Curriculum+Review_Philip

[] || A.01 Explain the need for entrepreneurial discovery A.02 Discuss entrepreneurial discovery processes A.04 Determine opportunities for venture creation A.05 Assess opportunities for venture creation A.06 Describe idea-generation methods A.07 Generate venture ideas A.12 Assess risks associated with venture A.13 Describe external resources useful to entrepreneurs during concept development A.26 Evaluate risk-taking opportunities ||
 * * ** Module Review 1: Entre Skills I ** || Response: ||
 * * What organization developed the curriculum module you are evaluating? || Office of Entrepreneurial Education, State University of New York
 * * What is the mission of the organization? || The mission is to promote interest in entrepreneurship through educational programs. ||
 * * What is the educational mission and philosophy of the organization? || The educational mission is also to promote interest in entrepreneurship through educational programs. ||
 * * What does the curriculum module aim to teach? In other words: what are the learning outcomes supposed to be? || These educational programs aims to teach students, in particular, high school students about entrepreneurship including education through web-based mediums such as EntreSkills, EntreSkills for Veterans, and EntreSkills for Entrepreneurs, which emphasize entrepreneurial concepts. The main outcome is to teach students the skills they need to build and operate a successful small business. To understand the entrepreneurial processes the following concepts are rated for successful entrepreneurial performance;
 * * Do you think the curriculum is appropriately designed to produce the intended learning outcomes? || It is difficult to judge if the chapter set up of the module will reach all of the intended incomes without first reading through the course materials, however, based on module chapter titles alone, it would seem to cover all of the learning outcomes. The approach, whether to actively engage students is left to the teachers discretion, however, by not suggesting this, it seems much more of a traditional approach to teaching, which is probably less effective in purely written form. ||
 * * Does this curriculum teach the kind of literacies the EcoEd Research Group advocates?
 * understanding of their own health and well being as shaped by an array of both proximate and far-off causes. Diet and cigarette smoke need to be considered, for example, as well as the health effects of transboundary air pollution and climate change.
 * understanding of how their own actions have an array of proximate and far off effects. In choosing when and what to drive, one has an effect on air quality for example. In choosing consumer products (made of vinyl, for instance), one becomes involved in an occupational health hazard.
 * understanding of different scientific disciplines and medical specializations, aware that they rely on diverse methods, produce many types of knowledge, and are ever evolving. Science needs to be understood as a crucial but far from straightforward social resource.
 * understanding of government at various scales, from the local to transnational, made up of diverse agencies and types of experts, which rely on diverse decision-making processes.
 * understanding of the history of disaster and decision-making failures, the vulnerability of some populations and regions, and varied approaches to risk management, reduction and communication.
 * understanding of potential for change, and of alternative ways of doing things and organizing society (though familiarity with historical and cross-cultural examples, for instance).
 * capacity to conceptualize complex causation, without being paralyzed
 * capacity to use empirical understanding of complex causation to identify specific points of intervention.
 * capacity to recognize the multitude of factors influencing what they are told about environmental problems (such as asthma), including vested interests, disciplinary bias and blindness, and the sheer limits of knowledge.
 * capacity to recognize and productively deal with diverse perspectives, avoiding the paralysis often produced by insistence on “balance” and “consensus,” leveraging heterogeneous collectivity and epistemological pluralism.
 * having creative info-seeking practices, animated analytic capabilities, and a capacity to narrate complex chains of events.
 * understanding of the challenges and value of deliberation and cooperative action. || This curriculum does not teach the EcoEd literacies, and focuses more on attaining the practices of risk assessment in the entrepreneurial world. Also somewhat related is looking for entrepreneurial opportunities, however, they could be applied to look for socially and environmentally constructive entrepreneurial activities. ||
 * * What could be layered into this curriculum so that it address more of the learning outcomes that the EcoEd Group advocates? || This curriculum could use the creative thinking, and search for entrepreneurial actives to include more constructive thinking, such as looking for opportunities to increase the environmental and social opportunities in business. Also emphasizing the social and environmental risks in entrepreneurial venture, not just the economic risks. ||


 * * ** Module Review 2: **Program for Acquiring Competence in Entrepreneurship || Response: ||
 * * What organization developed the curriculum module you are evaluating? || Center on Education and Training for Employment, The Ohio State University

