Entr200 Fall2007

Course Guide
This course guide contains all of the materials for this class. To see all of the contents of this guide on one page, click
on the "printer-friendly version" link below.
Course Description
Dr. David Blakesley (blakesle@purdue.edu) ENTR 200
Office: Heavilon 302; Phone: 4-3772 Fall 2007
Office Hours: T/Th 12-1, 3-4, and by appt. T-Th 1:30-2:45
http://web.ics.purdue.edu/~blakesle/index.html Civil Engr 2123
Course Website
http://www.digitalparlor.org/fa07/blakesley2/
Course Texts
Entrepreneurship: Successfully Launching New Ventures, 2nd edition. Bruce R. Barringer and R. Duane Ireland.
Prentice-Hall. 2007. ISBN: 978-0-13-224057-4.
The Tipping Point: How Little Things Can Make a Big Difference, by Malcolm Gladwell. Back Bay Books.
2002. ISBN: 978-0-31-634662-7
These texts should be available at local bookstores and online. A few additional readings will be posted to the course
website.
Course Description
The course introduces students to the basics of starting their own business ventures. It can be taken as a stand-alone
course, or as the first requirement for the Certificate in Entrepreneurship and Innovation. Topics covered include the
following:
Aptitude and roles of entrepreneurs

Invention and elaboration of innovative ideas
Feasibility analysis
Start-up procedures
Introduction to finance and funding for new ventures
Coursework
1. Reading Responses: You should respond to questions or readings listed on the calendar and identified as
"Reading Response" with one short (200- 300-word) semi-formal written blog post using the appropriate tag (see
the prompt on the calendar for tag info). These responses will need to be posted by class time every Tuesday, on
the day the reading is listed. (In class on the preceding Thursday, we'll complete "anticipation guides" that will
help focus your reading and responses.) During the week, I will promote some of your responses to our front
page. You'll be responsible for posting at least two comments and replies to messages posted by others. For help,
read the guidelines on the course website: Principles of Reading Responses, Principles for Posting to Your
Weblog, and Principles for Comments and Replies. We will discuss best practices for this aspect of the
coursework in class as needed. There will be 10 reading responses in all and, thus, at least 20 comments and/or
replies posted by the end of the semester.
2. Reading Quizzes and Anticipation Guides: Starting the third week and each week thereafter there will be short
reading quizzes to take on our course website. Each quiz will be available by Saturday at 5 p.m. and needs to be
Blakesley - ENTR 200 -Fall 2007 @ Purdue

completed by Tuesday before class, when the reading is due (and listed on the calendar). On Thursdays in class,
we'll complete and discuss anticipation guides, which prepare you for reading the material due the following
week and also help focus the reading responses in your blog. You'll turn in these anticipation guides for credit
after you've completed the reading the following week.
3. Ad-Hoc Presentations: Each class meeting starting in Week 3, teams of two students will make short oral
presentations that introduce innovative ("disruptive") technologies that have (or will) change how people think
and act and, thus, how they spend their time and money. You'll be given a list of subjects on the course site and
also be encouraged to discover subjects on your own. You will have access to the classroom's presentation
technologies so that you can show slides, websites, or other media.
4. Success and Failure Case Presentations:
Each week and in teams of three, you'll make a short (5-7 minute) presentation that focuses on the success and
failure cases presented in the course texts or available via link on our course website.
5. Midterm Project: In teams, you'll plan and conduct an interview with an entrepreneur, making it into a 5-7
minute video presentation that can be uploaded to our course website or another location. Individually, you'll
submit a short (2-page) project assessment document that evaluates and analyzes your experience throughout this
project. All team members also will complete a Collaborative Project Evaluation Form and submit it to me in
printed form, privately.
6. Final Group Project: Comprehensive Concept Statement. This group project will involve developing and
elaborating an entrepreneurial concept or idea, creating the important documents (feasibility study, start-up
procedures, funding plan, etc), pitching it to the class in an oral presentation with multimedia components
(PowerPoint, Keynote, website), and then assessing the group's effort at the end in a Collaborative Project
Evaluation Form.
In sum: Each student will 1) write and respond in the course blogs regularly; 2) complete all reading quizzes (online)
and anticipation guides (in class); 3) make one ad-hoc presentation introducing a new technology as part of a
two-person team; 4) present one success or failure case as part of a three-person team; 5) complete the midterm video
interview project in teams and the written analysis; and 6) complete and present a comprehensive concept statement as
part of a group.
All coursework will be supported by the website via our calendar and in class as needed.
Resources
Our class website will be filled with resources, guidelines, and more to help you with your coursework and readings.
Grading
Activity Points Possible

Reading Responses (10 pts.) and Comments (5 pts). There
are a total of 10 reading responses and 20 comments/replies 200
required.
Reading Quizzes (10 pts.) and Anticipation Guides (10
pts.). There are 13 of each. You can miss one without 250
penalty.
Ad-Hoc Presentation (1) 50
Success and Failure Case Presentations (1) 50
Midterm Project: Interview and Analysis 200
Final Group Project: Comprehensive Concept Statement 250
Total 1,000
Your final course grade will be based on a percentage of your final total, as follows: A=100-90%, B=89-80%.

C=79-70%, D=69-60%, F=59 or below.
Attendance and Class Partipation
Attendance is required at all scheduled meetings. More than three unexcused absences may result in a lower grade for
the course. Excused absences may be granted only for religious holidays or university-sponsored events, provided you
make a written request to me no less than one week in advance and that you complete any required work before the due
date. Being excessively or regularly late for class meetings can be counted as an absence.
Class participation in all respects and venues (in class, online) is essential for everyone, so you're expected to be
actively engaged in class and online. If you fall behind on quizzes, readings, responses, and teamwork, you won't learn
much and your course grade will suffer.
Collaborative Work
Teamwork is a required component of the course. You and your project team members are responsible for updating one
another and me about assignment development and progress. In addition, you also are responsible for negotiating
together all aspects of your work, including planning, drafting, revising, file managing, and scheduling of assignments.
When a collaborative project is assigned, you will receive explicit guidelines for successful collaboration. Individual
group members will complete Collaborative Evaluation Forms. For more information about good principles of
collaboration, see the brochure, Group Work and Collaborative Writing <http://dhc.ucdavis.edu/vohs/>.
Technology Responsibilities
Familiarity with certain technologies is crucial for participation and success in the course. If you need any assistance
now or at any point during the semester, please do not hesitate to ask.
During the semester, you'll need regular access to the Internet and email. Because the course home page is the main
locus of the class community, you are responsible for reading and keeping current with all content posted there,
including what has been submitted by both the instructor and your fellow students. You'll be responsible for
configuring your system to access course materials, to read course email and participate in online discussions, and to
submit your work. Very early in the semester, you will be asked to demonstrate that you can meet these
responsibilities:
Register for the course website and complete your profile information.
Post a message about yourself and your interests
Read the course description and calendar, then ask questions when you are uncertain about requirements or
activities.
Set up your @purdue.edu email or an alternative that you can access regularly and reliably
Become proficient sending and receiving attachments via email or blog, resolving file compatibility issues, and
following email and online decorum.
Check the course calendar regularly for updates and explanations..
Become more proficient with unfamiliar computer technologies and applications, including a content
management system like Drupal (the open-source software running our class site)..
Maintain back-up copies of all assignments via your home directory, disks, USB drives, CDs, or DVDs
If at any time you have problems accessing the Internet from home, you'll need to find a public lab or connection point.
Problems with computers will not be an excuse
for falling behind or failing to complete required assignments. If your Internet service goes down, use another
computer. If your computer breaks, use another computer. In other words, find a way to complete the assignments on
time. Because computer problems are a fact of life, always work to complete your assignments early and make frequent
backups to multiple media.
Academic Integrity
Purdue students and their instructors are expected to adhere to guidelines set forth by the Dean of Students in
"Academic Integrity: A Guide for Students," which students are encouraged to read here:

http://www.purdue.edu/ODOS/services/gradeappeals.htm
The preamble of this guide states the following: "Purdue University values intellectual integrity and the highest
standards of academic conduct. To be prepared to meet societal needs as leaders and role models, students must be
educated in an ethical learning environment that promotes a high standard of honor in scholastic work. Academic
dishonesty undermines institutional integrity and threatens the academic fabric of Purdue University. Dishonesty is not
an acceptable avenue to success. It diminishes the quality of a Purdue education, which is valued because of Purdue's
high academic standards."
Academic dishonesty is defined as follows: "Purdue prohibits "dishonesty in connection with any University activity.
Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty."
[University Regulations, Part V, Section III, B, 2, a] Furthermore, the University Senate has stipulated that "the
commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking
examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be
tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in
itself dishonest." [University Senate Document 72-18, December 15, 1972]"
If you have any questions about this policy, please ask.
In Case of a Campus Emergency
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to
changes that may be necessitated by a revised semester calendar or other circumstances. You can acquire updated
information from the course website, by emailing me, or by contacting me through the English Department at
765-494-3740.
Calendar
Follow the links at the bottom of this page for a schedule of assignments for each week this semester. Within each
week, you will find daily listings of assignments. Each bullet point for the day is a different task for you to complete.
Unless specifically noted otherwise, all assignments are to be completed before class on the day listed.
This course calendar may be updated throughout the semester. I'll notify you about any major changes, but you are still
responsible for keeping up with the current schedule.
IMPORTANT: You must visit all of the links provided within the course calendar. There are many links to follow
and read. Make sure you visit all of them. Some links provide easy access to other parts of the class site which will help
you in your assignments. Some links are to required readings. Others provide you with detailed instructions on
completing the assignments. Eventually, you may come to know the instructions which supplement assignments that
are repeated throughout the course, but it's still a good idea to continue to revisit the instructions to make sure that you
are satisfying all of the requirements.
Week 1
Aug 21: Introduction to the Course
On your own . . .
Complete Getting Started 1: Registering on the Site

Review carefully the Course Description, paying particular attention to all requirements.
Read Learning to Navigate the Site. Then explore the class website. Make sure that you login; some class
website features are not available to guests. It'll be easier as we move forward if you take the time now to
explore. Get familiar with where things are located, which links take you further into the class website and which
take you outside to other resources.

