The document discusses social entrepreneurship and its intersection with undergraduate research, highlighting the importance of engaging students in inquiry related to social change. It outlines the attributes of social entrepreneurs and presents examples of changemakers who address global challenges. The text promotes the idea that universities can contribute to society by educating socially responsible leaders through a dialogic curriculum that encourages collaborative learning and research.

1. “Social Entrepreneurship
and Undergraduate Research”
Faculty Institute on Undergraduate Research
in the Arts, Humanities, and Humanistic Social
Sciences
June 27, 2012

3. Undergraduate Research and Social
Entrepreneurship
• Social entrepreneurship and Ashoka
• UR through the lens of my undergraduate
teaching in 3 courses and “a dialogic
curriculum”
• Engagement matters
• Some pitfalls
• Leading institutional change

4. List 10 people who inspire you.

5. List 10 people who inspire you.
Choose 3 people from your list
and identify the character traits
that inspire you.

6. List 10 people who inspire you.
Choose 3 people from your list and
identify the character that enabled
them to make a change.
Write two paragraphs about how
your life would be different if you
have more of these qualities in your
life.

7. The Wall of
Inspiration

8. Four Attributes of Social
Entrepreneurs
• Relentless
• New Ideas
• New forms of social organization
• Measurable impact

9. An introduction to changemakers and
social entrepreneurs

11. John Muir (U.S.), naturalist and conservationist,
established the National Park System and helped
found the Sierra Club.

13. Florence Nightingale (U.K.), founder of
modern nursing, established the first school for
nurses and fought to improve hospital
conditions.

15. Benjamin Franklin (U.S.) Formed the first
public lending library in America.

17. Muhammad Yunus (Bangladesh), founder the
Grameen Bank and microfinance.

18. Who would you Four Attributes of Social
add to this list Entrepreneurs
that meets • Relentless
these four
criteria? • New Ideas
• New forms of social organization
• Measurable impact

19. Social entrepreneurship:
The application of entrepreneurial solutions
and sustainable business practices to the
world’s most challenging social problems.
The application of business practices in the
pursuit of a social and/or environmental
mission.
“Understanding Social Entrepreneurship” by Jill
Kickul and Thomas S. Lyons

20. Sound Bytes 3 (Bornstein)
"Social entrepreneurs identify resources
where others only see problems. They view
the villagers as the solution, not the passive
beneficiary. They begin with the assumption
of competence and unleash resources in the
communities they're serving."
— David Bornstein, ‘How to Change the World’

22. http://www.ssireview.org/articles/entry/ten_nonprofit_funding_models/

24. Four Attributes of Social
Entrepreneurs
• Relentless
• New Ideas
• New forms of social organization
• Measurable impact

26. Four Attributes of Social Four Attributes of a
Entrepreneurs Social Enterprise
• Relentless • Jim Gray and Miles Myers
• New Ideas • “Teachers Teaching Teachers”
• New forms of organization • University – K12 Partnerships
• Measurable impact • 950,000 students taught by
NVWP TCs since 1978

27. Funding Model
• Fees for services
• Grant money
• University support
• Development

29. Funding Model
• Fees for services
• Grant money
• University support
• Development

33. Vinoba Bhave & the Land Gift
Movement
Asking those without land to share it
with those who have none
1 Million Acres

34. Ashoka Fellows: Living Stipends to Bring Ideas to
Scale

38. Influencer
Making the Case: Social Innovation for Higher
Education
Thursday, J 26, 1:30-7pm, Ronald Reagan Building, Washington, DC
uly

43. Sound Bytes 3 (Bornstein)
"Social entrepreneurs identify resources
where others only see problems. They view
the villagers as the solution, not the passive
beneficiary. They begin with the assumption
of competence and unleash resources in the
communities they're serving."
— David Bornstein, ‘How to Change the World’

45. Resources
Ashoka: www.ashoka.org www.changmakers.com
www.ashokau.org
Aspen Institute: www.aspeninstitute.org
Echoing Green: www.echoinggreen.org
Net Impact: www.netimpact.org
Next Billion: www.nextbillion.net
Skoll Foundation: www.skollfoundation.org/skoll-
entrpreneurs
Social Enterprise Alliance: www.se-alliance.org
#socent

46. Resources
E-180: www.e-180.com
CSR Wire: www.csrwire.com
Change.org: www.change.org
Stanford Social Innovation Review
www.ssir.review.org
Fast Company: social responsibility:
www.fastcompany.com/topics/ethonomics
Social Edge: www.socialedge.org
Next Billion: www.nextbillion.net
Alltop: social entrepreneurship: http://social-
entrepreneurship.alltop.com

48. Undergraduate Research and Social
Entrepreneurship
• Social Entrepreneurship and Ashoka
• Through the lens of my undergraduate
teaching in 3 courses and “a dialogic
curriculum”
• Engagement matters
• Some pitfalls
• Leading institutional change

50. Engaging students early on in a joint inquiry
into the work of Ashoka Fellows
and introduce the idea of entrepreneurial
solutions to global challenges.

