Breakout Sessions 4

TOP 10 WAYS YOUR MAKER SPACE CAN LEVERAGE COMMUNITY RESOURCES

Room: Sunset

Level: Intermediate

Track: Institutional Advancement & Fundraising Track

From day one at Fab Lab ICC at Independence Community College (ICC), we’ve used activities and events at the Lab to leverage community engagement in the development and growth of the Lab. Some were planned strategically, but many resulted from keeping our eyes and ears open to opportunities to engage and collaborate with a diverse group of regional and community partners. The relationships developed from becoming involved in projects with community organizations like schools, libraries, chambers of commerce, government agencies, educational cooperatives and non-profit organizations has paid off to the tune of $1.129M in grants and donations since Fab Lab ICC inception in 2014 in spite of the fact that ICC is the smallest community college in Kansas at about 600 FTE and the population of Independence, Kansas is about 9,500.

The presentation will be a brief run-through of our Top 10 list of most unexpected activities and/or relationships that led to resource opportunities.

The group activity will be in two parts after dividing the group into groups of 2-4:

  1. Group members spend a few minutes remembering some of their own unexpected resource opportunities followed by a report-out from each group.
  2. Using distributed Fab Lab ICC Magic Wands, group members develop a list of three new techniques or strategies to take home and use to leverage their community resources.
  3. Each member will report their list.

Learning Objectives:

  • A realization that effective fund raising does not always come from the Fundraiser’s Handbook.
  • Using a Maker Space to improve self-efficacy in students, youth and community members increases      the donor base far beyond the normal arts and sports supporters.
  • A list of ideas about leveraging community resources that can be taken home and incorporated into their overall strategy.

JIM CORRELL, Director, Fab Lab ICC, Independence Community College, KS

TIM HAYNES, Manager Fab Lab ICC, Independence Community College, KS

JOANNE SMITH, Owner, Fab Creative Services, Fab Lab ICC, KS

DESIGN THINKING THE INTUIT WAY: D4D

Room: Cardiff

Level: BEGINNER

Track: Entrepreneurship 101 Track

When it comes to solving an important problem, there’s a whole world of possibilities that a team could pursue. Design for Delight (D4D) is the set of guiding principles for solving that important problem. A mindset more than a process, D4D is about iterating your way to the answer through a series of intentional cycles, instead of jumping straight to a solution at the start. That iteration helps the team go broad, narrow, and gain confidence in their ideas along the way.

Design for Delight’s goal is to help students create awesome solutions that people will truly love. When we create solutions people love, it dramatically improves our businesses, our lives and ourselves. Delight is critical because it’s not enough anymore just to meet someone’s expectations. True innovation is about exceeding those expectations so that people recommend our solutions to others.

Each principle includes a variety of techniques which can be used to improve the chances of success when exploring new ideas,. Anyone can learn these principles, and anyone can use them to improve the world around them.

Learning Objectives:

  • An introduction to Design Thinking that teaches you to fall in-love with the problem and not the solution.
  • Learn to creatively problem solve and tackle entrepreneurship barriers.
  • Develop critical Design Thinking knowledge to be able to bring it back to your students!

JARED DAVIDOVE, Senior Manager, Strategic Education Partnerships, Intuit, CA

NICO VALENCIA, Senior Manager, Strategic Education Partnerships, Intuit, NV

STRENGTHEN PATHWAYS FROM ASSOCIATE TO BACHELORS THROUGH PARTNERSHIPS AROUND ENTREPRENEURSHIP

Room: Diamond Cove

Level: Intermediate

Track: Entrepreneurship 101 Track

This presentation will explore the DifferenceMaker program created by UMass Lowell (UML), as well as a partnership with Middlesex Community College (MCC). DifferenceMaker is a UML campus-wide program that engages students of all majors in creative problem solving, innovation and entrepreneurship. Students work in teams to identify problems they care about. Then, students engage in a workshop series, where they explore the opportunity, create a business model, and generate solutions. Activities culminate at the $50K Idea Challenge, where teams pitch to win funding for their idea.

The partnership between UML and MCC embraces design thinking, and gives students the needed tools to move through the entrepreneurial process, from idea generation to launch. Winning teams at MCC’s Idea Competition have the opportunity to pitch at the UML DifferenceMaker $50K Idea Challenge. This partnership provides MCC students with the same programming that freshman and sophomore business students at UML are required to take, and helps them assimilate better upon transfer. MCC also developed a 1-credit coursework that pairs with this programming and transfers to UMass Lowell. During this presentation, we will review activities, discuss the $50K Idea Challenge, and share student successes and challenges.

Learning Objectives:

  • Understand DifferenceMaker programming.
  • Identify ways to implement similar partnerships.
  • Describe the value of university and community college partnerships around entrepreneurship and how administrators garner resources and support this type of initiative.