Aug 23: Special Guest, John Spartz; information for completing Certificate Program survey.
On your own before next Tuesday, August 29:
Complete Getting Started 2: Logging in for the First Time and Getting Started 3: Editing Your Account for the
First Time
Review How to Post to Your Individual Weblog and then "How to Post Comments and Replies"
The instructor will create a post on the course home page inviting everyone to introduce themselves. Post a
comment to that post in which you
describe where you are from
give your course of study and year
talk about your professional and entrepreneurial goals
tell what you would like to get out of this course
share at least one thing personal about yourself (a hobby, your favorite sport, a favorite activity, etc.)
Purchase the course texts and begin reading The Tipping Point. Note that all readings for the course are due on
the day listed on the calendar.
Week 2
Aug 28
Discussion and sign-ups for Ad-Hoc Presentations.
Review Web 2.0 Technologies, Entrepreneurship, and Innovation to begin your search for a disruptive innovation for
presentation. Bear in mind also that the innovation needn't be software or Web-related, but it can also be a product of
technology (iPod, mp3 player, Walkman, Flash drive, digital (video) cameras, cell phones, pagers, Blackberry, and
hundreds more).
From the Course Description: Ad-Hoc Presentations: Each class meeting starting in Week 3, teams of two students will
make short oral presentations that introduce innovative ("disruptive") technologies that have (or will) change how
people think and act and, thus, how they spend their time and money. You'll be given a list of subjects on the course
site and also be encouraged to discover subjects on your own. You will have access to the classroom's presentation
What's a disruptive technology and why do they matter? Read about the "Disruptive Innovation Model" here. No
reading response is required, but be prepared to discuss the model in class so that you know what's expected for the
ad-hoc presentations.
Aug 30
Preparing to Read: Introduction to "Anticipation Guides"; please bring your copy of The Tipping Point to class for
discussion and exploration.
Anticipation Guide 1: The Tipping Point (completed in class)
Review the Guidelines for Group Presentations.
Week 3
Sept 4
Reading: The Tipping Point

(1-88). You should read and post your response before class today. Be sure to review these guidelines:
Principles of Reading Responses

Principles for Posting to Your Weblog

How to Post to Your Individual Weblog
Reading Response: Using Gladwell's descriptions of connectors, mavens, and salesmen, post a blog message in which
you identify which category (or categories) seem to apply to you. Be sure to explain what the category means (e.g.,
what is a connector?) and then explain what qualities or experience you have that seems to fit it. Tag your blog
message (in the "categories" field) with the phrase Tipping Point 1
Sept 6
In-Class: Ad-Hoc Presentations on Disruptive Technologies

iPods: Kyle and Mike
Anticipation Guide for Chapter 1, "Introduction to Entrepreneurship"
Discussion of midterm project, reading responses and comments, and reading quizes. The midterm project is defined in
our course description as follows:
Midterm Project: In teams, you'll plan and conduct an interview with an entrepreneur, making it into a 5-7
printed form, privately. The project and all deliverables are due on October 16.
During this project, you'll keep a "Project Log" in your blog, search for an interview subject and learn
about proper ethical approaches to interviewing, develop interview questions and plan the interview,
conduct and film the interview, and premiere the video to the rest of class. Here's a sample that's more
involved than you need to be, but it will give you a good target to shoot for: "Computer Friendly Stuff"
(8:25)
Teams will be formed on Tuesday, Sept. 11, so be here and ready to go.
Please note that the first reading quiz on Chapter 1 from the textbook is due before class on next Tuesday. The quiz will
be posted by Saturday, with the link appearing on the calendar. It will disappear at the start of class on Tuesday.
Week 4
Sept 11
Be sure to complete the Chapter 1 quiz before class.
In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

TiVO: Devin and Melissa
Reading: Chapter 1, "Introduction to Entrepreneurship" (Entreprenuership: Successfully Launching New

Ventures)
Weekly Reading Response Prompt: Why do you think entrepreneurship is such an important aspect of not only
business but of American culture generally? Use this tag in the "categories" field: culture
Complete Reading Quiz 1 (for Chapter 1 from Entreprenuership: Successfully Launching New Ventures).
Formation of Teams for Midterm Project
Sept 13
The answer key for the last reading quiz is now posted as a PDF attachment to the quiz.
Netflix: Chad and Adam; Blu-Ray Disc: Ben and Patrick
Discussion and assignment of Success/Failure Case Presentations. These are described on the course description as

follows:
Success and Failure Case Presentations:

failure cases presented in the course texts or available via links on our course website.
For next Tuesday, look through the textbook to see which chapter's success and failure cases interest you. We will form
teams by interest on Tuesday.
Please note that the Chapter 2 Reading Quiz

is due before class on next Tuesday. The quiz will be posted by Saturday at 5 p.m., with the link appearing on the
calendar.
Week 5
Sept 18

Formation of Teams for Success and Failure Case Presentations
Blu-Ray Disc: Ben and Patrick; Microsoft Surface: Justin and Scott; iPhone: Flavius and Michelle
Reading: Chapter 2, "Recognizing Opportunities and Generating Ideas" (Entreprenuership: Successfully

Launching New Ventures)
Suggested Prompt and Tag: It's common to think that great ideas spring to the mind by a mysterious process,
which is one reason why so many people through the ages have attributed them to muses and other mystical or
spiritual entities. The belief is that ideas are borne, not made. Suppose, though, that it's the other way around:
good (or great) ideas are made, not borne. Suppose that creativity is an art and craft and that you can actually
generate great ideas systematically. What would it take to do that? What does the textbook say is necessary for
inventing great ideas and being alert to opportunity? Tag: invention
Sept 20
Second Life: Emily and Jeff
Success and Failure Case Presentations

calendar.
Week 6
Sept 25

YouTube: Anwar and Willita
Reading: Chapter 3, "Feasibility Analysis" (Entreprenuership: Successfully Launching New Ventures)

(89-132). Reading Response Prompt: What does Gladwell say makes ideas stick, and why is that important for

entrepreneurs to know? Use this tag in the categories field: Tipping Point 2
Sept 27

Nike Plus: Lauren and Sarah; Nokia N95: Suiwan and Mike

calendar.
Week 7
Oct 2

eBay: Cameron and Jeff; GPS, Yield Monitoring: Seth and Drew
Reading: Chapter 4, "Writing a Business Plan" (Entreprenuership: Successfully Launching New Ventures)
Reading Response Prompt and Tag: What are some of the pitfalls of writing and presenting business plans? What
mistakes do entrepreneurs often make when they write or present them? If you've ever seen a business plan
presentation (or entered a competition yourself), what did you learn? Tag: business plans
Oct 4
"Planet Hollywood": Kyle H, Cameron, and Kyle F.

xBox 360: Andrew and Toni
Discussion of Final Projects. This project is described on the course description as follows:
Final Group Project: Comprehensive Concept Statement. This group project will involve developing and
Evaluation Form.

is due before class on next Thursday. The quiz will be posted by Saturday at 5 p.m., with the link appearing on the
calendar.
Week 8
Oct 9
October Break.
Oct 11

"Satellite Phones": Flavius and Chris C.
"Sony": Anwar, Scott, William C., Atisso

Bootcamp: Kyle and Nate
Reading: Chapter 5, "Industry and Competitor Analysis" (Entreprenuership: Successfully Launching New
Ventures)
Reading Response Prompt and Tag: Drawing from the discussion of "barriers to entry" in Chapter 5 (pp.
136-140), think of one example of a new company, venture, product, or service that, once started, made it very
difficult for new competitors. What lessons can an entrepreneur learn from nontraditioanl barriers to entry (see p.
138 for the discussion)?

calendar.
Week 9
Oct 16

Midterm Projects (Video Interview of Entrepreneur) due. Videos will be presented in class on this day. Supporting
documentation will be due on Thursday (10/18).
Reading: Chapter 6, "Developing an Effective Business Model" (Entreprenuership: Successfully Launching New
Ventures)
Complete Reading Quiz 6 (for Chapter 6 from Entreprenuership: Successfully Launching New Ventures)
(133-92). Reading Response Prompt: Some people will say that "context is all," meaning that pitches and other
persuasive moments in the life of an entrepreneur must be well timed and opportunistic (The Greek term for this
is kairotic, or kairos, meaning "in the right time and place"). Knowing that sometimes chance may be a factor,
entrepreneurs nevertheless are ready to go at any given moment and can recognize when the context is ripe for
ideas they have already developed.What is the power of context and why is it important to understand? Use this
tag in the categories field: Tipping Point 3
Watch the Amy's Ice Cream video.
Project Assessment Questions for Midterm Project
What challenges did you face in finding an interview subject? How did you overcome them? What would you do
differently next time?
How did you prepare for the interview?
What technical challenges did you face with regard to the videotaping, and how did you meet them?
How did the interview go? How did you participate? Were there any awkward moments? Did the interviewee
provide any information that surprised you?
Describe the process of producing and editing the video. What did you do to try to make the interview engaging?
What did you learn about entrepreneurship from the interview?
What advice would you give to someone just setting out to tape an interview with an entrepreneur?
Oct 18
Update:
Midterm projects are due today. Your group should turn in your work on a CD or DVD. Individual members should

turn in a "Project Assessment Document" today as well. (The contents of the Project Assessment Document" were
discussed in class on Tuesday, Oct. 16.) All team members should also submit a Peer Collaborative Project Evaluation
Form, which you can download and complete in MS Word.
"Red Bull": Devin, Melissa, and Willita

Bluetooth: Austin and Bryan

calendar.
Week 10
Oct 23

Cell Phones: Chris, Atisso, and Patrick

"Bath and Body Works": Megan R., Toni G, and Nick B
Reading: Chapter 7, "Preparing the Proper Ethical and Legal Foundation" (Entreprenuership: Successfully
Reading Response Prompt: Why do you think it is so important that entrepreneurs model good ethical behavior?
What can happen when they don't? In what sorts of situations (management, communication, marketing, etc.) is
ethical behavior particularly important? Suggested tag: ethics
Oct 25
Playstation 1: Nick and Alex

"In-N-Out Burger": Jeff, Emily, and Stephanie

calendar.
Week 11
Oct 30
Wii: Kyle and Erika

"Build-a-Bear" Lauren, Sarah, and Justin D.

