Course Syllabus

MGT6200 “NEW VENTURE INITIATION – Feasibility Analysis” (Fall 2021)

Wednesday: 6:00 - 9:00 PM, via Zoom Conferencing

 

PROFESSORS:

Patricia Bagsby Medart Endowed Chair in Family Business, Assistant Professor, Department of Management m: 314-341-0518 patricia.bagsby@slu.edu

Dave Finklang Adjunct Professor m: 636-734-5321 Dave.Finklang@slu.edu dfinklang@anderscpa.com

                                        

Course Description: 

MGT6200 “New Venture Initiation - Feasibility Analysis”: This course introduces entrepreneurship not only for those interested in starting a new business, but also for those who want to help existing for-profit and not-for-profit organizations become leaders in the marketplace. This course teaches the steps to assess the feasibility of a student’s business idea, product or service to get it to a “go or no-go” decision, how to pitch the idea to obtain advice and the practical knowledge needed prior to developing a business plan and starting a business.

 

• The Entrepreneur – who/what/when/where/why/how, a “you are here map” of entrepreneurship
• Feasibility of an Idea – risks, difficulties, rewards and satisfaction
• Guest Speakers – real life experiences + finding the thread that resonates with YOU
• Networking & Resources Available– six-degrees of separation…or even less!

 

GoalS/LEArning OBJECTIVEs:

Our goal for this class is to help you learn how to THINK entrepreneurially and take ACTION. It can be applied to your own idea or even within an existing organization. We will help you to better understand the mindset of an entrepreneur, expand your network, introduce you to the tools and steps to take an idea from concept to a “go or no-go” decision and finally how to pitch that idea to advisors or investors. Everyone’s roadmap on this path we call entrepreneurship is unique and quite different. Yet, we all share a common thread – Passion!

 

This course lays a foundation for the follow-on course, MGT 6210 Advanced Biz Planning by helping you:

 

• Identify, evaluate & pitch opportunities;
• Understand your business environment and its impacts;
• Apply lessons from all business disciplines (marketing, finance, accounting, operations, etc).
• Know entrepreneurship’s culture – its vernacular, resources, funding and connections;
• Understand the process needed to get your idea from concept to a “go or no-go” decision!

 

You will meet leading members of the St. Louis entrepreneurial community as well as campus and regional resources supporting entrepreneurship. MGT6200 will have you perform a series of specific tasks to find, research, evaluate and develop your business idea (i.e.: product, service, biz-opportunity). The final project builds each week upon the lessons learned in class and from ESB textbook. The final class project will be evaluated by your faculty teaching team, subject matter experts from the business community as well as your peers. (think TV’s “Shark Tank” show).

 

ACCESS:

Don’t agonize! When in doubt, call us! Because this class asks a lot of you, we are prepared to give a lot, too. The speakers and judges can also be asked for help to answer questions, but typically are not available for extended consultation. Additional office hours are available by appointment with us. 

 

ATTENDANCE:  

We expect students to attend all classes. Each week, we cover topics relative to your idea, entrepreneurship and answering any questions you have as you work on your feasibility analysis. A lot of the learning comes from seeing how others perform, therefore, attendance at ALL class final presentations is expected, unless you get a clearance from the instructor of record.

 

 

Speaker REFLECTIONS (5):

There will be guest entrepreneur speakers throughout the semester from all walks of life. These successful professionals are taking time from their extremely busy schedules and we want to ensure that we make their experience worthwhile. You are required to write (5) five reflections that are 1/2 to 1-page in length that tie the speaker to the subjects (a) discussed in class and (b) covered in the text. Each reflection is worth 10 points. It is NOT a regurgitation of what you heard, but instead, a reflection of the key takeaways and how you’ll APPLY them to your job or entrepreneurship endeavor/company. Speaker reflections should be submitted electronically within one (1) week of the guest speaker’s presentation. Late assignments will NOT be accepted.