STACIE HARGIS, Associate Professor, Middlesex Community College, MA

JUDITH HOGAN, Dean of Business, Legal Studies, and Public Service Division, Middlesex Community College, MA

HA PHO, Entrepreneurial Initiatives Project Manager, DifferenceMaker Program, University of Massachusetts Lowell, MA

BOOTSTRAPPING: STARTING FROM ZERO

Room: Emerald Cove

Level: Intermediate

Track: Entrepreneurship 101 Track

Bootstrapping is as old as entrepreneurship.  It was the go-to start-up strategy long before Shark Tank and VC-driven unicorns captured our imaginations.  It’s also about much more than “starting with nothing”. Let’s revisit how to bootstrap companies and why it’s important to mainstream entrepreneurs as well as economically challenged communities.

Understanding bootstrapping and mitigation of financial and market risk provides students with ways to build without seeking traditional investment, provides greater opportunity for student self-empowerment, economic empowerment and control over destiny.

Learning Objectives:

  • Bootstrapping is, by definition, market focused. The approach forces entrepreneurs to prioritize their activities that lead to the first and subsequent sales, generally as soon as possible, minimizing efforts and expenses that don’t focus on that objective. Entrepreneurs become focused on getting in front of customers and having the critical sales conversations as soon as possible, gaining real-world feedback and adapting their solutions to solve real customer problems, rather than perceived ones.
  • Bootstrapping is a creative mindset and business approach. Entrepreneurs must be resourceful, learning to partner, beg, borrow (not steal), seek donations of equipment and resources, truly taking on the mantra of “being scrappy”.
  • Bootstrapping leads to better resource management, better cash flow management, more resilient companies, and more ownership for the entrepreneur. If investment is later sought, bootstrapped companies are better investment candidates; entrepreneurs will better understand financing alternatives, their potential impact and be in a better position to negotiate advantageous terms.

ROB NEWMAN, Instructor, Entrepreneurship, Business & Aviation, Glendale Community College, CA

THOMAS S. PACCIORETTI, Assistant Professor, Entrepreneurship, Santa Monica College, CA

STARTUP STRATEGIES - START HERE AND NOW WITH WHAT YOU HAVE

Room: Crystal Cove

Level: Beginner

Track: Entrepreneurship 101 Track

This presentation is based on the first effectuation principal “Bird in the hand” from Professor Saras Sarasvathy’s Effectuation Theory of Entrepreneurship. When coaching new entrepreneurs one of the initial steps is identifying whether or not they can turn their passion, skill or dream into a viable business. The second step is educating the entrepreneur on how to pursue their objective without first acquiring a loan. Using the first effectuation principal “Bird in the hand” is how both of these steps are accomplished.

Bird in the hand emphasizes using the resources that are available in the here and now. Helping the entrepreneur Identify and implement what micro steps are required to create and test a product will give them insight into the market before prematurely investing in an idea. This workshop outlines a process and emphasizes generating revenue while proving and refining the concept. Using the Effectuation Theory of Entrepreneurship to guide action steps that generate revenue increases the likelihood of an entrepreneur’s success and ability to grow without the immediate burden of loan debt.

Learning Objectives:

  • Develop knowledge on how to assess business opportunities and an in-depth understanding of how to determine small starting steps that require little or no additional funding.
  • Develop knowledge of strategies necessary to bring new products and services to market that can be used to minimize uncertainties in the early stages of the entrepreneurial process.
  • Understand the Principals of Effectuation and its impact on startup success.

ELENA GANN, Business Coach - Start up Strategist, Kansas City Kansas Community College, KS

TOI HERSHMAN, Regional Coordinator, Entre Ed

ENGAGING EMPLOYERS IN THE WORK-BASED LEARNING CONTINUUM

Room: Copper Cove

Level: Intermediate

Track: Workforce & Continuing Education Track

Employers are a key target audience in education and workforce because their support is needed to develop work-based learning opportunities and job placements for students. Yet up to 72 percent of workforce and education employer-facing practitioners surveyed in Business U’s national study indicated that businesses are not giving them the buy-in needed to fulfill their mandates. Participants in this session learn the foundational elements of a demand-driven business engagement framework and relationship building methods that include a variety of “lens" to strategize engagement efforts and tactics for internships, apprenticeships, pre-apprenticeships, job shadows, site tours and mentorships. Participants receive a template for designing a Business Engagement Outreach Plan to maximize work-based learning opportunities for their students as well as Business U’s accredited assessment tool on current employer engagement activities.

Learning Objectives:

  • Understand how key business engagement challenges compare to benchmark data.
  • Understand the core elements of an “ideal state” needed for effective business engagement.
  • Understand application of successful strategies to improve and sustain business engagement.

CHRISTINE BOSWORTH, Ed.D., CEO/Co-Founder, Business U, Inc., CA

CELINA SHANDS, Co-Founder, Business U, Inc., CA

THE DISRUPTIVE ECONOMY, YOUR STUDENTS AND COMMUNITY PARTNERS: PREPARING FOR THE WORKFORCE AND WORKPLACE OF THE MID-21ST CENTURY

Room: Coral Cove

Level: Advanced

Track: Workforce & Continuing Education Track

Please join regional representation from the California Business and Entrepreneurship Deputy Sector Navigators (DSN’s) to learn about the NWOW, Gig economy and statewide initiatives. For example, see how to infuse entrepreneurship into makerspaces,  assist students to prepare for this dynamic work place and economic ecosystem for doing business in the mid-21st century. Prepare your virtual, rural or urban students to work in the transforming global environment.  The context is the 'disruptive economy' and the change nature of the workforce and workplace ecosystem.