Reading: Chapter 8, "Assessing a New Venture's Financial Strength and Viability" (Entreprenuership:
Successfully Launching New Ventures). Weekly Reading Response Prompt: What are some of the dangers of not
keeping careful track of budgets, income statements, and the like? Why is it especially important for
entrepreneurs to manage budgets and income well? Suggest tag: finances
Nov 1
Success and Failure Case Presentations and In-Class: Ad-Hoc Presentations on Disruptive Technologies (2 teams
present).
calendar.
Week 12
Nov 6
"Old Masters" visit ENTR 200! Glenn Campbell and Mike Jackson will visit our class to talk to us about innovation.
Don't miss it!
Glenn Campbell - Chief Operating Officer for Lids and Co-Founder for Hat World, Inc.>/p>
Glenn Campbell is one of the co-founders of Hat World and is responsible for the company's operations, including
store operations, buying, merchandising and marketing. Prior to being named COO in October of 2005, Glenn was
responsible for Hat World's strategic product positioning and for managing the Hat World buying, merchandising and
marketing team as Vice President and General Merchandise Manager. Glenn was recognized as one of Ernst & Young's
"Indiana's Heartland's Entrepreneurs of the Year" in 1999 and 2002. He was also inducted into Indiana's 40 under 40 in
2002. Hat World was named to Inc. Magazine's "Inc. 500" and ranked 50th in 2002. Prior to co-founding Hat World in
1995, Campbell spent eight years as a Manager at Foot Locker, one of the nation's leading sports retailers. During that
successful career, Campbell was Manager of the Year for the Midwest Region in 1994. He is a graduate of Southeast
Missouri State University with a bachelor's degree in Marketing. He is married and has four children.
Mike Jackson - President & CEO of ABG, Inc. & Adayana, Inc.
Mike Jackson currently serves as CEO and President of ABG, Inc. and its parent company, Adayana, Inc. In this role,
he is responsible for all of the company's business which includes consulting practices in defense, government, and
automotive. Additionally, he led ABG, Inc. to becoming the leading vertical market management consulting company
focusing on the food, agribusiness and life sciences industries. Outside of his Adayana company duties, Mr. Jackson is
an internationally known management and marketing consultant, speaker, and author. He received the Alpha Zeta
Centennial Honor Roll in 1997, the Indiana FFA/Ag Education Distinguished Service Award in 2003, the National
Alpha Gamma Rho Fraternity "Brother of the Century" designation in 2004, and the Honorary American FFA Degree
from the National FFA Organization in 2005. Mike Jackson received a B.S. degree in Agriculture Economics with
highest distinction from Purdue in 1979. At Purdue, he was very involved in Alpha Gamma Rho Fraternity, traveled the
U.S. and abroad as National FFA Secretary, and served in the Student Senate. He was also selected as a Host for the
Old Masters Program and later served on its Central Committee. Mr. Jackson was the Purdue Student Body President in
1977. His scholastic and leadership honoraries include Phi Eta Sigma, Omicron Delta Kappa, Gimlet, Phi Kappa Phi,
Mortar Board, and Iron Key. Upon graduation, he received the Outstanding Senior Award from the Ag Econ
Department and the Grand Prix Foundation and also received the G.A. Ross Award as the Outstanding Senior Man in
the Purdue class of 1979.
Reading: Chapter 9, "Building a New-Venture Team" (Entreprenuership: Successfully Launching New Ventures)
Reading Response Prompt: What are some of the qualities that you would look for in your new venture team?
Why? Would it be a homogeneous or heterogeneous team? Why? Suggested Tag: new venture team

Nov 8

Facebook: Steph and Megan

"Garden.Com": Patrick and Ben
calendar.
Week 13
Nov 13
Reading: Chapter 10, "Getting Financing or Funding" (Entreprenuership: Successfully Launching New Ventures)
Reading Response Prompt: There are obviously many reasons why adequate funding and financing are important
for new ventures. What are some possible disadvantages or dangers of outside funding and financing for a
start-up? How would you avoid them? Suggested tag: funding
Nov 15
WiFi: Kyle and William

"Oakley": Adam S., Mike C, Jeff O.

calendar.
Week 14
Nov 20

"Napster": Chad R., Austin C., Andrew S.
Reading: Chapter 11, "Unique Marketing Issues" (Entreprenuership: Successfully Launching New Ventures)

calendar.
Nov 22
Thanksgiving Holiday

Week 15
Nov 27

"LA Gear": Kyle N., Nate M., and Mike M.
Reading: Chapter 12, "The Importance of Intellectual Property" (Entreprenuership: Successfully Launching New
Ventures)
Nov 29

"Hollywood Video": Alex P, Suiwan, and Kyle L.
present).

calendar.
Week 16
Dec 4

Reading: Chapter 13, "Preparing for and Evaluating the Challenges of Growth" (Entreprenuership: Successfully

"1-800-Flowers": Michelle, Erika, Bryan
Suggestion!: Read Chapters 14 and 15 in our textbook now, while you have your book in front of you. We don't have
time to cover it in class, but the information may come in very handy for you later in your career as an entrpreneur.
Dec 6
present).
Final Projects due.
Guidelines, Handouts, and Support

This section of the course syllabus contains additional guidelines for completing assignments and support materials for
using this site.

Getting Started 1: Registering on the Site
To get started with ENTR 200, you'll need to complete a few steps, which include
Registering for the course website (here).

Logging in for the first time.
Editing your account for the first time.
Registering for the course website
1. Go to the course website.

2. Click on "create new account" under "User Login" in the navigation menu on the left.
3. Create a username that will identify you in the system and that you will use for logging in. Because this site is
public on the Internet, your username should not include your last name. You are welcome to use any
username (e.g., your IM screenname) that would not be offensive to others or otherwise inappropriate for a
course website. Capitalize your username as you intend to use it; usernames are case sensitive.

4. Enter your email address. You may use your Purdue email address. If you have an alternate one, use the one that
you check most regularly.
5. Provide your real name and home page URL (web address, if you have one). Note that your real name will not be
visible publicly but only to students registered at the site.
6. Click on "Create new account." Registration information will be sent to the email address you listed, so check
your email soon after you register. You will need the password that it sends you.
Getting Started 2: Logging in for the First Time

To get started with ENTR 200, you'll also need to complete this second step:
Logging in for the first time
1. You should have received an email from the system that includes your new password. With that email handy,
return to the course website.
2. Enter your username and password in the "User login" box. Your initial password can be retyped or
cut-and-pasted into the password box. If you cut-and-paste it, make sure you don't include any extra spaces
before or after the password characters. The password and user name are case sensitive.

3. Click on Log in. When you've successfully logged in, you will see a block of links in the left sidebar with your
username above it as a title. This is a navigation menu that provides you with links to many services and content
on the site. If you are unable to log in successfully, try re-entering your password. Remember that usernames and
passwords are case-sensitve, so make sure you don't have Caps Lock turned on by accident and that (if pasting in
your password) that you don't include extra spaces. You may also request a new password if you ever forget
yours.
Getting Started 3: Editing Your Account for the First

Time
To get started with ENTR 200, you'll also need to complete this third step, which will take a bit more time than the
previous two.
Editing your account for the first time
Once you've logged in successfully, you need to edit your account and provide some additional information about
yourself.
1. Click on my account link in the navigation menu on the left.
2. On the next screen, click on the edit tab.

3. On the account settings screen, scroll to the Account information area.
4. Change your password by entering a new one into the password boxes. Choose a password that you can
remember but that is secure. Remember that passwords are case sensitive.
5. Scroll to the Picture area.
6. Upload a picture of yourself or avatar (an image that represents you well) that you would use in a public context.
You may have to find one and edit in an image editor, so you just try to have this step completed by the end of

Week 2. If you need help editing an image, send a copy to your instructor for help. See Creating Avatars and
Images for Your Profile for more information.
7. Scroll to Contact settings.
8. Check the Personal contact form box.

9. When you have made your changes, click on the Submit button at the bottom of the page.
The following steps ask you to complete information for your profile. This will enable the instructor and fellow
students to learn a little more about you and help the instructor tailor this class to your background and goals, as well as
arrange collaborative projects, if any.
1. Click on the edit tab again, then on the Personal Information link at the top of the next page.

2. Enter the required information in the boxes. If you don't have a home page, leave that box blank.
3. Click on Submit to save.
That's it! You have completed all the steps of the Getting Started process. If you ever need to change any of the
information, you can always edit these pages again.
If you have any trouble along the way, please be sure to let your instructor know.
Answer Keys for Reading Quizzes

Two days after the closing date for each quiz, the answer key will be posted here as an attached PDF file (listed below).
You must be logged in to view the file attachments.
Creating Avatars and Images for Your Profile

Some of you may be in search of an avatar or image to use in the profile that you created for yourself when you
registered. If so, here are some suggestions:
An avatar is just an image that "stands-in" for your picture and can be an object, artwork, a photo, or something else
that might convey some aspect of your identity, personality, or interests. So, for example, someone interested in biking
might use an image of a bike as an avatar rather than a personal picture. The image works best if it's in jpg, gif, or png
format, and the dimensions should be (about) 85x85 so that it displays correctly (and doesn't get squished when
displayed, for example).
To find an existing avatar to use for free, you could look at a site like these. If you have a Yahoo! ID (free to get, if
not), you can get some nice ones:
http://avatars.yahoo.com/
or try
http://www.avatarity.com/
You could also take an existing image of yourself and then create a picture by cropping out the part you don't want. If
you haven't used an image editing program before, that can be a bit tricky. But if you have, just use the crop tool to
draw a box around the part of the image you want to use, crop it, and then resize it so that it's about 85x85 pixels.
If you have a larger photo and would like help to make it into an avatar, send it to your instructor as an email
attachment. Your instructor can help you from there.
Creating Hyperlinks
For this class, you'll have to learn at least one HTML tag, the one for making hyperlinks.
It's easy to learn. Check it out:
1. Make sure that your rich-text editor is enabled. Click on enable rich-text below the Body box.
2. Highlight the text you want to turn into a link.
3. In the buttons below the Body box, click on the chain link button.
4. This box should appear.