51. Social Entrepreneurs: Creating Innovative
Solutions to Global Challenges
Derek Ellerman is creating a citizen movement to stop the annual
trafficking of more than 20,000 foreign nationals and over
100,000 American children in the United States of America.

54. Social Entrepreneurs: Creating Innovative
Solutions to Global Challenges

57. Angola
Burundi (radio only)
Cote d'Ivoire
DR Congo
Ethiopia (radio only)
Indonesia
Kenya
Lebanon
Liberia
Morocco
Nepal
Pakistan
Palestine
Sierra Leone
Zimbabwe

58. Dialogic Curriculum (Stock, 1995):
Pillar 1
• Invite and empower students to join me in a
broadly defined field of inquiry.
• Stock, P. The Dialogic Curriculum. Portsmouth,
NH: Boynton Cook/Heinemann, 1995.

74. Global and/or Local?

75. Health Care Crisis of Afghanistan

76. Many challenges require cross-, inter-
, and transdisciplinary solutions.

78. A
P
c
r
a b
a
d a
c
e s
t
m e
i
i d
c
c
e

79. Assignments
• Changemaker paper
• From problems to topics & topics to questions
• Proposals with a focus on good research questions
• Annotated bibliography
• Interviewing an expert
• Empathy assignment
• Research paper (H.I.P.S with modifications)
• Mini-conference & visual presentations
• Entrepreneurial life-plan
• Business plan
• Op-ed

80. Moving research away from
decontextualized knowledge
towards a greater
understanding of agency and
motives.

82. Fabio Rosa
Agronomist
• Ashoka Fellow whose initiatives have focused
on rural electrification and the use of
sustainable energy sources.

83. Ethnography

84. Mark Hanis
Political Science
Reviewing public
records

85. Assignments
• Changemaker paper
• From problems to topics & topics to questions
• Proposals with a focus on good research questions
• Annotated bibliography
• Interviewing an expert
• Empathy assignment
• Research paper (H.I.P.S with modifications)
• Mini-conference & visual presentations
• Entrepreneurial life-plan
• Business plan
• Op-ed

86. HIPS an alternative structure for research papers
Harms - Describe with depth and
complexity all of the associated harms.
Inherency - Provide a multi-causal
explanation for the problem focusing on
systemic elements.
Plan – Compares the approaches of various
changemakers to the status quo.
Solvency – Which approach best minimizes
the harms and ameliorate the causes?

87. Dialogic Curriculum: Pillar 2
• Invite and empower students to join me in a
broadly defined field of inquiry.
• Engaging diverse groups of learners as
whole persons.

88. Assignments
• Changemaker paper
• From problems to topics & topics to questions
• Proposals with a focus on good research questions
• Annotated bibliography
• Interviewing an expert
• Empathy assignment
• Research paper (H.I.P.S with modifications)
• Mini-conference & visual presentations
• Entrepreneurial life-plan
• Business plan
• Op-ed

89. The Empathy Paper

90. The Empathy Paper
Task Description
Step 1: Write a vivid and compelling account that describes in as
much detail as possible the experience of someone who has first
hand experience with the global challenge you are
investigating. Try to capture the many complexities of the issue
that are made visible by the person's individual experience. Use
quotes, images, and any other material you can find to allow the
person's words and experience to take center stage for the
reader.
Step 2: Give a short 5-minute in-class presentations relating to
the material you have read.
Step 3: Bring excerpts from the eyewitness accounts you have
used. In class we will compare and contrast the reactions of
witnesses to different challenges.

92. Dialogic Curriculum: Pillar 3
• Invite and empower students to join me in a
broadly defined field of inquiry.
• Engaging diverse groups of learners as
whole persons.
• Fostering a highly interactive classroom
culture in which knowledge is truly co-created
from among a variety of rich inputs.

93. Erin Krampetz

94. Shin Fujiyama

95. Reba Elliot

96. Mahesh Joshi

97. Video resources

98. Workshopping Assignments
• Changemaker paper
• From problems to topics & topics to questions
• Proposals with a focus on good research questions
• Annotated bibliography
• Interviewing an expert
• Empathy assignment
• Research paper (H.I.P.S with modifications)
• Mini-conference & visual presentations
• Entrepreneurial life-plan
• Business plan
• Op-ed

99. ANABOLIC STEROIDS:
More than a Drug
Joshua Panwala

100. Son of Migrant: Ramazan Salman

101. Save Darfur
They Cannot Go Unnoticed

102. Incarceration in America

103. Creating playgrounds suitable for all children

104. Social Entrepreneurship: The Roots of
Change College Changemakers
• Derek Ellerman
• Mark Hanis
• J.B. Schramm
• ASHOKA.ORG

105. HIV HEALTH CARE DELIVERY IN
SOUTH AFRICA FAILURE: POLITICAL
AND SOCIAL ISSUES.2009
Riem Elimam.

106. Education and Literacy
in Ethiopia
Eric Hosmer

107. By America Monge
THE CRUELTY OF ANIMAL
TESTING

109. Hate Crimes
By: Stephanie Lai

110. Violence on the Border
Gangs and Drugs
By: Michael D’Arrigo

111. Save the Bay

112. A Lost Childhood
E.M.

113. • Although child sexual
abuse is reported
almost 90,000 times a
year, the rates of
unreported abuse are
far greater

114. It is estimated that 1
in 3 girls and about 1
in 6 boys has
experienced at least
one episode of
sexual abuse while
younger than 18
years. The numbers
of boys affected may
be falsely low
because of reporting
techniques

115. • 90% of
victims knew
their abuser
• 75% of
victims were
abused by a
family
member
• The most common form of incest is between
girls and their fathers

116. A child of about 5 or older becomes conflicted by
a sense of loyalty or affection towards their
abuser and a sense of what they are doing is
terribly wrong.