[] ||
 * * What is the mission of the organization? || The mission of the organization is to bridge research and practical solutions ||
 * * What is the educational mission and philosophy of the organization? || Our team engages with subject matter experts from various fields of study to integrate real world expertise into public policy, education, and workforce development. ||
 * * What does the curriculum module aim to teach? In other words: what are the learning outcomes supposed to be? || The curriculum aims to understand the processes and systems implemented to facilitate daily business operations. ||
 * * Do you think the curriculum is appropriately designed to produce the intended learning outcomes? || The curriculum is flexible in the way it addresses the needs of students. It mentions the ability to mix and match any of the 21 topic-based booklets to suit personal program needs. Additionally it grants the best level of difficulty for students with Level 1 as basic, to be used for general awareness of the field of business development; which is appropriate for the Competency Awareness level of the lifelong learning model. Level 2 takes a student to the ability to create a business plan. Materials and activities are appropriate for the Creative Application level of the lifelong learning model. Finally, Level 3 is for adults that are ready to start a business which may be for the Startup level of the lifelong learning model ||
 * * Does this curriculum teach the kind of literacies the EcoEd Research Group advocates?
 * understanding of their own health and well being as shaped by an array of both proximate and far-off causes. Diet and cigarette smoke need to be considered, for example, as well as the health effects of transboundary air pollution and climate change.
 * understanding of how their own actions have an array of proximate and far off effects. In choosing when and what to drive, one has an effect on air quality for example. In choosing consumer products (made of vinyl, for instance), one becomes involved in an occupational health hazard.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of different scientific disciplines and medical specializations, aware that they rely on diverse methods, produce many types of knowledge, and are ever evolving. Science needs to be understood as a crucial but far from straightforward social resource.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of government at various scales, from the local to transnational, made up of diverse agencies and types of experts, which rely on diverse decision-making processes.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the history of disaster and decision-making failures, the vulnerability of some populations and regions, and varied approaches to risk management, reduction and communication.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of potential for change, and of alternative ways of doing things and organizing society (though familiarity with historical and cross-cultural examples, for instance).
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to conceptualize complex causation, without being paralyzed
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to use empirical understanding of complex causation to identify specific points of intervention.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize the multitude of factors influencing what they are told about environmental problems (such as asthma), including vested interests, disciplinary bias and blindness, and the sheer limits of knowledge.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize and productively deal with diverse perspectives, avoiding the paralysis often produced by insistence on “balance” and “consensus,” leveraging heterogeneous collectivity and epistemological pluralism.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">having creative info-seeking practices, animated analytic capabilities, and a capacity to narrate complex chains of events.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the challenges and value of deliberation and cooperative action. || This curriculum addresses creative thinking, however, neglects many of the health, environmental, and socially driven objectives of EcoEd literacies. ||
 * * What could be layered into this curriculum so that it address more of the learning outcomes that the EcoEd Group advocates? || The difficulty level is a good idea for different levels of students, however, it should integrate more of the environmental and social need of people. In terms of daily business operations, perhaps it would be good to emphasize that every day actions have consequences, and have a module for minimizing these effects, such as industrial waste through changing company policies that affect every day environmental ||


 * * ** Module Review 3: **Youth Entrepreneurs of Kansas || Response: ||
 * * What organization developed the curriculum module you are evaluating? || Youth Entrepreneurs of Kansas, Inc.

[] || Help students understand how to apply that knowledge and be a better employee (to act like an owner) Encourage students to pursue higher education ||
 * * What is the mission of the organization? || To provide students with business and entrepreneurial education and experiences to help them prosper and become contributing members of society. ||
 * * What is the educational mission and philosophy of the organization? || Provide the knowledge needed to start and maintain a business
 * * What does the curriculum module aim to teach? In other words: what are the learning outcomes supposed to be? || Outline negotiation techniques in an in class quiz which, observe a negotiation taking place in a business settlement and then write a memo, and finally have classmates simulate a business transaction by acting as both a seller and buyer, and have fellow students critique their transaction. ||
 * * Do you think the curriculum is appropriately designed to produce the intended learning outcomes? || I think this curriculum would be successful due to the interactive nature of the curriculum which encourages student participation. Activities which integrate active student participation are often more successful than strictly book oriented structures. ||
 * Does this curriculum teach the kind of literacies the EcoEd Research Group advocates?
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of their own health and well being as shaped by an array of both proximate and far-off causes. Diet and cigarette smoke need to be considered, for example, as well as the health effects of transboundary air pollution and climate change.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of how their own actions have an array of proximate and far off effects. In choosing when and what to drive, one has an effect on air quality for example. In choosing consumer products (made of vinyl, for instance), one becomes involved in an occupational health hazard.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of different scientific disciplines and medical specializations, aware that they rely on diverse methods, produce many types of knowledge, and are ever evolving. Science needs to be understood as a crucial but far from straightforward social resource.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of government at various scales, from the local to transnational, made up of diverse agencies and types of experts, which rely on diverse decision-making processes.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the history of disaster and decision-making failures, the vulnerability of some populations and regions, and varied approaches to risk management, reduction and communication.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of potential for change, and of alternative ways of doing things and organizing society (though familiarity with historical and cross-cultural examples, for instance).
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to conceptualize complex causation, without being paralyzed
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to use empirical understanding of complex causation to identify specific points of intervention.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize the multitude of factors influencing what they are told about environmental problems (such as asthma), including vested interests, disciplinary bias and blindness, and the sheer limits of knowledge.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize and productively deal with diverse perspectives, avoiding the paralysis often produced by insistence on “balance” and “consensus,” leveraging heterogeneous collectivity and epistemological pluralism.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">having creative info-seeking practices, animated analytic capabilities, and a capacity to narrate complex chains of events.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the challenges and value of deliberation and cooperative action. || This curriculum touches upon the understanding of the challenges and value of deliberation and cooperative action. This is done through student critique and can often lead to better ideas. Many of the other literacies, however, are not included. ||
 * * What could be layered into this curriculum so that it address more of the learning outcomes that the EcoEd Group advocates? || For this practice, it would be good to integrate into the deliberation arguments for buyers and sellers the environmental and social consequences of making certain risky decisions. There could also be a module for persuading buyers or seller to make positive environmental and social decisions for business transactions. ||