5. In the Link URL box, cut and paste your full URL there. Then click on insert.
Your link will now show up in your test.
Here is how you make links in traditional HTML coding. Still easy, but it doesn't show up with our rich-text settings
and input format.
<a href=""></a>
is the tag itself without any information in it. Within the quotes, you'll put the url, or web address, for the site which
you want to link to. In between the ><, you'll put the text you want displayed on the screen.
For example, the url for slashdot is http://slashdot.org/. And if you want to make the word Slashdot a link in a sentence
to the website in a blog post, type in,
<a href="http://slashdot.org/">Slashdot</a> is a well known community blog site.
To get
Slashdot is a well known community blog site.
HTML is picky and it's easy to make a careless mistake. Don't include any extra spaces in the HTML tag. Make sure
that you include "http://" as a part of your web address. In fact, one of the easiest ways to make sure that you get the
URL correct is to copy and paste it from the address bar of a browser window currently displaying the page.
See? Not too difficult. But there's one more thing . . . .
Avoid merely posting the URL as a link:
http://slashdot.org
Notice how this doesn't convey much information. Better to have put the page title (often found either on the page or in
the window bar at the top) or link to part of your text (think of the examples in this site). At the same time, really long
URL's won't word wrap at the end of a line. They may cause problems with the way that text is displayed on web
pages.
Creating PDF Files

Portable Document Format (PDF) is a file format created by Adobe Acrobat and useful for sharing printer ready
versions of documents. Unlike when files are shared between different productivity applications (i.e., word processing,
spreadsheet) or different versions of the same productivity software, the same layout and typographic styles are
maintained regardless of the computer environment. What the author sees when creating a PDF is exactly what the
receiver of the file sees and can print out on their computer. Consequently, PDFs are particularly useful for sending
resumes, cover letters, and other business documents where layout and presentation is critica. Writers want all of the
effort they put into formatting professional-looking documents to be maintained.
PDFs are typically viewed using Adobe Reader (which is free to download). However, Adobe Reader will not produce
PDFs. As you will soon be submitting drafts of cover letters, resumes, and other documents in PDF format, make sure
that you can successfully generate a PDF using one of the following means:
Adobe Acrobat Professional, Standard, or Elements are three versions of Adobe's productivity program for
producing PDF files. These programs are not free and do not generally come installed when purchasing a
computer. However, some public computer labs (i.e., most of Purdue University's main campus labs) may have
Acrobat Professional installed. When Acrobat Professional is available, from your word processor or browser (or
any screen that can be printed), select File -> Print. On a PC, you will be able to select, under Printer Name,
"Adobe PDF" instead of sending your file to a printer. (See the figure below.) On a Mac, you will see a button
"Save as PDF" on the print dialog box. In both cases, you will be asked where you want the created PDF to be
stored.

Adobe offers a free PDF trial service online. However, you may need to produce PDF's more than allowed by the
free trial.
CutePDF is a free application which you can download and install on your home computer.
Google Docs: You can use these free applications (word processor, spreadsheet, and more) for collaboration and,
conveniently, to export a document file to PDF format. (Upload your Word document, for example, then export it
as PDF later.)
OpenOffice
is a free, full-featured, open source office productivity suite comparable to Microsoft Office that has PDF
generation built in. From within OpenOffice, choose File->Export as pdf
Eliciting Good Response

Imagine the following scenario:
You have a great idea for a project for your department at work. Because it will require significant
resources and funding, the senior manager in your department has asked you to prepare a ten-page
proposal.
After working on the proposal for a while, the senior manager sends you an email requesting to see your
draft in progress. The proposal is far from complete, but you fire off a reply saying "Here is my working
draft," and attach it. The next day, you receive another email from the senior manager full of feedback
which you are obligated to take. However, the feedback asks you to revise your proposal in new directions,
quite contrary to what you had planned, effectively taking over the direction of the proposal. You now
have to discard many good ideas you had for development. Those sections where you knew you needed the
most help--they were not addressed at all.
This happens all the time in getting response to our writing. We get proofreading corrections when we need ideas; we
get heavy revision suggestions when the draft needs to be proofread to meet a deadline.
To elicit useful and focused responses from readers (during peer review, for example), we must solicit good response.
In the above scenario, if the writer had explained to the senior manager where she needed help in the draft and what her

plans were for further development, it's quite possible that the feedback would have been more focused and helpful. So
when asking for feedback on a document, explain to the responder
your concerns about the current state of the draft (i.e., where, specifically, you need help)
where you are in the process of drafting (i.e., ready to polish to meet a deadline, planning to do more revision)
your target audience
any plans you might have for further development of the text
Once you've defined your needs, your reviewer is more likely to shape their feedback effectively for you. As a
reviewer, it's much easier to address the writer's concerns than to try to guess what might or might not be useful to the
writer.
Ethical Guidelines for Conducting an Interview with a

Client
1. Request an interview in advance. Explain why you want the interview, how long it will take, and what you hope
to accomplish. Be professional with this request and formal with all subsequent interaction so that the client
knows you are conducting research and not just “chatting.”
2. Come prepared with a list of written questions. It’s usually a good idea to give clients some questions in advance
so that they can be prepared.
3. If you wish to tape the interview, you must ask permission first.
4. Take notes during the interview, even if you use a tape recorder. Your notes will help refresh your memory when
you don't have tune to review the entire tape; they can also help you identify the most important points of
discussion. Because give-and-take is important, it’s often a good idea to have two people on the interviewing
team present; one to take notes, one to conduct the interview.
5. Be flexible. Don't try to make the person you are interviewing answer all your prepared questions if he or she
doesn't find some of them appropriate or interesting. If your interviewee shows more interest in a question than
you had anticipated or wants to discuss a related issue, just accept this change in plans and return to your list of
questions when appropriate.
6. Try a variety of questioning techniques. People are sometimes unable or unwilling to answer direct questions. So
try rephrasing questions. Be more general or specific, depending upon what you think your client will respond to
well.
7. If you transcribe the interview and use it for any other purpose, you should give the client the option to review a
transcript and the option to revise where necessary. Under no circumstances should you publish (to the Web or
elsewhere) an interview with the client without the client’s consent. (In journalist interviews, that permission is
normally granted implicitly; good journalists, though, will often take the time to confirm quotations.)
Adapted from Lisa Ede’s Work in Progress, 4 th Edition. New York: St. Martin’s Press, 1998.
Evalutation Form for Collaborative Projects

The form attached to this message (in Word, fill-in format) is used for every collaborative project in this class. You
should complete the form and submit it to the instructor privately, when you turn in your project or by email, on or
before the project is due.
The information is used to help the instructor determine individual grades for a team project.
Five Steps of Storyboarding

1. Find or create a storyboard template that you can use to draft your outline, like the one attached to this post..
2. Each frame of your storyboard should represent a unique page, a step in a sequence, or some other individual
component of your work (such as a PowerPoint or Keynote slide, a keyframe in Flash, or a Web page).
3. In each frame, identify your content. Use shorthand to describe the content (including images and audio) that you

want to include and approximately where it should be placed, as in the example below.
4. Add notes to each frame in your storyboard on design, source files, material, and anything else that will help you
remember what each frame should contain and how it should be presented.
5. When you have completed a rough draft of your storyboard, read back through it to see whether it has an order
that makes sense and includes the multimedia you want to use. Move frames around as necessary.
Guidelines for Group Presentations

For your team presentations during class, you should try to adhere to these general principles:
1. Your presentation should be well-rehearsed, engaging, and well-focused, with a clear beginning, middle, and
end. Address key questions/issues in the assignment prompt and relate your analysis/discussion to course
readings.
2. Each team member should be involved in the presentation.
3. Your content should be accurate and well researched.
4. Multimedia components should complement the presentation, not substitute for the team's delivery (i.e., don't let
the slides do all the talking for you).
5. You can bring demos (products) to enhance the presentation.
6. Be prepared to answer questions and engage in follow-up discussion.
7. Be creative! Think of yourself as entrepreneurs selling an idea.
A few presentation tips:
1. Check-out any supporting technologies to make sure they work properly.

2. Make sure the you speak clearly and that everyone in the room can hear you.
3. Try not to be nervous. Most people only know that you're nervous if you talk about it. Try interacting with
audience members before your presentation to ease any tension.
How to Post Comments and Replies

Posting comments, as you will soon see, is easier than creating and sending an email.
1. You must be logged in to the site in order to post comments.

2. While you can click on the add new comment
link on any post from the course home page, instead, first click on the title to access the full post and all
comments. Always make sure you view the full post first. There may already be a comment conversation thread
begun about what you are interested in discussing. Rather than starting a new thread, join in the existing one.
3. Choose add new comment to reply directly to the main blog post and start a new thread or reply to respond to
an individual comment.
If you don't see an add new comment link, you are most likely not logged in.

