation topics Limited student exposure to real-life social enterprises Limited universi...
A FACULTY SOCIAL IMPACT GROUP CAN STREAMLINE MENTORING AND STUDENT-FACULTY INTERACTIONS Socially engaged faculty profiles ...
Students want more informal interactions with professors. Difficult to approach faculty  when not enrolled in their class....
STARTINGBLOC SOUTHERN INSTITUTE <ul><li>$120,000 in institute costs (~$1,000 per student), split between fees, national fu...
NEXT STEPS <ul><li>1.  Social Entrepreneur In Residence </li></ul><ul><ul><ul><ul><li>Identify key leaders to own design a...
APPENDIX – IMPLEMENTATION TIMELINES
PHASES OF DEVELOPMENT FOR FACULTY SOCIAL IMPACT GROUP Construct Seeds website with unique user profiles  Compile list of s...
PHASES OF DEVELOPMENT FOR STARTINGBLOC SOUTHERN INSTITUTE Investigate funding sources Compile list of interested faculty I...
PHASES OF DEVELOPMENT FOR TWO-PART VENTURE COURSE 3 New ELI program begins at Duke Accreditation of course sought at UNC E...
PHASES OF DEVELOPMENT FOR FACULTY CONVERSATIONS Identify faculty or administrator owner(s) at each campus Collaboratively ...
Demonstrated Demand and Need for SE at Duke <ul><li>Current Demands </li></ul><ul><li>Public Policy 144, Enterprising Lead...
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Seeds Seminar Presentation

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I co-developed and presented this slideshow to administrators at UNC-Chapel Hill while serving as COO of SEEDS in the fall of 2007. It outlined the strategic goals of our student-led social entrepreneurship organization, and specified the ways in which we hoped to enlist help from UNC\'s administration.

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Seeds Seminar Presentation

  1. 1. Faculty Summit on Social Innovation at Duke and UNC – Chapel Hill ATL-AAA123-20071121- Document prepared by Seeds Date: Wednesday, November 28th
  2. 2. <ul><li>How we got here… </li></ul>
  3. 3. <ul><li>Student perspectives </li></ul><ul><li>Naman Shah </li></ul><ul><li>WaterPlus </li></ul><ul><li>Lindsey Witmer </li></ul><ul><li>Carolina Microfinance Initiative </li></ul>
  4. 4. <ul><li>Duke </li></ul><ul><ul><li>Social entrepreneurship embodies a philosophy of “ attending not only to [the] intellectual growth [of undergraduates] but also to their development as adults committed to high ethical standards and full participation as leaders in their communities &quot; </li></ul></ul><ul><ul><li>Social entrepreneurship represents a dynamic, growing arena in which to create “leaders in finance in business.” </li></ul></ul><ul><ul><li>Social innovation offers a unique, inclusive method by which to “contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do.” </li></ul></ul><ul><li>UNC </li></ul><ul><ul><li>Social innovation is the embodiment of the ideal of pursuing “creative endeavors” to move from “free inquiry” to “personal responsibility.” </li></ul></ul><ul><ul><li>Social enterprise is a characterized around the world by the creation of scalable, sustainable strategies to “improve the condition of human life through service.” </li></ul></ul>SOCIAL ENTREPRENEURSHIP EMBODIES MANY OF OUR UNIVERSITIES’ CORE VALUES AND MISSIONS “ italics” = taken from university mission statement
  5. 5. OUT OF A RANGE OF SOCIAL INNOVATION OPPORTUNITIES, WE HAVE IDENTIFIED FOUR TOP PRIORITIES Source: Seeds team analysis Impact on campus Resources required Faculty Social Impact Committee Faculty Conversations Program 2-Part Social Venture Course Starting Bloc Southern Institute H L Thesis Advisory Committee Interdisciplinary Innovations Course Social Innovations in NC Course Intro to Social Innovation Course Social Entrepreneurship Certificate Office Space University Funding of student enterprises Student Legal Services/Support H L 1 Top priorities 3 2 5 Social Entrepreneur in Residence 4
  6. 6. SOCIAL ENTREPRENEUR IN RESIDENCE ATL-AAA123-20071121- Devoted social entrepreneur in residence, at both Duke and UNC Point-person to provide contacts and networking to establish mentor-student relationships Single position devoted to teaching and fostering student ventures 1 Need Solution Outcomes Long-term consistency and stability for cultivating culture of social entrepreneurship Facilitate relationships across departments and universities, creating a support pool for fostering social entrepreneurs Leader to provide oversight for culture and community of social entrepreneurship Greater connectivity between campuses through establishing contacts and fostering student organizations Source: Seeds team analysis