 

The NDA:

Everyone in class deserves to feel safe in the knowledge that what they share will remain theirs and will be held in confidence from others. To formalize that, everyone completes an NDA (nondisclosure agreement) as a condition of attending the class. Students will get an NDA form. Faculty are contractually required to hold information confidential. Speakers accept an agreement which states, “We only share, promote or use our students’ or presenters’ ideas with their permission.”

 

Class Participation (class discussions + 10 discussion boards):

You will find that life passes you by if you do not take initiative and participate. We expect you to ask and answer questions in class. You will have plenty of opportunities for discussions with the speakers, your classmates and the professors. If you are not voluntarily participating, we’ll be glad to call on you. In addition to the class discussions, we will have 10 discussion board threads worth 5 points each. Each board will have a prompt question and will require you to post your initial response and then reply to at least 2 classmates.

 

Chapter Readings and Assignments (18):

You will complete a reading assignment via Connect (linked into Canvas) for each chapter in your required text. These assignments are each worth 10 points and should take 20-30 minutes each to complete.

 

Periodically, we kick off class by asking students to be prepared to share “News You Can Use” regarding ENT places, events, happenings in order to broaden their knowledge of the St. Louis ENT ecosystem.  We’ll also include national or global happenings in business. We’ll may also watch Shark Tank to discuss what elements of the Feasibility Analysis can be spotted in each entrepreneurs’ pitch? What’s missing? How can they improve?

 

TEXTBOOKS:

• Entrepreneurial Small Business – “6e” Edition - by Katz & Green. We will teach using the 6e edition. You can get any form of that edition (hardcover, international softcover, custom published, electronic – you probably do not need the version bundled with McGraw-Hill CONNECT). NOTE: The 6e Edition has 30% new material over the 5^th Edition and the chapter that focuses on the creation and feasibility testing of ideas has been one of the most extensively revised. This book is also used in the business plan class.

 

• We take a “shallow dive” into all 18 chapters. ESB covers topics like: networking, part time vs full time, finding your passion, marketing, finance, accounting, legal, logistics, insurance, funding etc.). The book aids you, the student, in understanding that there are many business disciplines that you will need to have a working knowledge of as an entrepreneur, networking with and/or hire in the areas where you experience a “gap”.

 

• The Lean Startup – by Eric Ries. (not required reading) But a great resource for the modern approach to testing ideas and quickly creating firms. The book is available in hardcover, softcover and electronic formats. There are a couple of PDFs available online for free (not sure how that has gotten done legally, but they’ve been there for a long time).

 

 

Feasibility Project:

In an entrepreneurship class, ideas are central to the entire process. Students are expected to generate ideas for potentially viable for-profit businesses or social ventures. This is a three-step process:

 

STEP 1 – IDEA GENERATION (week 1):

Students will individually generate and self-evaluate ideas to determine their best idea to go forward. Resources for idea generation from class included:

1) Pain-Storming - identify a pain and a solution

2) The SCAMPER Model - helps you generate ideas and carve out a niche in the marketplace. SCAMPER is the acronym for seven techniques; (S) substitute, (C) combine, (A) adapt, (M) modify, (P) put to another use, (E) eliminate and (R) reverse).

3) Lean Startup - ideation at-a-glance useful for getting feedback quickly on your idea.

 

Once ideas are shared in class, we will select a subset (likely 5-8) new business ideas for a semester-long feasibility study. Use the info from your “Lean Startup” document combined with speaking techniques from the “Art of the Elevator Pitch” document to better frame your idea to pitch in class. Individual or teams of 2,3 or 4 classmates will be assigned to the chosen ideas. Over the course of the semester, each team will research and analyze the endeavor.

 

Here are more ideation resources beyond what was mentioned in class for referencing:

-Advanced Idea Napkin https://www.straightupbusiness.institute/tools/idea-napkin/

-Ideal model: https://www.straightupbusiness.institute/tools/idea-model/ 

-Idea Critique Pad: https://www.straightupbusiness.institute/tools/assessing-and-validating-your-idea/  

 

STEP 2 – IDEA VALIDATION (week 2): Over the next week, students will take their idea and test it in the real world with potential customers. You should get feedback from 25+ people (not counting family and friends). If the idea doesn’t survive, it either needs to be improved so it survives, pivoted or replaced with a better idea until one idea resonates.  