4. Enter a title for your post in the Subject
field. Your title should describe the content of your post. If you do not enter a title, the system will automatically
use the first few words of your comment post.
5. Enter the text of your comment in the Comment field. You may use plain text or some HTML. Some people
may have the "enable rich text" link visible. If you use that feature, Drupal will give you a set of buttons much
like a word processor's to help you input your message. Be careful to review your input, however, since this
feature will do some strange things with your text on occasion.
6. Click on "input format" to learn about your formatting options. Drupal will use a filter to convert line breaks and
URLs when you select "Filtered HTML." If you want to format your posts nicely, include images, or insert more
sophisticated HTML, then choose "Full HTML." Generally speaking, leave the Input format on Filtered
HTML unless you have used HTML tags other than those allowed.
7. Select Preview comment at the bottom of the page.
8. Always review what you have written in preview mode. You will not be able to edit your comment once you
have posted it.
9. If you are ready to submit your comment, select Post comment at the bottom of the page. Don't forget this
step!
The most common way people lose posts is by forgetting to submit after previewing their comments or blog
entries. If you have made changes to a post, preview it again.
10. Verify that your comment has been posted. It should be visible on the page. If something went wrong, try using
your back button to get to the input screen. Review and resubmit if it's still there.
Note: You can use the Comment viewing options

to change the way that comments are displayed on the page. Experiment with this feature and see which configuration
works best for you.
How to Post to Your Individual Weblog

Posting to your individual weblog is a little more complex than posting a comment, but after a couple of times, you'll
find it as easy as email.
1. You must be logged in to post to your weblog.

2. From any page on the site, choose the create content link in the main navigation block on the left hand side.
That will bring you to the create content page. [You can also click on the blogs link and then the "my blog"
sublink.
3. The first time you visit the create content page, read the descriptions under personal blog entry and story.
4. To post to your individual weblog, choose blog entry. This will bring you to the Submit blog entry page.

5. Review the Project Checklist distributed in class regarding participation in online forums from The Thomson
Handbook.
6. Enter a good Title for your post.
7. Choose a Category tag
for your post. You can use a standard one (like "Reading Response" or create one suggested in the prompt or that

suits your content. You may use multiple tags.
8. Enter the text of your post in the Body
field. You may use plain text or some combination of HTML in creating this post.
9. Leave the Input format on Filtered HTML unless you have used HTML tags other than those allowed.
10. Under URL path settings, you can give your post a short and unique URL alias. For example, you might want to
use "team3projectlog" to identify your team's project log. If you use that URL, the full path would be something
like http://digitalparlor.org/up07/420Y/team3projectlog.
11. Optional: If you need to attach a file,
Click on the File attachments link.
Use the Browse button to locate the file on your hard drive.
One you have located the file, click the Attach button.
A bar will show the progress of the upload . You should then see your attachment listed.
12. Choose Preview.
13. Review your post. If you make any changes, preview it again.
14. When ready, select Submit to post.
Notes:
The system will not offer you a Submit button if you do not give your post a title.
Choose story on the create content
page to post to the course home page. The rest of the procedure is the same as for creating a personal blog entry.
Learning to Navigate the Site

For the first day of class, you'll want to explore some of the features of the site. This document gives an overview of a
few features you might want to take a look at that will help you to navigate the site.
Navigation
In the header visible at the top of every page, you'll find one row of links:
The first five take you to important sections of the course guide.
The others take you to useful resource sites at Purdue.
Once you've logged in to the site, directly beneath the header on the left, you'll find the main navigation block,
accessible from every page:
The navigation block is your gateway to many areas of the site useful for creating and viewing content and managing
your work. For example,

blogs
Lists all the blogs on the site and includes a direct link to your blog in its submenu.
create content
From here you can post to your individual weblog or the front page (see How to Post to Your Individual
Weblog).
image galleries
These are useful for uploading screenshots and other images that groups need to review and discuss.
members
Need to find out someone's email address? Use the members list. You can also click on any username to access
the personal account page. Only registered users have access to the private portion of account pages.
my subscriptions
Our site allows you to "subscribe" to blog posts and other content so that you can keep tabs on follow-up
responses. You can set your default subscription settings in my account > edit.
recent posts
This display allows you to access all of the recent content posted by everyone. Note how it provides red astericks
to denote pages you have yet to read and notices of new unread comments.
search
Search the content of blog posts, stories, book pages, and galleries; also search for users by name or username
my account
Links to your profile information, site settings, and more. Adjust your account profile here.
categories
This function allows us to categorize all of our posts. By the end of the semester, there will be literally thousands
of posts, and these allow some degree of organization. Later in the semester, we will use this same function to
organize group spaces.
log out
Use this to log out of the website, which is recommended after each session.
Book Navigation
All of our course materials on the site are integrated into the course guide:
The course guide is a hypertext with many levels of pages.
You can use the book navigation links that show previous and next pages below the main text or use the
breadcrumb navigation at the top.
Use the printer-friendly version link beneath any page to get a text-only version of that page and all of its
subpages collated into one. For example, if you go to the top page of the guide and click on printer-friendly
version, you will see the entire course guide, including the calendar, on one screen (a very long one).

Principles for Comments and Replies
Posting comments and replies to the reading responses and drafts of others will be a primary means of class interaction
and discussion. Instructors may promote blog posts to the front page of the course website. There, everyone will
respond to and discuss the readings, drafts, or other work posted to our course website. The course description explains
the purpose of this coursework:
All comments and replies to another's blog post should follow effective rhetorical strategies for networking with others
on the Web. (Readings from the course text or handouts may provide additional guidelines to follow.)
Keep threads alive and relevant.

Follow-up comments with further discussion.
Think of your comments and replies as part of a lively class discussion in which everyone participates.
When commenting and replying to blog posts on the course's front page, you are required to
Read through the posts on the course home page referred to by the assignment.
Before using the comment and reply features for the first time, you might want to consider reviewing How to
Post Comments and Replies .
Strive to be thoughtful and analytical in your comments.
Try to find something new to say instead of saying what has already been said in the original post and in other
comments already posted.
Feel free to share personal experiences which shape your views on the topic discussed.
You should also
Provide links to additional resources on the web which would better inform the discussion. You should always
link to any other texts on the Web you mention, even those on the course website.
Contend with and/or support the original blog post. If you are criticizing what the blogger has said, remember to
do so respectfully, which encourages further dialogue. "This sucks" would not be an appropriate response.
Neither would "That's great!" if you don't explain what you mean.
Direct attention to related and relevant issues. You may find that none of the posts on the class website about a
particular set of readings confront what you feel is an important issue on the assigned texts. As long as it is
related to the general topic of the readings or the topic of this class, feel free to post a comment which turns the
conversation in a new direction (use the subject line to clearly specify this new direction).
Occasionally post to blog posts not on our front page. If you like, you may choose to post three of your
comments or replies to any other recently submitted blog posting on the class site from the instructors and/or
other students, whether or not those posts focus on the topic up for discussion.
Use emoticons and acronyms to convey additional information (such as tone and intonation).
For those of you wishing to do more than the minimum requirements of the course, you might visit the class website
additional times per week and post new comments and/or replies to any of the blog posts.
Principles for Posting to Your Weblog

You'll do a lot of the writing for this class in your individual weblog space on the course website. You can access your
weblog via your my account page.
One way to think of a weblog or blog is as a journal. However, unlike a journal that you might keep at home (as well as
most if not all of the writing you have done in school before), your blog space is public. Your fellow class members
will be invited to read your blog. Classmates will respond to your posts with comments and replies. Group members
will review notes you take when doing research. And, of course, since it's on the Internet, other Web readers may
encounter your writing and take a look at what you have to say.
There are many uses for weblogs, but we'll only use them for a few things here. During this class, you'll be asked to use
your course weblog to

share drafts of your work-in-progress for peer review
keep a project log
post research notes
In addition to the individual weblog space that everyone has, the home page of our course website is a community blog
space where anyone can post. While most of your blog writing will be posted to your individual weblog, we'll use the
home page as a place to promote discussion among all class members. For example,
When there is a reading response assignment, your instructors may promote someone's post to the front page for
community discussion.
Groups may be asked to lead discussion by posting their reading responses or blog posts to the course home page
instead of to their individual weblogs.
Groups may be asked to share proposals and progress reports with the entire class.
Good Blogging Practices
Titles for blog posts should reflect the context of what you have written, not merely restate the name of the title
of the assignment or reading. Interesting and informative titles draw more interesting responses from others.
Blogs should demonstrate the principles of writing for the Web as they are covered in this course.
Bloggers link. Use hyperlinks when referring to another post on the public Internet and follow good attribution
practices. Hyperlinks mean converting text to a link, not merely cutting and pasting in an URL. To do so, you'll
have to know a little HTML for creating hyperlinks.
People visiting the course website from the Internet won't know what you mean if you just mention "the reading
assignment for today." Since PW Online is password protected, others on the Internet cannot access it. Treat it
like a printed text. At minimum, you should mention the name of the text and the title of the chapter or section
you are referencing.
Good bloggers always keep in mind that they are writing for a public audience.
To Learn More
To receive credit for your work, be sure to follow the course requirements for reading responses and project logs.
Optional: Read Meg Hourihan's What We're Doing When We Blog for a brief description of weblogs. For further
reading on weblogs, take a look at The Weblog Webliography on Kairosnews.
Principles of Reading Responses

Each week, you will be responsible for creating a reading response. Each reading response should be specifically
focused on the reading and the prompt provided on the calendar, clearly indicate that you have read and thought
seriously about the reading, and be sufficiently developed. Reading responses should be 300 words or longer. Post your
reading response as a blog entry and tag it "Reading Response" or use the tag provided in the prompt itself.
Sometimes, you and each of your group members will be assigned to post your reading response to the course home
page by submitting a story. The posts on the course home page will then be the focus of full class discussion. Selected
reading responses will also be promoted to the front page for more lively community discussion.
In composing your reading response you should:
Be sure to focus your response on the subject of the prompt.