  7. 7. Few academic courses on social innovation topics Limited student exposure to real-life social enterprises Limited university support and academic credit for work to launch social ventures Academic course on “Principles and Practices of Social Enterprise” Summer collaboration with DukeEngage to link students with regional social enterprises Fall course to help students design and launch social ventures, follow on incubation program by Seeds A TWO-PART VENTURE COURSE WILL GUIDE STUDENTS FROM THEORETICAL KNOWLEDGE TO PRACTICAL EXPERIENCE 2 Doubling of student spaces in SI courses by 2010 Sustained placement of students in at least 10 local social enterprises More sustainable, successful social enterprises Need Solution Outcomes Source: Student survey, Seeds team analysis
  8. 8. A FACULTY SOCIAL IMPACT GROUP CAN STREAMLINE MENTORING AND STUDENT-FACULTY INTERACTIONS Socially engaged faculty profiles in online database Faculty and graduate students post requests for undergraduate involvement online SI faculty steering committee Few student-faculty mentorships and collaborations on social innovation Lack of university-wide strategic direction on SI initiatives 3 Need Solution Outcomes Formal University position on social innovation Consistent point of reference to raise strategic concerns Greater number of long-term, personal relationships between faculty and students Expansion of and increased impact from collaborative social enterprises No single place to address all faculty social innovators Quarterly steering meetings Annual faculty group meetings Greater connectivity between faculty social innovators Greater cross-departmental collaboration on social initiatives Source: Seeds team analysis
  9. 9. Students want more informal interactions with professors. Difficult to approach faculty when not enrolled in their class. Students need professors’ support and guidance on social innovations. A faculty meals program would pay for student-faculty meals a la the Duke Conversations program. The program would create a structured, albeit informal, means to engage faculty in intellectual dialogue. Students build ties to faculty, with potential for guidance, advising, and mentoring, and collaboration. FACULTY CONVERSATIONS CREATES RELATIONSHIPS BETWEEN FACULTY AND STUDENTS 4 Greater number of long-term, personal relationships between faculty and students Heightened student understanding of how to apply academic learnings to real-life endeavours More successful social enterprises Need Solution Outcomes Source: Student survey, Seeds team analysis
  10. 10. STARTINGBLOC SOUTHERN INSTITUTE <ul><li>$120,000 in institute costs (~$1,000 per student), split between fees, national fundraising, host institution fundraising </li></ul><ul><li>Forty-hour intensive curriculum supplemented by independent team projects </li></ul><ul><li>Programs run either over the course of three months or in a four-day intensive format </li></ul>THE STARTINGBLOC SOUTHERN INSTITUTE CAN REINFORCE DUKE AND CAROLINA’S REGIONAL SOCIAL INNOVATION LEADERSHIP 5 Little sense of a broader social entrepreneur community Social entrepreneurs have few facilities on campus for best practice sharing Little sense of job opportunities in social innovation Provide young leaders the skills and relationships for social entrepreneurship development. Introduce industry best practices around corporate social responsibility, social entrepreneurship, and sustainability. Corporate innovators, social entrepreneurs, and academics discuss methods for implementing social change through enterprise. More proposed and successful social enterprises New innovation due to increased cross-pollination of ideas Accelerated scaling of successful social enterprises to other campuses Need Solution Outcomes Source: StartingBloc, student survey, Seeds team analysis
  11. 11. NEXT STEPS <ul><li>1. Social Entrepreneur In Residence </li></ul><ul><ul><ul><ul><li>Identify key leaders to own design and selection process </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Raise funds and establish institutional support </li></ul></ul></ul></ul><ul><li>2. Two-part Social Venturing Course </li></ul><ul><ul><ul><ul><li>Discuss potential for expanding size and/or sections of PPS 144s -Chris Gergen, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Identify faculty interested in teaching social venturing course collaboratively or alone </li></ul></ul></ul></ul><ul><li>3 . Faculty Social Impact Committee </li></ul><ul><ul><ul><ul><li>Identify members of initial Social Impact Steering Committee </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Design interface for faculty to join Social Impact Group electronically </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Create social impact group profiles -MARCH 2008 </li></ul></ul></ul></ul><ul><li>4. Informal Faculty Meal Program </li></ul><ul><ul><ul><ul><li>Investigate potential alterations/enhancements to Duke Conversations program </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Identify potential funding sources at UNC </li></ul></ul></ul></ul><ul><ul><ul><li>5. StartingBloc Southern Institute </li></ul></ul></ul><ul><ul><ul><ul><li>Discuss potential sources of funding and resources SEEDS and SI steering committee, time: meet in january </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Identify a faculty owner on each campus </li></ul></ul></ul></ul>
