Betsy Hays Named Associate Director

Written by Tim Stearns Thursday, 17 July 2014 12:16

Congratulations to Associate Professor Besty Hays who was named Associate Director of Fellows Program at Cal State Fresno.

Follow this link for the full story.

Tim Stearns


Rutherford - ISU Activity Report

Written by George Rutherford Friday, 20 June 2014 12:51

George Rutherford, First Year Coleman Fellow, Department of Physics, Illinois State University

My first year as a Coleman Fellow at Illinois State University was an exciting and challenging ride that was certainly outside my prior education and training.  The fun started in the “courtship period”, those months before I was formally invited to become a Fellow.  Mark Hoelscher, the director of the George R. and Martha Means Center for Entrepreneurial Education as well as the co-director of the Coleman Fellows program at ISU, invited me to attend the Experiential Classroom workshop at Oklahoma State University.  I highly recommend this valuable and intense workshop (but I suspect most Coleman Fellows are familiar with it and have already attended).  I was especially impressed with Jeff Stamp and others who showed us how to teach creativity (our team’s contribution to the “Create a New Breakfast Cereal Sensation” contest was chosen by Jeff as one of the top three ideas, so I guess we caught the creativity bug).  The teaching was energetic and inspired, the information conveyed was timely and valuable, and the enthusiasm was impossible to miss!  I was also able to convince other entrepreneurially-minded folks at ISU to have our institution join NCIIA after attending that organization’s Open conference (another trip that is well worth the time and expense, in my opinion).

Read more: Rutherford - ISU Activity Report


Donegan end of year report

Written by Lorraine Donegan Friday, 20 June 2014 11:06

User Rating: / 1

Coleman Faculty Fellows Program

Final Report

Lorraine Donegan

June 16, 2014

The Cal Poly Design & Development Hackathon is an excellent example of interdisciplinary work integrating students, faculty and staff. Most importantly it solidifies the concept of entrepreneurship for our students. The event kicked off Feb. 7, with 81 participants forming 23 groups and developing project ideas. At the end of the 12-hour Hackathon groups presented to a panel of judges. A few of the projects from the 2014 Hackathon are being further developed for future consideration for the Center for Innovation and Entrepreneurship’s SLO Hothouse. Other student groups have formed to be a part of Innovation Quest (IQ) and Startup Weekend SLO. 

The Cal Poly Design & Development Hackathon will be an annual event and our students are already planning their ideas and forming their teams for 2015. I have integrated the Hackathon as part of my Web Design and Production course (GrC 339). In addition I have added 4-5 guest speaker slots in my 339 lecture schedule to include Skype sessions with our alumni who are currently working for startup firms such as iCracked, Lyft, Uber and Pandora. 

Most recently I was asked to be a part of the Instructional Innovation Showcase for Cal Poly’s Center for Teaching, Learning & Technology as an opportunity for community building among faculty interested in intriguing ideas for innovative teaching. The focus of this Showcase was to share teaching techniques that leverage technology and entrepreneurship for student learning to serve as models, inspiration and motivation for Cal Poly faculty. I have attached my slides to this report. 

I am happy to say there has been a shift in our department’s mindset and curriculum which has prompted our department to begin the strategic planning process for our next curriculum cycle. Our department has a long history (and legacy) in the printing and publishing industry. Entrepreneurship was a subject rarely discussed much less integrated into our curriculum but I am happy to say it is constant theme in our strategic planning process. 

I can attribute the success of the Hackathon to my engagement with the Coleman Fellows and Cal Poly’s Center for Innovation & Entrepreneuship, specifically Dr. Jon York, Chelsea Brown and Jake Disraeli.



Orlowski Final Activity Report - June 2014

Written by Edward Orlowski Monday, 16 June 2014 10:04

Attached is my final activity report for my Activist Architecture and Design Studio.  This has been a tremendous opportunity, and hopefully the start of a new direction for my class and my students.  Perhaps the results are best summed up by student Julia Jovanovic:

“Rather than narrowing my future prospects to strictly my professional training as an architect, it (the studio) revealed a broad spectrum of opportunities, which I was qualified and eager to undertake. The experience was enhanced further by the prospects of community involvement, which added a deeper level of satisfaction to my efforts and produced a higher quality product. With new confidence and understanding of the limitless possibilities granted by a holistic education, hard work, and activism I feel more prepared to determine my own destiny and improve not only my life, but the lives of those around me.”

In addition, working with the Coleman Faculty Fellows program has also helped inspire me to investigate forming my own design / research lab to help further the projects initiated by my students.

Please visit our studio blog and Facebook page for more updates:

Edward Orlowski


Break-Even Point

Written by Klaus Wednesday, 11 June 2014 09:00

User Rating: / 1

The break-even point

A business achieves a break-even position when its accumulated contribution margin -- sales revenues less all costs directly associated with those sales -- equals the fixed costs of running the business. This situation is known as the break-even point, when a business is covering its costs but making neither a profit nor a loss. Once this point is reached, each additional unit sale produces a profit for the business. To establish at what point it will break even, a business must accurately determine the nature and extent of its costs.

This presentation will explain how the break-even point is calculated.

Klaus Tenbergen


Carriage House Press Final Report

Written by Lyle Salmi Monday, 09 June 2014 09:21

User Rating: / 3

A few thoughts/observations on the activities of Carriage House Press for the academic year 13-14.

In October of 2013, Carriage House Press hosted visiting artist Benjamin Rinehart.