Link your response to recent class discussions online, your current project work, something you might have read
elsewhere, and/or previous professional, academic, or personal experience writing and communicating in other
contexts.
Discuss how the reading contributes to your understanding of the current project, expands your understanding of
recent discussions, or suggests ideas for your work in the class.
Be sure to properly cite the original reading and any other sources you might mention. Good citation practice is
critical in all writing and especially so on the Web.
You can apply the rhetorical considerations discussed in Principles for Posting to Your Weblog to your reading
responses.

When it is your group's turn to post reading responses to the course home page, consider that the goal of these
blog posts is to share new information and stimulate discussion. If your group is reponsible for posting about an
assignment, check to see if anyone has already posted a response on the reading. If so, read through it. Shape
your blog post to take the conversation in different directions.
Project Log Guidelines

Purpose
Because you will have a weekly record at the end of the project, your project log will help you to complete the Peer
Collaboration Evaluation Form due at the end of each project. Project logs also provide evidence of each group
member's contribution to the project. And detailed project logs lend more credibility to your evaluation of others in
your Peer Collaboration Evaluation Form.
After college, you may find keeping a project log useful in your professional career:
In the busy life of a professional, it can often be difficult to remember all aspects of a project when compiling
monthly or quarterly progress reports.
Consultants can use project logs to provide supporting evidence of work done on a project in preparing invoices
or in case a client questions billable hours.
Once a project is completed, a project log can be useful as a record for planning similar, future projects that will
be completed by others.
Requirements
At least once a week, post a short report to your weblog covering all of the following:
Use informative titles (e.g., Project Log for Week 5: Project 2 Takes Shape)
Tag your post with "Project Log"
Report on the status of the project: Is it in early drafting? Is it production ready? Is your group conducting
research? Etc.
Record your contributions to the project that week.
Record the contributions of others in your group.
Record the time and date of group meetings and communication and describe briefly what was accomplished.
Did the group have a large email discussion? Did you IM with another group member? Etc.
Report on any scheduled plans for completing specific tasks in the project. What group members have taken on
which specific tasks? What are the prospective deadlines?
Plan out ideas for completing the project, including ways to collaborate and communicate more effectively with
your group.
Reflect on any lessons you have learned about collaboration and electronic communication.
Remember. Your project logs are public and can be read by other group members. Be diplomatic. Do not write about
what other group members failed to do or negatively evaluate their participation. Simply record what others have
agreed to do and the tasks which they have completed. You will have ample opportunity to assess the work of others at
the end of the project.
You can of course post more than once a week.
Questions about Assignments (Ask Them!)

At some point in the semester, almost everyone is likely to have some questions and concerns about how to complete
an assignment. In a normal face-to-face class, these questions might be answered in regular class discussion.
Because this is an online class, each week, one of the instructors will blog about the following week's assignments,
inviting open discussion. If you have any questions or concerns, check out the most recent blog posting about

assignments on the course home page. If your questions and concerns are not answered in the comments, post them to
the comment board.
Know that all class members are encouraged to respond to questions--not just the teachers--so that we can discuss the
assignments. If you can help clarify or answer any concerns of your classmates, please do so. Plus, participating in
these discussions is one way to demonstrate more effort than just the minimum requirements of the class.
While some of you might think, "I'd rather just email the teacher directly," sharing your concerns on the class website
can benefit everyone. Each blog post and comments on the next week's assignments will be a resource that everyone
can use. The question you ask might help someone later, someone who hasn't thought about the assignment in the way
that you have. Yet, they still might arrive at the same question later on. They need only read through the blog and
comments to find the question that you already posted, as well as an answer.
If you feel you need a more immediate response, still post your question or concerns, then email your instructor, who
will be sure to respond to your email by replying to your comment ASAP.
If you have something personal to discuss, something not to be shared with the rest of the class, you are, of course,
welcome to email your instructor privately.
Web 2.0 Technologies, Entrepreneurship, and

Innovation
What is Web 2.0? Here is some background reading that may help you decide which new and/or disruptive technology
you'd like to choose for your team presentation:
Steven Johnson, "Emerging Technology," Discover (10.24.2005)

An excellent, short introduction to some of the new and interesting Web 2.0 technologies.
O'Reilly - What Is Web 2.0?

Tim O'Reilly introduced the topic of Web 2.0 with this opening salvo.
Some Web 2.0 Technologies to Explore Early in the Semester
These first few may help you keep track of all the sites you explore and also help you start building your network.
del.icio.us
social bookmarking
Web 2.0 Technologies

This long list includes sites and services that allow developers to customize and use these technologies for related
services and so can be "developed" and channeled. It doesn't necessarily include Open Source projects. For a list of
some of those, all of which afford excellent opportunities for innovation and development, see Open Source CMS,
which allows you to demo a number of programs, and Wikipedia's long list of Open Source Software Packages.
Advertising
Google AdSense Advertising management

Google AdWords Search advertising
Microsoft adCenter Online advertising services
UrlTrends Link tracking and search optimization
Wordtracker Search engine optimization services

Yahoo Ads Online ad management
Yahoo Search Marketing Search advertising platform
Answerbag Questions and answers service
Blogwise Blog and feed search service
SplogSpot Database of spam blogs
Blog Search
Blogwise Blog and feed search service

SplogSpot Database of spam blogs
Blog search and news aggregation
Tailrank
service
Technorati Blog search services
Blogging
Akismet Blog spam prevention service

Blogger Blogging services
FeedBlitz Blogs by email service
FeedBurner Blog promotion tracking service
LiveJournal Blogging software
Performancing Blog management
TypePad Blog management
Weblogs Blog ping service
Windows Live Spaces Blog services
Bookmarks
Blogmarks Social bookmarking

del.icio.us Social bookmarking
linkaGoGo Social bookmarking service
Ma.gnolia Social bookmarking service
OnlyWire Social bookmarklet service
Shadows Social bookmarking and community
Simpy Social bookmarking
Calendar
30 Boxes Calendar service

Google Calendar Calendar service
Spongecell Online calendar service

Chat
AOL Instant Messenger Instant messaging chat service

AOL Presence Online presence service
Google Talk Chat application
IMified Instant messenger buddy
Lingr Online chatroom services
MSN Messenger Chat and messaging
WebAIM Web based instant messaging
Yahoo Messenger Instant messaging
Community
Blue Dot Content sharing community

coRank Distributed user reviews service
Facebook Social networking service
PartySpark Social events service
Content sharing platform within
RockYou Super Wall
Facebook
Twitter Community site
Email
Email Address Validator Email address validation service

ExactTarget Email delivery services
IntelliContact Email marketing service
JangoMail Bulk email service
Mailbuild Email forms and templates service
Publicaster Email marketing management
StrikeIron Email
Email verification service
Verification
Vertical Response Email management services
Webmail.us Email hosting service
WhatCounts Email management services
Yahoo Mail Web based email system
Enterprise
Employease On-demand human resource management

User provisioning for Google
Google Provisioning
Applications

Lokad Time series forecaster
Enterprise document management
NetDocuments
service
NetSuite Business application suite
Salesforce.com CRM services
WebEx Conferencing and collaboration services
Events
Eventfinder Events calendar

Eventful Events discovery and demand
Spraci Events and clubs database
Upcoming.org Collaborative event calendar
Zvents Local events search and community
Financial
Blinksale Online invoicing services

Currency Rates Currency rates
Dun and Bradstreet
Credit check
Credit Check
FreshBooks Online invoicing and time tracking
KashFlow Online accounting software
Moneytrackin Expense tracking
NetAccounts Online accounting service
Prosper Peer-to-peer network
StrikeIron Historical
Stock price quotes for US equities
Stock Quotes
StrikeIron Mutual Funds Historical mutual funds
StrikeIron Stock Quotes
Real-time stock quotes
Basic
Personal finance management and
Wesabe
community
Government
Civic Footprint Political geography lookup for Illinois

Democracy In Action Advocacy services for nonprofits
FedSpending.org Database of US government spending
Follow The Money Database of US campaign contributions
LOUIS US federal documents database

Sunlight Labs US Congress database service
TheyWorkForYou Track the UK Parliament
Who Is My Database of US congressional
Representative? representatives
Internet
Thumbnail images of web site home

Alexa Site Thumbnail
pages
Alexa Top Sites Web site traffic rankings
Amazon EC2 Elastic Compute Cloud virtual hosting
Clicky Web site analytics
Compete Internet web site metrics and analytics
Cordurl Geo coordinate translation
Dapper Service for API creation
Domain Tools Internet domain name lookup
Durl.us URL shortening
Ecommstats Web analytics
Hostip.info IP lookup
HTML2PDF HTML to PDF conversion
Internet Archive Non-profit Internet library
IP Address Lookup Determine IP address from domain name
Mon.itor.us Web site monitoring services
MyNotify Feed publication
Nenest Web forms and application framework
Outune Web map engine
Pingdom Web site monitoring and reporting
Qurl URL redirection
SoftLayer Systems management and monitoring
TinyURL URL shortening
UnAPI Proposal for web clipboard
W3Counter Web site metrics tools
Webride Attaches discussions to any site
WebThumb Thumbnail image generation
Windows Live Custom
Web site administration
Domains
Yahoo Site Explorer Web site analysis service
Job Search

Indeed Job search services
SmashFly Job board posting service
Mapping
BigTribe Location based advertising

Web services for geographical
EarthTools
information
FeedMap Blog geo-coding
Garmin MotionBased GPS services and mapping
geocoder Geocoding services for US
Geospatial analysis and heat mapping
GeoIQ
service
GeoNames Geographic name and postal code lookup
GetMapping Aerial photography and mapping service
GlobeXplorer Mapping services
Google Earth Mapping application
Google Maps Mapping services
HopStop Mass transit and walking directions
Mappr Photo mapping
MapQuest Online mapping service
Mapstraction Mapping API abstraction layer
MetaCarta Location and geotagging services
Microsoft MapPoint Mapping services
Microsoft Virtual Earth Mapping services
Multimap Global online mapping service
NASA Satellite mapping images
Naver Maps Korean mapping service
Ontok Geocode any US address
OpenStreetMap The Free Wiki World Map
Platial Collaborative geographic service
Plazes Location discovery service
Poly9 FreeEarth 3D mapping service
Pushpin Mapping service
ViaMichelin Mapping, directions, and travel booking
Wayfaring Map creation and sharing service
WHERE GPS Mobile GPS widget platform
Where2GetIt Geospatial Non-mapping geospatial services