117. There are 2 statutes from
which definitions of child
sexual abuse can be found;
civil (child protective) and
criminal.

118. Felonies are punishable by 10-25 years in prison and
up to $$20,000 in fines. There is a minimum 5 year
sentence for those found guilty of sex crimes against
children.

119. A definite correlation exists between childhood
sexual abuse and adult mental disorders. The long-
term consequences can impact one’s personality
development.

120. Feelings of
helplessness and
shame that follow
abuse often remain
internalized…

121. Adult victims of childhood sexual abuse are
likely to develop mental disorders,
personality disorders, organic disorders,
anxiety disorders, major affective disorders,
suicidal tendencies, and major depressive
disorders.

123. Seeking support after having been sexually abused as a
child benefits the well-being of the victim, and brings one
closer in the recovery process to regaining stability.
In 1997, Vicki Bernadet founded FADA. Since then,
many organizations providing support have opened
their doors in order to help victims regain
psychological stability.

124. It wasn’t until recently that organizations began
to open their doors due to the silence that was
somewhat forced upon victims by society.

125. • In order to
promote
awareness,
organizations like
FADA work with
educational
institutions and
the media.
• The programs are aimed at detecting possible
cases of abuse and providing counseling when
necessary.

126. Children don’t
usually say that
they were abused
in a
straightforward
manner.

127. Perceptive parents notice changes and
respond.

128. Warning Signs: • Fear of particular
people/places
• Sleeping troubles
(nightmares, bedwetting)
• Behaviors unusual for
child’s age group
(stimulating sexual acts
with dolls)
• An older child may behave
like a younger child
• Unexplained bruises,
redness, or bleeding
• Pain at genitals, anus, or
mouth
• Genital sores and/ or fluid
in genital area

129. Informing children proper names of body parts
and teaching age appropriate sexual information
can help prevent abuse.

130. • Teach the
difference
between OK
touching and
NOT OK
touching.
• Remind
children to tell
you if anyone
touches their
privates, even
if its supposed
to be a secret.

131. In order to
begin
reducing the
number of
cases,
children AND
adults must
get education
on the
subject.

133. Dialogic Curriculum: Pillar 4
• Invite and empower students to join me in a
broadly defined field of inquiry.
• Engaging diverse groups of learners as
whole persons.
• Fostering a highly interactive classroom
culture in which knowledge is truly co-created
from among a variety of rich inputs.
• Focus on what’s next for the learners.

134. Assignments
• Changemaker paper
• From problems to topics & topics to questions
• Proposals with a focus on good research questions
• Annotated bibliography
• Interviewing an expert
• Empathy assignment
• Research paper (H.I.P.S with modifications)
• Mini-conference & visual presentations
• Entrepreneurial life-plan
• Business plan
• Op-ed

135. Honduras
The Depths of Poverty
Ibrahim H Abdelhamid
AP Images

136. HIV-AIDS EPIDEMIC IN
INDIA
SPECIFICALLY TARGETING CHILDREN
By: ISHMEET KAUR

137. Frank
Petricoin

139. “You are disturbed
by my words.
Good,” Wei said. “If
you don’t lie to
yourself anymore
about this world,
then you can see its
problems and what
is required to solve
those problems”

140. SOCIAL VENTURE CONSULTING
Social Venture Consulting (SVC)
provides pro bono consulting
services to non-profits that
benefit the Greater
Washington D.C. community.
SVC specifically focuses on
Organization and Strategy
consulting for small and
medium sized non-profits and
social enterprises.

145. Holiday Lights
first
prototype.

148. To what end?

151. Mahatma Gandhi “I have not the shadow of a
doubt that any man or woman can achieve
what I have, if he or she would make the
same effort and cultivate the same hope and
faith.”

152. In addition to supporting the
research aspirations of its students and
faculty, our university can make no
greater contribution to
society than by educating a new
generation of socially responsible,
empathetic, and ethical leaders,
who take the initiative to affect society’s
progress themselves.

156. Four Attributes of Social
Entrepreneurs
• Relentless
• New Ideas
• New forms of social organization
• Measurable impact

163. Never doubt that a small group of
thoughtful, committed citizens can
change the world. Indeed, it is the only
thing that ever has.
Margaret Mead

164. Social entrepreneurship can be an effective
means of motivating research.
It works best when positioned in a dialogic
curriculum in which everyone is learning and
sharing their learning.
Involving undergraduates in research and
learning how the knowledge we make and share
can address the world’s most pressing problems
is an opportunity and an obligation.

165. Thank you for your attention.
progers2@gmu.edu
@drprogers