 

STEP 3 – FEASIBILITY ANALYSIS (week 3 on…): Each student or team will be responsible for turning in a 7 page narrative + financials, single spaced, detailed feasibility analysis and a 10-slide pitch deck presentation at both midterm and the end of the semester. The 10-minute pitches (with 5-8 minutes Q&A) will be presented to a judging panel as part of the grade during the final. It will not only tell us about the product and whether it’s a go/no-go, but also provide the research and analysis to support this decision. In the end, outside judges and your professors will ask questions about your report and presentation. Then, your judges and your professor will grade your presentation and your idea. (More details will be provided in the class.)

 

Your team will receive 100 points (i.e., internal review points) per team member (e.g., a team with 4

members will have 400 points). At the completion of the project, each student will allocate the points

between their team members and provide us with a team point breakdown. The students must also

develop and turn in measurable criteria that serve as a guide for the evaluation process.

 

Bonus and Cash Award Opportunities:

Various bonus opportunities will be offered throughout the semester, e.g., participation in campus-wide, regional, or national entrepreneurship contests, etc. In addition, there will be a campus-wide Elevator Pitch Competition. Details will be provided as the semester progresses, but you can see more about the competition at vimeo.com/sluent/elevatorpitch. You will also have a chance to participate in SLU’s Pure Idea Generator competition for extra credit. You can get an idea about it at vimeo.com/112229321. There are a host of other possible activities you can participate in for extra credit, such as Venture Café, 1 Million Cups, Missouri Venture Forum, or generally any of the groups at eqstl.com/map/ or at itenstl.org (click on “reports & maps” for ecosystem map).

 

COMPUTER RESOURCES: It is REQUIRED for students to have a SLU email or personal email account.  Creating a LinkedIn account is also required and you should have a goal to add 100 contacts during the semester. Lastly, you are responsible for checking your email at least once per day.

 

Grading Policy:

 

 

Assignment	Points
Speaker Reflections (5) @ 10 points each	50
Feasibility Steps 1 and 2 (10 points each)	20
Feasibility Analysis Mid-Term Presentation Ie Idea Generation/Idea Validation	100
Feasibility Analysis - Final Presentation Research, Writing, Speaking and Presentation Deck	500
Feasibility – Peer Review Feedback	100
Participation – discussion boards (10) @ 5 points each	50
Chapter reading assignments (LearnSmart assignments through Connect; (18) @ 10 points each	180
TOTAL	1,000

 

 

 

 

 

 

 

 

SCALE

A   925–1000 A-  900 – 924 B+ 875 – 899 B:  825 – 874 B-  800 – 824 C   775 – 799 F   below 775

 

 

There will be no "curve" for grades, and everyone can see exactly how many points are necessary for each grade level. The grading system incorporates learning measures from a variety of sources and formats:

• Knowledge gained from textbooks, class and speakers are measured by the Speaker Reflections and Application Exercises.
• Ability to conduct research, writing and speaking skills are measured from the Feasibility Project.
• Incentive is measured by class participation, team member evaluation and attending ENT events/competitions.

 

NEED HELP FINDING QUALITY SOURCES OF INFORMATION FOR YOUR ASSIGNMENTS? 

The SLU Business Research Librarian can assist you with research-related assignments. The business research librarian can facilitate your access to credible, high-quality data and sources. Please reach out below to ask for help in fielding questions by phone, email and/or to make appointments for research consultations.