Learning Objectives:

  • Learn about the changing economy.
  • Learn about the impact on preparing students
  • Learn about working in partnership with faculty, professional experts and community partners.

CATHLEEN GREINER, PhD, Deputy Sector Navigator, Business and Entrepreneurship, Orange County, California Community Colleges Chancellor's Office, CA

ALESE CAMPBELL, Business and Entrepreneurship Deputy Sector Navigator, Central Valley & Mother Lode Region, San Joaquin Delta College, CA

LISA KIPLINGER-KENNEDY, Deputy Sector Navigator, Business & Entrepreneurship, Victor Valley College, CA

JENNIFER PATEL, Deputy Sector Navigator, Small Business, San Diego/Imperial Region, MiraCosta College, CA

THE OTHERS:  WHAT DO THEY HAVE TO DO WITH ENTREPRENEURSHIP? 

Room: Sapphire Cove

Level: Beginner

Track: Academic Programs Track

Most of us have our business departments actively engaged in entrepreneurship.  But, who else is creating and implementing meaningful collaborative entrepreneurship strategies on your campus/within your system?  Come hear from faculty representing multiple campuses and Business, Biology, Reading, English and Psychology disciplines, as well as alumni, within a large system that is committed to inviting everyone to the table.  If we are not inclusive, we leave out talent and diverse ideas that could elevate our entrepreneurship programs aimed at helping students live their entrepreneurial potential.

Hear how faculty are infusing entrepreneurial mindset and behavior (21st century workforce skills) into their courses in addition to collaborating on cocurricular, and other types of, entrepreneurship activities for students, employees and their broader communities.  Receive their Top 10 List for engaging others in your entrepreneurial ecosystem.  Learn the biological mechanisms involved in changing your, or anyone else’s, mind.

During this interactive session, you will participate in a targeting exercise to help you immediately recruit new entrepreneurial team members when you get back to your campus/system.

Learning Objectives:

  • Participants will learn about specific interdisciplinary activities for the infusion of entrepreneurship across disciplines for any class.
  • Participants will receive a Top 10 List of ideas for expanding your campus/system entrepreneurial ecosystem with employees in any role on campus/within your system.
  • Participants will engage in creating a target list of specific individuals to recruit when they return to campus/their system.

BRUCE MCHENRY, Residential Faculty, South Mountain Community College, AZ

CARON SADA, Resdential Faculty - Psychology, Paradise Valley Community College, AZ

JON HAYASKI,  Residential Faculty – Biology, Paradise Valley Community College, AZ

SHEILA BEELER, Resdential Faculty – Reading. Paradise Valley Community College, AZ

DAVID PEGRAM, Residential Faculty – English, Paradise Valley Community College, AZ

HANNAH WILLES, Club Z Alumni, Paradise Valley Community College, AZ

CHRISTOPHER FIGUEROA, Club Z Alumni, Paradise Valley Community College, AZ

CREATING TEAMS TO WORK EFFECTIVELY ON IMPLEMENTING ORGANIZATIONAL CHANGE

Room: Mariner Cove

Level: Advanced

Track: Academic Programs Track

This presentation examines management theories and practices related to working effectively in groups. It will also explore practical approaches to group work by comparing and analyzing strategies and frameworks used by leaders to initiate change in organizations. This includes practical strategies to achieve change by identifying obstacles to change among other things. The presentation includes interactive exercises for participants to experience their own growth in group development. 

Palm Beach State College has joined the nationwide movement of Redesigning America’s Community Colleges and boosting completion rates. For the implementation of Guided Pathways, the colleges focused on four critical areas:  1) Curriculum Mapping, 2) Redesigning Student Intake Systems, 3) Use of technology, data, and assessment to improve student learning, and 4) Internal and external communications.  The curriculum mapping area involves 42 teams working with team members drawn from divergent disciplines. The integrated model of Group Development Theory (Wheelan, 2013) employs stages of creating effective teams. Group development theory addresses techniques to calm team member anxiety and resistance to move more quickly to cohesive and focused productivity. The most recognizable model of group development is the integrated model that evolves 50 different models and research studies. (Tuckman, 1965) The stages identified in this study are still popular today and describe the progress of development: from the formation of the group (forming); the inevitable conflict after a few meetings (storming); the working out of differences and the agreement on how to resolve future differences (norming); and the eventual settling down to work (performing).

Learning Objectives:

  • Examine management theories and practices.
  • Explore practical approaches to group work.
  • Compare and analyze strategies and frameworks used by leaders to initiate change in organizations.

JULIETT TRACEY, MBA, Professor of Business & Entrepreneurship/Guided Pathways Curriculum Mapping Coordinator, Palm Beach State College, FL

ROGER BLAIR, DBA., Co-Department Chair/Internship Coordinator, Palm Beach State College, FL