Ben teaches printmaking and drawing at Lawrence University in Appleton, Wisconsin. students had the opportunity to work alongside Ben as he created a multicolor woodcut print using his "pressure printing" techniques, which afforded the students to learn some new techniques to use in their own work. Ben also critiqued student artwork during his visit, and presented a public lecture on his work. 

Read more: Carriage House Press Final Report

What I learned...Bill Johnson Final Report

Written by William Johnson Wednesday, 28 May 2014 13:49

User Rating: / 5

This past Spring Semester, I taught ENT/HHS250: Spirituality and Entrepreneurship to 12 students, some interested in creating their own business, some just wanting exposure to the world of entrepreneurship.  My favorite "activity" for the semester was the bartering exercise, where I had the students trade a 2" binder clip for some ultimate item.  Although many of the students did not achieve their ultimate item, most enjoyed the process of being able to acquire "stuff" without having to spend money (including myself).  Several students created blogs to either document their experience in class or to help promote their "work," including:

  • creating a 5 course vegan dinner menu that lead to starting a catering business and vegan food truck.
  • creating a fashion blog that lead to a side business of selling thrift items on Etsy.
  • taking pictures of feet in a variety of settings that lead to the creating of a book.
  • attending a Toastmasters event that lead to an internship in a speaking center and starting a Toastmasters group on campus.
Not only did each student create a final project that illustrated their creation, but they inspired and challenged me to grow my own speaking and training business.

This course was THE MOST engaging course I've taught in 25 years in higher education!  I had an opportunity to inspire students to create projects based on their purpose and passion; I watched them come alive as they continued to grow their creation from an idea to something tangible!  It makes me wonder why we don't provide more opportunities for students to engage in more meaningful activities EVERY semester, instead of just once or twice in their academic career.  And I also realize that I need to change the name of the course to "Purpose-Driven Entrepreneurship," since a good portion of the course was spent on developing their purpose and identifying their "work" to impact others.  Very rewarding!


Spirituality and Entrepreneurship - Final Syllabus

Written by William Johnson Wednesday, 28 May 2014 13:18

Attached is the final syllabus for HHS250: Spirituality and Entrepreneurship

Final Report Ragas - DePaul University

Written by Matthew Ragas Sunday, 18 May 2014 10:22

User Rating: / 1

Posting by Matt Ragas - De Paul University Coleman Fellow


PR & Advertising Entrepreneurs - After Syllabus

Written by Matt Ragas Sunday, 18 May 2014 10:25

User Rating: / 3

Final Report: Advanced Performance Practicum Outcomes

Written by Nina Martin Monday, 19 May 2014 22:38

User Rating: / 3

The course in which I worked to bring entrepreneurial thinking into was DANC 40272: Advanced Performance Practicum: Private Portraiture for Public Consumption.  In previous years I focused this course on acting/performance techniques to help students transcend a focus on dance technique in order to include artistry in their approach to performance.  The class previously was comprised of a midterm and final solo live performance that used the skills gained from exercises and concepts that we used in class.  For this semester, working with the entrepreneurial concepts that I was exposed to at the Chicago conference and also forcing myself to think of my students as entreprenuers instead of merely as students, I moved the course to an innovative place that encouraged my students to take their learning out of the merely personal into the realm of a professional presence.

With the impetus of the Coleman grant I was encouraged to think outside my own box and invision the course as an entrpreneurial opportunity for my students to launch their professional careers.  I was very please with the learning outcomes as my students created videos that were of high enough quality and aesthetic integrity to post online on their professional websites.

Read more: Final Report: Advanced Performance Practicum Outcomes


Daniel Gillespie Coleman Fellows Final Report

Written by Daniel Gillespie Monday, 19 May 2014 15:32

User Rating: / 3

My project concerns a fairly new course I have been teaching at the DePaul College of Commerce, MGT 374/798, a course in entrepreneurship law. It is for undergrads and graduate students. I decided to introduce a new negotiation module in this entrepreneurship law course. MGT 398/798 concentrates on the abstract legal aspects of entrepreneurship law.  Having been assigned to the Blended Fellows Forum group, I participated on-line in the Fellows program and in the “Coffee Cup” discussion groups. I modified my Entrepreneurship Law class curriculum for the Spring 2014 term by adding a new component in negotiation.  Having taught the course, I realized that it could benefit greatly by some change in structure.

Read more: Daniel Gillespie Coleman Fellows Final Report

Learning Connections within Entrepreneurial Leadership

Written by Cathy Hamilton Friday, 16 May 2014 07:54

User Rating: / 2

Cathy H. Hamilton

End of Year Coleman Fellowship Report

April 30, 2014


October 21st attended the 2nd Annual Coleman Summit in Chicago

From the Innovation Checklist Activity:

The seven items I chose for the Drucker Institute’s list for most important to my students:

1.      Systematically think through opportunities for innovation

2.      Get out into the field, look at the market and talk to customers with an eye on innovating

3.      Make sure that when I or my team is working on an innovation, it is simple and focused

4.      Start my innovations small

5.      In a structured way, ask the right questions among members of my team to encourage discovery of the new

6.      Avoid trying to do too many new things at once

7.      Remember to innovate for the present by ensuring that the new product, service or activity has an immediate application

I chose those 7 in relation to what I hope to do with the new class:

Read more: Learning Connections within Entrepreneurial Leadership


Page 1 of 3

Secured by Siteground Web Hosting