 

 

Pius XII Memorial Library:

Saint Louis University

3650 Lindell Blvd.

St. Louis, MO 63108-3302

(314) 977-3103 Main line

 

 

 

 

 

 

To Schedule an appointment:

Business Research & Instruction Librarian

Judy Geczi, MBA, MLIS, Asst. Professor

Pius XII Memorial Library

Saint Louis University

3650 Lindell Blvd. | St. Louis, MO  63108

Phone 314-977-3593

Email:  http://geczije@slu.edu

Business Library Best Bets

Company Research Guide

 

 

Databases:

• BizMiner or RMA (for firm-level financials)
• IBISWorld or Business Source Premier (for industry stats)
• Mintel (for market stats)
• Library Guides on entrepreneurship (under business) at http://libguides.slu.edu/.

 

 

POLICY STATEMENTS via University Office of Academic Affairs & Student Success Center

Academic Integrity Syllabus Statement:

Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is “the pursuit of truth for the greater glory of God and for the service of humanity.” Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care, and community service through which SLU fulfills its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern.

 

The governing University-level Academic Integrity Policy was adopted in Spring 2015, and can be accessed on the Provost's Office website at: https://www.slu.edu/provost/policies/academic-and-course/policy_academic-integrity_6-26-2015.pdf.

 

Additionally, each SLU College, School, and Center has its own academic integrity policies.

 

Chaifetz School Academic Honesty Policy

It is the policy of the Richard A. Chaifetz School of Business at Saint Louis University that the "Giving and receiving of unauthorized assistance on any graded exercise constitutes academic dishonesty and may result in grade reductions and/or probation, suspension, or dismissal."

 

Mandatory Statement on Face Masks (Fall 2020)

The University’s Interim Policy on Face Masks governs all students, faculty, staff, and campus visitors in all University-owned, leased, or operated facilities.   All persons physically present in any such University facility associated with this course shall comply fully with this policy at all times.  Masks must be worn before entry to all such University facilities (as well as outdoors on all University property when six feet of distance is unpredictable or cannot be maintained).

 

Saint Louis University is committed to maintaining an inclusive and accessible environment.  Individuals who are unable to wear a face mask due to medical reasons should contact the Office of Disability Services or Human Resources to initiate the accommodation process identified in the University’s ADA Policy.  Inquires or concerns may also be directed to the Office of Institutional Equity and Diversity.   Notification to instructors of SLU-approved ADA accommodations should be made in writing prior to the first class session in any term (or as soon thereafter as possible).

 

As the instructor of this course, I shall comply fully with SLU’s policy and all related ADA regulations. 

 

Students who attempt to enter a classroom without wearing masks will be asked by the instructor to wear masks prior to entry.  Students who remove their masks at any time during a class session will be asked by the instructor to resume wearing their masks.

 

Note: Accordingly, no consumption of any food will be allowed in class.

 

Students who do not comply with a request by a SLU instructor to wear a mask in accordance with the University’s Interim Policy on Face Masks may be subject to disciplinary actions per the rules, regulations, and policies of Saint Louis University, including but not limited to the Student Handbook.  Non-compliance with this policy may result in disciplinary action, up to and including any of the following:

 

• dismissal from the course(s)
• removal from campus housing (if applicable)
• dismissal from the University

 

To immediately protect the health and well-being of all students, instructors, and staff, instructors reserve the right to cancel or terminate any class session at which any student fails to comply with faculty or staff request to wear a mask in accordance with University policy. 

 

Students are strongly encouraged to identify to their instructor any student or instructor not in compliance.  Non-compliance may be anonymously reported via the SLU Integrity Hotline at 1-877-525-5669 (or confidentially via the Integrity Hotline's website at http://www.lighthouse-services.com/slu.

 

Mandatory Syllabus Statement on In-Person Class Attendance and Participation (Fall 2020)

 

The health and well-being of SLU’s students, staff, and faculty are critical concerns.  Accordingly, the following University policy statements on in-person class attendance are designed to preserve and advance the collective health and well-being of our institutional constituencies.