  12. 12. APPENDIX – IMPLEMENTATION TIMELINES
  13. 13. PHASES OF DEVELOPMENT FOR FACULTY SOCIAL IMPACT GROUP Construct Seeds website with unique user profiles Compile list of socially-engaged faculty Create faculty profiles on website Convene faculty steering committee Publicize SI faculty group profiles (June) Faculty post current SI projects (August) SI Faculty Group holds first annual meeting (September) Steering Committee meets to discuss strategic direction and spring performance (December) Increased student-faculty interaction on SI topics Students involved in faculty projects Steering Committee meets again (April) Construct Connect Catalyze 1 Feb 2008 March 2008 Summer 2008 Fall 2008 Ongoing
  14. 14. PHASES OF DEVELOPMENT FOR STARTINGBLOC SOUTHERN INSTITUTE Investigate funding sources Compile list of interested faculty Identify faculty owner at each campus Work with Fuqua officials to set date and place of 2008 conference Solidify funding sources Create faculty committees for admission and programming Work with StartingBloc to create online application Publicize institute to students at southern universities Begin accepting applications by late September Host StartingBloc in December Debrief from conference. Identify potential improvements. Investigate sustainable funding sources 2 Construct Scale Spring 2008 Summer 2008 Fall 2008 Spring 2009
  15. 15. PHASES OF DEVELOPMENT FOR TWO-PART VENTURE COURSE 3 New ELI program begins at Duke Accreditation of course sought at UNC ELI/DukeEngage summer internships ELI business plan course Identify professor or partnership for UNC venture series ELI course continues at Duke Launch of ELI incubator First section of venture course at UNC Student internships at NC social enterprises Construct Scale “ Launching your social venture” course at Duke and UNC Spring 2008 Summ./Fall ‘08 Spring 2009 Summer 2009 Fall 2009
  16. 16. PHASES OF DEVELOPMENT FOR FACULTY CONVERSATIONS Identify faculty or administrator owner(s) at each campus Collaboratively investigate funding sources Find partnering restaurants and coffee shops Create online website. Craft a student application and review process Roll-out pilot of undergraduate program Begin accepting applications in early September. Use feedback from participants to identify improvements. Investigate sustainable funding sources 4 Construct Scale Summer 2008 Fall 2008 Spring 2009 Spring 2008
  17. 17. Demonstrated Demand and Need for SE at Duke <ul><li>Current Demands </li></ul><ul><li>Public Policy 144, Enterprising Leadership </li></ul><ul><li>On average, twice the number of students apply for the class as there are spots available. Four times as many express interest before the interview and application process. </li></ul><ul><li>Barry Myers, Director Duke Center for Entrepreneurship and Research Commercialization </li></ul><ul><li>“ Demand for opportunities which help students set a vision far exceeds both our curricular and co-curricular abilities. We have a dozen programs that could be put into place with more teaching/mentorship ability.” </li></ul><ul><li>Students Interested in Service but Unaware of SE </li></ul><ul><li>450 students have met with Duke Engage. </li></ul><ul><li> SE offerings through Duke Engage are currently limited but Director Eric Mlyn has expressed that Duke Engage wants to support students interested in SE and will be building programs around it </li></ul><ul><li>Future Needs </li></ul><ul><li>Importance of SE to a Duke Liberal Arts Education </li></ul><ul><li>Increasing resources for SE is consonant with Duke's mission of cultivating students' development as adults who are capable of practically leading their communities in an ethical manner. </li></ul><ul><li> Duke produces leaders in finance in business. SE training would help them to be more humane and ethically responsible businessmen and women. </li></ul><ul><li> SE fosters interdisciplinarity, promotes leadership and brings knowledge to the service of society </li></ul>

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