Where2GetIt SlippyMap Online mapping service
Wigle Wireless network mapping
Yahoo Geocoding Geocoding services
Yahoo Map Image Map image creation service
Yahoo Maps Mapping services
Messaging
411Sync SMS, WAP, and email messaging

Clickatell SMS Messaging services
Jaiku Social messaging service
Mobivity SMS marketing messaging service
Sabifoo IM to RSS conversion service
SmsBug SMS messaging services
StrikeIron Mobile Email Mobile email messaging service
Textamerica Moblogs
Location based data for the Twitter
Twittervision
service
Communication software for online
Userplane
communities
Vazu SMS messaging service
Music
AOL Music Now Music playlist management

Digital Podcast Podcast search
Faces.com Photo and media sharing service
Feedcache Feed caching service
iTunes Music and video download service
Last.fm Music playlist management
MP3Tunes Music services
MusicDNS.org Music fingerprinting service
OpenStrands Music recommendation and discovery
Rhapsody Online music services
SeeqPod Music recommendation service
Soundtoys Visual artists works repository
Tunelog Music metadata management
WebJay Music playlist management
Winamp Customizable music player

Yahoo Music Jukebox Desktop music player
News
Daylife Online News Service

Digg
Findory Personalized news aggregation
Google News News aggregator
Macromedia News
Data access service
Aggregator
Moreover News delivery
NewsCloud Social news service
NewsIsFree Online news aggregation
Technorati Blog aggregator
Office
Backpack Online information manager

Big Contacts Web based contact management
EditGrid Online spreadsheet
Google Labs Wide assortment of tools and apps
Numbler Online spreadsheet service
SlideShare Presentation sharing community
Zoho Writer Online office suite
Photos
AOL Pictures Online photo management

Buzznet Photo sharing
Flickr Photo sharing service
Fotolia Royalty free stock photos
Google Picasa Photo management and sharing service
imageLoop Animated slideshow service
istockphoto Royalty free photo and image service
Panoramio Photo upload site with organizer
Pixagogo Online photo services
Riya Photo search
ShutterPoint Stock photography service
Smugmug Photo sharing service
Snipshot Online photo editing service

WebShots Photo sharing service
Yahoo Photos Online photo service
Zoto Photo sharing service
Recommendations
Criteo Distributed recommendation service

EasyUtil Recommendation service
RapLeaf Portable ratings system
Yelp Local user reviews and city guides
Reference
Aonaware Dictionary Dictionary lookup service/td>

Dun and Bradstreet Research company background data
FUTEF Wikipedia API Third party Wikipedia web service
Library of Congress
Information database search
SRW
Microsoft MSDN Technical reference library
PhoneVal Phone number validation service
RealEDA Reverse
Lookup address and name via phone
Phone Lookup
StrikeIron Address
Global address verification service
Verfication
StrikeIron Do Not Call Telephone number verification
StrikeIron Insider
Insider trading transaction information
Trading
StrikeIron Phone Adds address and statistical data based
Number Enhancement on phone number
StrikeIron Residential Residential directory lookup and
Lookup validation service
StrikeIron Reverse
Reverse phone lookup services
Phone Lookup
StrikeIron Sales Tax
Sales and use tax data service
Basic
StrikeIron US Census Census data information service
StrikeIron Zacks
Corporate profiles web service
Company Profile
Talis Library 2.0 reference services
UrbanDictionary Slang dictionary lookup
US Yellow Pages Telephone directory
Yahoo Answers Community driven reference service

Search
Amazon A9 OpenSearch Amazon's search engine

Ask.com Search engine
Clusty Clustering search engine
Gigablast Search engine
Google Desktop Desktop search and gadgets
Google Search Search services
Kartoo Visual search engine
Kratia Democratic search engine
Vast Structured web search
Windows Live Search Internet search
Wink Social search service
Shopping
Amazon eCommerce Online retailer

Amazon Historical
Historical product sales data
Pricing
Authorize.Net Internet based payment gateway services
AvantLink Affiliate marketing network
CNET Shopping services
Commission Junction Online affiliate programs
DataUnison eBay
eBay pricing and sales trend data
Research
eBay Online auction marketplace
GoodStorm Online retail ecommerce
Platform for structure and
Google Base
semi-structured data
Google Checkout Shopping cart services
PriceRunner Shopping comparison engine
Shopping.com Online retail shopping
SwapThing Community driven swapping site
UPC Database UPC lookup service
Windows Live Expo Online classifieds service
Yahoo Shopping Shopping services
Zazzle On-demand product creation service
Storage

Amazon S3 Online storage services
Box.net Online file storage
MoveDigital File delivery and management services
Omnidrive Online storage services
Open Xdrive Online data storage service
Openomy Online file system
Tagalag Email tagging
TagFinder Tag extraction service
Tagthe.net Tag recommendation service
TagTooga Tag based Internet directory
Video
Truveo Video search

Blinkx Video search
Dave.TV Video distribution network
LiveVideo Video repository and user community
Revver Video services
Veoh Virtual television and video network
Film trailers, cast, images, and related
Video Detective
information
Yahoo Video Search Video search
YouTube Video sharing and search
Widgets
Widget creation, distribution, and

ClearSpring
tracking services
Google Gadgets
Netvibes Personalized home page with widgets
Pageflakes Personalized start page and widgets
Serence Klip Desktop gadgets
SpringWidgets Widget platform
TagWorld Social web services
Windows Live Gadgets Online gadgets service
Windows Sidebar
Desktop gadgets
Gadgets
Yahoo Widgets Desktop widgets
Yourminis Personalized start page

WIKI
DBpedia Structured query interface to Wikipedia

JotSpot Wiki-style collaboration tools
PBwiki Consumer wiki farm
WikiMatrix Wiki search and comparison service
Projects and Activities

You'll find descriptions of the major course projects here, once they're posted (during Week 3). For now, though, here
is a summary of the coursework in this class:
1. Reading Responses: You should respond to questions or readings listed on the calendar and identified as
"Reading Response" with one short (200- 300-word) semi-formal written blog post using the appropriate tag (see
the prompt on the calendar for tag info). These responses will need to be posted by class time every Tuesday, on
the day the reading is listed. (In class on the preceding Thursday, we'll complete "anticipation guides" that will
help focus your reading and responses.) During the week, I will promote some of your responses to our front
page. You'll be responsible for posting at least two comments and replies to messages posted by others. For help,
read the guidelines on the course website: Principles of Reading Responses, Principles for Posting to Your
Weblog, and Principles for Comments and Replies. We will discuss best practices for this aspect of the
coursework in class as needed. There will be 10 reading responses in all and, thus, at least 20 comments and/or
replies posted by the end of the semester.
2. Reading Quizzes and Anticipation Guides: Starting the third week and each week thereafter there will be short
reading quizzes to take on our course website. Each quiz will be available by Saturday at 5 p.m. and needs to be
completed by Tuesday before class, when the reading is due (and listed on the calendar). On Thursdays in class,
we'll complete and discuss anticipation guides, which prepare you for reading the material due the following
week and also help focus the reading responses in your blog. You'll turn in these anticipation guides for credit
after you've completed the reading the following week.
3. Ad-Hoc Presentations: Each class meeting starting in Week 3, teams of two students will make short oral
presentations that introduce innovative ("disruptive") technologies that have (or will) change how people think
and act and, thus, how they spend their time and money. You'll be given a list of subjects on the course site and
also be encouraged to discover subjects on your own. You will have access to the classroom's presentation
4. Success and Failure Case Presentations:
failure cases presented in the course texts or available via link on our course website.
5. Midterm Project: In teams, you'll plan and conduct an interview with an entrepreneur, making it into a 5-7
printed form, privately.
6. Final Group Project: Comprehensive Concept Statement. This group project will involve developing and
Evaluation Form.
In sum: Each student will 1) write and respond in the course blogs regularly; 2) complete all reading quizzes (online)
and anticipation guides (in class); 3) make one ad-hoc presentation introducing a new technology as part of a
two-person team; 4) present one success or failure case as part of a three-person team; 5) complete the midterm video
interview project in teams and the written analysis; and 6) complete and present a comprehensive concept statement as
part of a group.
All coursework will be supported by the website via our calendar and in class as needed.

Comprehensive Concept Statement Project Description
Overview
This group project will involve developing and elaborating an entrepreneurial concept or idea, creating the important
documents (feasibility study, start-up procedures, funding plan, etc.), pitching it to the class in an oral presentation with
multimedia components (PowerPoint, Keynote, website, etc.), and then assessing the group’s effort at the end in a
Collaborative Project Evaluation Form.
Deliverables
1. Oral presentation with team (7-10 minutes, December 4 or 6).