 

1. Students who exhibit any potential COVID symptoms (those that cannot be attributed to some other medical condition the students are known to have, such as allergies, asthma, etc.) shall absent themselves from any in-person class attendance or in-person participation in any class-related activity until they have been evaluated by a qualified medical official. Students should contact the University Student Health Center for immediate assistance. 

 

2. Students who exhibit any potential COVID symptoms (those that cannot be attributed to some other medical condition the students are known to have, such as allergies, asthma, etc.) but who feel well enough to a) attend the course synchronously in an online class session or b) participate in asynchronous online class activities, are expected to do so. Those who do not feel well enough to do so should absent themselves accordingly. 

 

3. Students (whether exhibiting any of potential COVID symptoms or not, and regardless of how they feel) who are under either an isolation or quarantine directive issued by a qualified health official must absent themselves from all in-person course activity per the stipulations of the isolation or quarantine directive. They are expected to participate in synchronous or asynchronous online class activities as they feel able to do so, or absent themselves accordingly.

 

4. Students are responsible for notifying each instructor of an absence as far in advance as possible; when advance notification is not possible, students are responsible for notifying each instructor as soon after the absence as possible.

 

5. As a temporary amendment to the current University Attendance Policy, all absences due to illness or an isolation/quarantine directive issued by a qualified health official shall be considered “Authorized” absences (effective August 2020 through May 2021).

 

 

Disability Services Academic Accommodations Syllabus Statement:
Students with a documented disability who wish to request academic accommodations must formally register their disability with the University. Once successfully registered, students also must notify their course instructor that they wish to use their approved accommodations in the course.

 

Please contact Disability Services to schedule an appointment to discuss accommodation requests and eligibility requirements. Most students on the St. Louis campus will contact Disability Services, located in the Student Success Center and available by email at Disability_services@slu.edu or by phone at 314.977.3484. Once approved, information about a student’s eligibility for academic accommodations will be shared with course instructors by email from Disability Services and within the instructor’s official course roster. Students who do not have a documented disability but who think they may have one also are encouraged to contact to Disability Services. Confidentiality will be observed in all inquiries.

 

 

Title IX Syllabus Statement:

Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g., sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident of misconduct, that faculty member must notify SLU’s Title IX coordinator (or that person’s equivalent on your campus) and share the basic facts of your experience with her. The Title IX contact will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus.

 

For most students on the St. Louis campus, the appropriate contact is Anna R. Kratky (DuBourg Hall, room 36; akratky@slu.edu; 314-977-3886). If you wish to speak with a confidential source, you may contact the counselors at the University Counseling Center at 314-977-TALK. To view SLU’s sexual misconduct policy and for resources, please visit the following web addresses: https://www.slu.edu/here4you and https://www.slu.edu/general-counsel.

 

 

Distance Education Etiquette

Your actions in distance education contexts are just as important as in on-ground, face-to-face educational contexts – and sometimes require additional attention and commitment, as some distance education technologies might be less familiar to us.  Accordingly, all students are expected to follow the guidelines below: 

 

Synchronous Video Contexts (Zoom, etc.)

 

1. Mute your microphone when you are not speaking. Remember to “un-mute” yourself just prior to speaking.  Identify yourself when you begin speaking.

 

2. Expect a few seconds of delay in getting a response from the instructor or another class member to a question; wait before repeating your question or assuming it was not heard.

 

3. If possible, position your camera such that your video feed does not capture too much of your surroundings or other activity/sound from your home/location. Be conscious of posters, art, or other surroundings that others might find offensive or inappropriate for an educational context.

 

4. Use the “Raise Hand” and “Chat” (or similar) features of your video-conferencing tool. This limits verbal interruptions and the confusion generated when multiple people try to speak at once.  

 

5. Just as in an on-ground, face-to-face class, limit side conversations, multi-tasking (on your computer or otherwise), and use of your cellphone.

 

6. Temporarily turn off your video feed and mute your microphone when engaged in any non-class conversation or activity.

 

7. Respect and be attentive to the diversity of your classmates and instructor. Before communicating, consider your message in the context of the class’ diversity in race, ethnicity, religion, disabilities, gender, sexual orientation, age, social class, marital status, geography, etc.  Consider the diversity you can see or know – as well as that you cannot.