 * * ** Module Review 4: **JA COMPANY PROGRAM || Response: ||
 * * What organization developed the curriculum module you are evaluating? || JA COMPANY PROGRAM

[] ||
 * * What is the mission of the organization? || Junior Achievement inspires and prepares young people to succeed in a global economy. ||
 * * What is the educational mission and philosophy of the organization? || Our volunteer-delivered, kindergarten-12th grade programs foster work-readiness, entrepreneurship and financial literacy skills, and use experiential learning to inspire students to dream big and reach their potential. With the help of more than 218,000 volunteers, JA students develop the skills they need to experience the realities and opportunities of work and entrepreneurship in the 21st century global marketplace. ||
 * * What does the curriculum module aim to teach? In other words: what are the learning outcomes supposed to be? || The curriculum aims to allow a student to organize and operate an actual business. This is done by teaching four components, which are organizing a company, developing a business, managing a business, and liquidating a company. The core activities include introduce JA company, assign company responsibilities, evaluate product or service ideas, select a product or service, develop a business plan, conduct a board of directors meeting, operate the company, and conclude operations. ||
 * * Do you think the curriculum is appropriately designed to produce the intended learning outcomes? || I think this experimental curriculum would be more successful than the previous more structured entrepreneurships, because it emphasizes student participation in life like simulations. This type of teaching often is more engaging with students, and they are likely to retain more information. ||
 * * Does this curriculum teach the kind of literacies the EcoEd Research Group advocates?
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of their own health and well being as shaped by an array of both proximate and far-off causes. Diet and cigarette smoke need to be considered, for example, as well as the health effects of transboundary air pollution and climate change.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of how their own actions have an array of proximate and far off effects. In choosing when and what to drive, one has an effect on air quality for example. In choosing consumer products (made of vinyl, for instance), one becomes involved in an occupational health hazard.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of different scientific disciplines and medical specializations, aware that they rely on diverse methods, produce many types of knowledge, and are ever evolving. Science needs to be understood as a crucial but far from straightforward social resource.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of government at various scales, from the local to transnational, made up of diverse agencies and types of experts, which rely on diverse decision-making processes.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the history of disaster and decision-making failures, the vulnerability of some populations and regions, and varied approaches to risk management, reduction and communication.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of potential for change, and of alternative ways of doing things and organizing society (though familiarity with historical and cross-cultural examples, for instance).
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to conceptualize complex causation, without being paralyzed
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to use empirical understanding of complex causation to identify specific points of intervention.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize the multitude of factors influencing what they are told about environmental problems (such as asthma), including vested interests, disciplinary bias and blindness, and the sheer limits of knowledge.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">capacity to recognize and productively deal with diverse perspectives, avoiding the paralysis often produced by insistence on “balance” and “consensus,” leveraging heterogeneous collectivity and epistemological pluralism.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">having creative info-seeking practices, animated analytic capabilities, and a capacity to narrate complex chains of events.
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">understanding of the challenges and value of deliberation and cooperative action. || This program, however, does not teach most of the EcoEd literacies, however, it does emphasize the need for cooperation, and the challenges of decision making. ||
 * * What could be layered into this curriculum so that it address more of the learning outcomes that the EcoEd Group advocates? || A good practice for this curriculum might be to include looking at the potential impacts of factory placement in setting up a business. Also to look at the effects on local populations and run analysis and redundant safety mechanisms, with the end goal to deliver a product that does not harm people or the environment. Also perhaps the integration of complex regulations, and to interact with government agencies for the benefit for all. ||