2. Comprehensive Concept Statement
(5-7 pages, single-spaced, not including images, appendices, and sources page, as needed). Due December 6 in
class, in printed form: one copy, with each team member’s name listed. Please also send an electronic copy to Dr.
Blakesley (blakesle@purdue.edu) and each member of the team (use doc, rtf, or pdf format, but not docx).
3. Peer Collaborative Project Evaluation Form. Submit this document in printed form in class on December 6.
You can download the form at our website: http://www.digitalparlor.org/fa07/blakesley2/peerevaluation
4. Project Log. All members of the team should be active contributors to the team’s project log at the course
website. Remember that it’s important for everyone to document their work on the project (if you don’t let us
know what you’ve done, who will?)
Collaboration
Teamwork is a key component of the project. Because a major part of the project will involve producing a polished
document, you’ll want to manage the project carefully. Here’s one method of producing a collaboratively written
document that you might find useful (the divide and conquer method):
1. Elect or appoint a project manager who will make sure to keep people on task, collect work from members, and
submit the work to a project editor.
2. Assign each member of the team to research and draft a particular section that matches their expertise and
interests.
3. Elect or appoint a project editor who will a) assemble all the parts of the document into a first draft, edit it, check
all sources, and then distribute a draft to team members for review.
4. Team members are responsible for sending corrections to the project editor promptly. Please pay particular
attention to the integrity of source documentation. (All uses of outside material must be documented in the text
and at the end in References or Works Cited section.)
5. The team leader should submit the printed document on behalf of the team and should email an electronic copy
to the instructor and all team members.
Key Ingredients of the Comprehensive Concept Statement
Executive Summary
Context
Description and Elaboration of Product
Feasibility Analysis
Start-Up Procedures and Timeline
Funding Plan
Possible Strategic Partners
General Project Parameters
The team’s presentation should last 7-10 minutes (including Q & A), maximum.
Your Comprehensive Concept Statement should include all the necessary ingredients, sufficiently developed, to
be persuasive and informative to potential investors and strategic partners. For length, that means (not including
images, sketches, etc.) about a 5-7 page (single-spaced) document, plus a sources cited page.
Your final document should be professionally designed, readable, and presentable in printed format.

The due date is the last day of regularly scheduled class. Peer evaluation forms are due in print on that day also.
Parts of the Document
Executive Summary
An executive summary should be at most two paragraphs and should list the key points of the document,
presented in a top-down manner (most important ideas first).
The writing has to be clear and concise, capable of standing in for the entire document.
Context
Your document (and thus your research) should account for the context in which your product will be launched.
Cultural, social, and economic factors should be addressed, as needed to show the value of the product or
concept.
Target Market should be discussed in some detail to show the timeliness and value of the concept or product
Description and Elaboration of Product
In this section (a major component of the document), you should describe the product or concept and all of its
features. You might include drawings or images for illustration.
Feasibility Analysis
Your document should include a detailed feasibility analysis, drawing from the guidelines in the textbook. At
minimum, you should research and discuss issues of product development, suppliers, manufacturers, delivery,
and barriers to entry.
Start-Up Procedures and Timeline
Your discussion of start-up procedures and the timeline should address (at minimum) these questions:
What must happen first for the product or concept to be brought into the world?
What legal or institutional issues would need to be resolved?
What are the key events in the launch of the product (timeline)?
Funding Plan
What funding will be needed to launch the venture? (be detailed)?

Where will it come from?
What investment will the partners make?
How long will or should it take to turn a profit?
Are there supplier issues to address?
Strategic Partners
Are there any key partners that might help make the venture successful?
When will they be brought on board?
What incentives will there be?
Documentation
All sources must be fully documented in the text and listed in a Works Cited or Bibliography or Resources
section at the end of the document.
It’s strongly advised that each team appoint one member to review all citation and documentation issues.
For reference help, see The Thomson Handbook
(Blakesley & Hoogeveen; available in Purdue’s Writing Lab, Heavilon 226) or Purdue’s OWL:
http://owl.english.purdue.edu

Comprehensive Concept Statements - Flash Overview
Here's a Flash movie that will walk you through some of the guidelines for the Comprehensive Concept Statements.
The original PowerPoint was presented in class on Thursday, Nov. 15. Click on the attachment to open the Flash
movie. You need to be logged in to see the attachment!
Final Project Phase 1

Final Group Project: Comprehensive Concept Statement ENTR 200
This group project will involve developing and elaborating an entrepreneurial concept or idea, creating the important
documents (feasibility study, start-up procedures, funding plan, etc), pitching it to the class in an oral presentation with
multimedia components (PowerPoint, Keynote, website, samples, or other handouts), and then assessing the group's
effort at the end in a Collaborative Project Evaluation Form.
Phase 1 of the Project: Idea Development and Team Formation
• Step 1: Propose a concept or idea for group voting.

• Step 2: The class will select the top 8 concepts through online voting. The people who propose the winning concepts
will be the initial team leaders.
• Step 3: Each team leader should create a new blog post (tagged with “Concept”) and post it to the website so that
other people in the class can read more about the idea. Describe the concept using some of your original description, as
needed. Your goal is to attract great team members to your idea and cause. Post this blog entry no later than Thursday,
Nov. 1, at the start of class.
• Step 4: Everyone whose idea wasn’t selected need to read through the winning concepts, then make a pitch for joining
that team. You can make your pitch by posting a comment/reply to the leader’s blog entry announcing the idea (look
under the “concept” tag for a complete listing). In your response, say why you like the idea and what you would bring
to the project. Your response/pitch is due by Tuesday, November 6 at the start of class.
• Step 5: Team leaders should write a short invitation email to the four additional group members they have selected for
their team to see if each is still available. The team leader’s goal is to have the team assembled one way or the other by
Thursday, November 8.
• Step 6: A team member should start the team’s project log with a blog posting that a) identifies in one sentence the
concept; b) lists all the team members; and c) tags the entry with Project Log *Idea* (put the concept where you see
“idea”). The team will use this blog post as its ongoing project log. Step 6 must be completed by Tuesday, November
13.
• Step 7: Using ideas from the textbook and The Tipping Point, conduct a brainstorming session (during class on
Thursday, November 15). Someone should record all the ideas and post them to the team’s project log no later than
Tuesday, November 20.
Phase 2 of the project will begin on Tuesday, November 8, with discussion of the feasibility report, start-up issues, and
more.
Teams for the Midterm Project

Here are the teams for the midterm project. Be sure to exchange contact information right away. The Team Tag to use
for all project-related blog posting (documents, project logs, meeting notes, etc.) should be "Team #" (so, Team 1
should use the tag Team 1, and so on down the line).
Team 1 Team 2 Team 3

Seth Greene Austin Cook Nathan Marine
Drew Mcculley Jason Telschow Bryan Murphy
Patrick Brown Scott Sowers Cameron Mahoney
Kyle Ludeke Patrick Westenhofer Megan Ramsey

Team 4 Team 5
Team 6
Stephanie Lewis Jeffrey Seiffert
Devin Detoro
Suiwan Wong Adam Shelton
Ben Rich
Antoinet Gibbons Kyle Fillenwarth
Lauren Rehme
Emily Marking Christop Cochran
Team 8 Team 9
Team 7
Anwar Abdul-Khaali William Parsons
Sarah Hession
Kyle Nashert Justin Dian
William Langdon
Michael Conran Anoumou Amewou-Atiss
Michelle Drury
Nicholas Burrow Willita Lewis
Team 10 Team 11
Michael Mosher Jeffrey Osburn
Chad Richeson Erika Earl
Flavius Burbulea Kyle Hanna
Melissa Michels Andrew Schulenburg

Entr200 Fall2007

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Entr200 Fall2007

Transféré par

Droits d'auteur :

Formats disponibles

Course Guide

Aptitude and roles of entrepreneurs

Blakesley - ENTR 200 -Fall 2007 @ Purdue

Activity Points Possible

Blakesley - ENTR 200 -Fall 2007 @ Purdue

Attendance and Class Partipation

Blakesley - ENTR 200 -Fall 2007 @ Purdue

If you have any questions about this policy, please ask.

In Case of a Campus Emergency

Complete Getting Started 1: Registering on the Site

Blakesley - ENTR 200 -Fall 2007 @ Purdue

On your own before next Tuesday, August 29:

Discussion and sign-ups for Ad-Hoc Presentations.

Anticipation Guide 1: The Tipping Point (completed in class)

Review the Guidelines for Group Presentations.

Reading: The Tipping Point

Principles of Reading Responses

Blakesley - ENTR 200 -Fall 2007 @ Purdue

In-Class: Ad-Hoc Presentations on Disruptive Technologies

Anticipation Guide for Chapter 1, "Introduction to Entrepreneurship"

Be sure to complete the Chapter 1 quiz before class.

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Reading: Chapter 1, "Introduction to Entrepreneurship" (Entreprenuership: Successfully Launching New

Formation of Teams for Midterm Project

Blakesley - ENTR 200 -Fall 2007 @ Purdue

Success and Failure Case Presentations:

Please note that the Chapter 2 Reading Quiz

Be sure to complete the Chapter 2 quiz before class.

Reading: Chapter 2, "Recognizing Opportunities and Generating Ideas" (Entreprenuership: Successfully

Success and Failure Case Presentations

Please note that the Chapter 3 Reading Quiz

Be sure to complete the Chapter 3 quiz before class.

Reading: Chapter 3, "Feasibility Analysis" (Entreprenuership: Successfully Launching New Ventures)

Blakesley - ENTR 200 -Fall 2007 @ Purdue

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Please note that the Chapter 4 Reading Quiz

Be sure to complete the Chapter 4 quiz before class.

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Please note that the Chapter 5 Reading Quiz

Blakesley - ENTR 200 -Fall 2007 @ Purdue

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Please note that the Chapter 6 Reading Quiz

Be sure to complete the Chapter 6 quiz before class.

Project Assessment Questions for Midterm Project

Blakesley - ENTR 200 -Fall 2007 @ Purdue

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Please note that the Chapter 7 Reading Quiz

Be sure to complete the Chapter 7 quiz before class.

Success and Failure Case Presentations

Success and Failure Case Presentations

Please note that the Chapter 8 Reading Quiz

Success and Failure Case Presentations

Blakesley - ENTR 200 -Fall 2007 @ Purdue

Be sure to complete the Chapter 9 quiz before class.

Blakesley - ENTR 200 -Fall 2007 @ Purdue

In-Class: Ad-Hoc Presentations on Disruptive Technologies and Innovations.

Success and Failure Case Presentations

Be sure to complete the Chapter 10 quiz before class.

Success and Failure Case Presentations

Please note that the Chapter 11 Reading Quiz

Be sure to complete the Chapter 11 quiz before class.

Please note that the Chapter 12 Reading Quiz

Blakesley - ENTR 200 -Fall 2007 @ Purdue