 

8. Remember that video-based class sessions (including chat transcripts) may be recorded and retrieved for later viewing.

 

 

Non-Video & Asynchronous Contexts (Blackboard, Canvas, Online Chats, Discussion Boards, etc.)

 

1. When using the “Chat” or “Discussion Board” (or similar) features of your course management system, remember that your course-related communications to the instructor or other students should be considered “professional” (they are not like texts to your friends). Remember that course context and all related written work – including chat and discussion board transcripts – can be recorded and retrieved.

  

2. Be cautious when using humor or sarcasm; without the context of facial expressions or other body language, your tone or intent could be missed or misunderstood by others.

 

3. Respect and be attentive to the diversity of your classmates and instructor. Before communicating, consider your message in the context of the class’ diversity in race, ethnicity, religion, disabilities, gender, sexual orientation, age, social class, marital status, geography, etc.  Consider the diversity you can see or know – as well as that you cannot.

 

4. Respect others’ time and life circumstances, which often don’t allow for an immediate response to a question or comment.

 

Student Support Services:

In recognition that people learn in a variety of ways and that learning is influenced by multiple factors, resources to support student success are available on campus. The Student Success Center, which assists students with academic and career related services, is located in the Busch Student Center suite 331 and the School of Nursing, suite 114. Students who think they might benefit from these resources can find out more about:

• Course-level support by asking your course instructor or department head.
• University-level support, such as tutoring, writing consultation, disability services, academic coaching, career services and curriculum planning, by visiting the Student Success Center or by going to www.slu.edu/success.

University Writing Services:
Students are encouraged to take advantage of University Writing Services in the Student Success Center; getting feedback benefits writers at all skill levels. Trained writing consultants can help with writing projects, multimedia projects, and oral presentations. University Writing Services offers one-on-one consultations that address everything from brainstorming and developing ideas to crafting strong sentences and documenting sources. For more information, visit the Student Success Center  or call the Student Success Center at 314-977-3484.

 

 

Basic Needs Security

Students in personal or academic distress and/or who may be specifically experiencing challenges such as securing food or difficulty navigating campus resources, and who believe this may affect their performance in the course, are encouraged to contact the Dean of Students Office (deanofstudents@slu.edu or 314-977-9378) for support. Furthermore, please notify the instructor if you are comfortable in doing so, as this will enable them to assist you with finding the resources you may need.

 

 

Other information:

• Course etiquette/civility policies or other expectations about interactions between and among members of the class
• Information about what will happen in cases of inclement weather
• Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations; active shooter response, etc.)
• Distinction between “excused” and “unexcused” absences [if applicable]
• Statement that student work in the course may be used in course/program assessment
• Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

 

 

 

 

 

 

MGT 6200 – CLASS CHEDULE – FALL 2020

Date	ESB TEXTBOOK	ACTIVITIES	Due Prior to Class
8/25	Course Overview & Class Expectations	Introductions, Why interested in this class? Go over Syllabus, NDA  Guest Speakers, Get LinkedIn Perform pain-storming exercise, SCAMPER model, Begin The Lean Startup, Elevator pitch, What is a Feasibility Analysis? The Perfect Pitch	N/A
9/01	Ch 1: Small Business: Varieties and Impact Ch 2: Small Business Entrepreneurs: Characteristics and Competencies	Judy Geczi - SLU Librarian Real Business Pitches Discuss Chapters 1 & 2	Week 1 Folder - Due by 6pm 9/1 ð         Return NDA (email to instructors) ð         LinkedIn with your class & instructors ð         Pitch Real Business Idea (on Canvas) ð         Read ESB CH 1 & 2; and “Born or Made” article ð         Complete SB chapters 1 & 2 ð         Discussion Board #1
9/08	Ch 3: Small Business Environment: Managing External Relations Ch. 4: Small Business Ideas: Creativity, Opportunity and Feasibility	Guest Speaker –TBD Discuss Chapters 3 & 4	Week 2 Folder - Due by 6pm on 9/8 ð         Read ESB CH 3 & 4 ð         SB Chapters 3 & 4 ð         Idea Analysis ð         Discussion Board #2
09/15	Ch 5: Small Business Entry: Paths to Part-Time Entrepreneurship Ch 6: Small Business Entry: Paths to Entrepreneurship	Guest Speaker – TBD Discuss Chapters 5 & 6	Week 3 Folder - Due by 6pm on 9/15 ð         Read ESB CH 5 & 6 ð         SB Chapters 5 & 6 ð         Discussion Board #3
9/22	Ch 7: Small Business Strategies: Imitation with a Twist Ch 8: Business Plans: Seeing Audiences and Your Business Clearly	Guest Speaker – TBD Discuss Chapters 7 & 8 Midterm Overview Handout	Week 4 Folder - Due by 6pm on 9/22 ð         Read ESB CH 7 & 8 ð         SB Chapters 7 & 8 ð         Discussion Board #4
9/29	Ch. 9: Small Business Marketing: Customers and Products Ch. 10: Small Business Promotion: Capturing the Eyes of Your Market	Guest Speaker – TBD Discuss Chapters 9 & 10 MIDTERM REPORTS & PITCH DECK DUE	Week 5 Folder - Due by 6pm on 9/29 ð         Read ESB CH 9 & 10 ð         SB Chapters 9 & 10 ð         Discussion Board #5 ð         Midterm Report ð         Pitch Deck
10/06	Midterm Presentations	Guest Speaker MIDTERM PRESENTATION (LIVE via Zoom)	Week 6 Folder - Due by 6pm on 10/6 ð         Presentations in class on 10/6
10/13	Ch. 11: Small Business Pricing, Distribution, and Location Ch. 12: Small Business Accounting: Projecting and Evaluating Performance	MIDTERM DEBRIEF Guest Speaker – TBD Discuss Ch 11 & 12	Week 7 Folder - Due by 6pm on 10/13 ð         Read ESB CH 11 & 12 ð         Honest Company article ð         SB Chapters 11 & 12 ð         Discussion Board #6
10/20	Ch 13:  Cash: Lifeblood of the Business Ch 14: Small Business Finance: Using Equity, Debt, and Gifts	Guest Speaker – TBD Discuss Chapters 13 & 14	Week 8 Folder - Due by 6pm on 10/20 ð         Read ESB CH 13 & 14 ð         SB Chapters 13 & 14 ð         Discussion Board #7
10/27	Ch 15: Assets: Inventory and Operations Management Ch 16: Small Business Protection: Risk Management and Insurance	Guest Speaker – TBD Discuss Chapters 15 & 16	Week 9 Folder - Due by 6pm on 10/27 ð         Read ESB Chapters 15 & 16 ð         SB Chapters 15 & 16 ð         Discussion Board #8
11/03	Ch 17: Legal Issues: Recognizing Your Small Business Needs Ch 18: Human Resources Management: Small Business Consideration	Guest Speaker – TBD Chapters 17 & 18 Discussed	Week 10 Folder - Due by 6pm on 11/3 ð         Read ESB CH 17 & 18 ð         SB Chapters 17 & 18 ð         Discussion Board #9 ð         Prepare for final presentation and work on paper
11/10	Project Overview Outlined Practice Pitching	MEGA SPEAKER FINAL REPORTS & PITCH DECKS DUE	Week 11 Folder - Due by 6pm on 11/10 ð         Discussion Board #10 ð         10-page Analysis ð         10-Slide Pitch Deck
11/17	Student Presentations	FINAL PRESENTATIONS  (LIVE via Zoom)	Week 12 Folder - Due by 6pm on 11/17 ð         Final Presentations in class on 11/17 ð         Peer Evaluations