UNLV'S 2022 GCEC

CONFERENCE PROGRAM

GCEC 2022 Page 1 2 Welcome 3 Keynote Speakers 4–6 Schedule Overview 7 Conference Themes 8–13 Friday, October 28, 1-Hour Breakout Sessions, 10:40–11:40 a.m. 14–19 Friday, October 28, 30-Minute Breakout Sessions, 1:00–1:30 p.m. 20–24 Friday, October 28, 30-Minute Breakout Sessions, 1:35–2:05 p.m. 25–30 Friday, October 28, 1-Hour Breakout Sessions, 2:20–3:20 p.m. 31–37 Saturday, October 29, 1-Hour Breakout Sessions, 10:40–11:40 a.m. 38–42 Saturday, October 29, 30-Minute Breakout Sessions, 1:00–1:30 p.m. 43–47 Saturday, October 29, 30-Minute Breakout Sessions, 1:35–2:05 p.m. 48–53 Saturday, October 29, 1-Hour Breakout Sessions, 2:20–3:20 p.m. 54–58 Saturday, October 29, 30-Minute Breakout Sessions, 3:25–3:55 p.m. 59–63 Saturday, October 29, 30-Minute Breakout Sessions, 4:00–4:30 p.m. 64 Conference Sponsors 65–75 Conference Sponsors’ Ads 76 Leadership Circle Schools 77–106 Leadership Circle Schools’ Ads Table of Contents

GCEC 2022 Page 2 On behalf of UNLV Lee Business School, I am excited to welcome you to the Global Consortium for Entrepreneurship Centers (GCEC) annual conference. Under the unprecedented circumstances of the pandemic, we hosted the conference virtually in 2020, and now we finally have a chance to meet face-to-face in Las Vegas. We are expecting more than 600 attendees at this year’s conference, with more than 100 break-out sessions. Over the next two days, there are many opportunities to reenergize through professional development experience and networking with your friends and colleagues. While you are here, I hope you will find time to explore and take in all Las Vegas has to offer. From the best hotels and casinos in the world to state-of-the-art venues like Allegiant Stadium – home to the Las Vegas Raiders – and world-class restaurants like UNLV alum Guy Fieri’s Vegas Kitchen and Bar to Zappos, the innovative online retailer, Las Vegas is like no other place in the world. We are proud of our city and the entrepreneurial spirit that runs through nearly every industry. A special thank you to the Troesh Center for Entrepreneurship and Innovation for all of the hard work and time that has gone into planning this year’s conference. Enjoy this year’s conference! Gerry Sanders Dean UNLV Lee Business School WELCOME! On behalf of the Troesh Center for Entrepreneurship and Innovation, I’d like to welcome you to GCEC 2022. We are happy to have you in Las Vegas and at our campus here at the University of Nevada Las Vegas. This year’s conference features three fantastic local keynotes, over 100 sessions, and fantastic sponsors that we believe will provide thoughtprovoking and valuable content. We are recording all of the sessions this year and you will have access to every session to catch up on the ones that you may have missed. I can remember attending my first GCEC a few years ago and the value it provided in helping me build meaningful content and programs for your students. Now that I’ve been a member of the community for a while, I still walk away from the experience with new relationships and ideas on how to make things better. Our hope is this year will prove to be the same for each of you. We welcome all of you who are participating for the first time and those have been long time members and contributors to this community. Finally, we are happy to welcome you in person to Las Vegas to showcase the bold creativity and daring innovation of our city and the warp speed with which the University of Nevada, Las Vegas has been built and become increasingly relevant. Thanks for your attendance and your participation in such a collaborative community. Leith Martin Executive Director, Troesh Center for Entrepreneurship and Innovation University of Nevada, Las Vegas

GCEC 2022 Page 3 KEYNOTE SPEAKERS Friday, October 28th @ 9:20 ‒ 10:20 a.m. Nathan Armogan, Founder and CEO, Goodwrx Husband. Father. Eternal Optimist. Nathan has nearly two decades of experience working in the Leisure, Hospitality and Gaming industries. A recovering analytics junkie and former Las Vegas Strip Resorts GM, he has had the distinct pleasure of working alongside and learning from thousands of world-class frontline hospitality employees. In his operational leadership roles, he encountered first-hand the challenges businesses experience filling critical staffing needs, and the difficulties workers experience accessing good work. It was during this time that the idea for Goodwrx was conceived. Goodwrx is not merely a platform designed to reduce friction in the labor market but is on a mission to reshape the gig economy into a vehicle that empowers the workforce. He believes that the gig economy, as it exists today, does not provide workers with an equitable distribution of the immense economic value that its technology has createdGoodwrx is designed to be both a viable and superior alternative to existing platforms. Nathan and his team are building a coalition of like-minded organizations that share the vision of a better future of work. Friday, October 28th @ 3:25 ‒ 4:45 p.m. Ira Kaganovsky Green, CEO, Freedom Brands Inc. Born in the Ukraine and immigrated to the USA as a child, Ira was on her path to freedom. Raised in Seattle , she was in the financial world for over 20 years and successfully sold her financial firm right after she had created her first deodorant. One in eight women are diagnosed with breast cancer every year and three of those women were her friends. Her first FREEDOM deodorant was made right in her kitchen and tested on her three daughters. Fast forward six years and Freedom was named the #1 natural deodorant by Good Housekeeping, top 10 companies to watch by Yahoo Finance, and Woman-Owned Business of the Year for Nevada. In March of 2022 Ira was diagnosed with breast cancer herself and being the warrior she is, Ira has been sharing her journey to help women get healthier one armpit at a time. Saturday, October 29th @ 9:20 ‒ 10:20 a.m. Gerald Meggett Jr., CEO and Co-Founder, CircleIn Gerald as he puts it, “As an African American male in this country, I was born lucky.” He was raised in a diverse community right outside of Washington DC to a two parent household, child of a businessman and an educator, and with two older siblings he could watch and learn from. Gerald’s ambitions led him to turn an unpaid internship at 18 to an almost 10 year career at a Fortune 500 company, hiring and training a 100+ team, partnering with CEOs in the DC metro area. It was devastation that led to Gerald starting CircleIn. He shares, “The pain of knowing that inequality in educational outcomes is tradition for people who look like me,” moved him to leave building corporate America and focus on the future for 1 billion+ students.

GCEC 2022 Page 4 THURSDAY, OCTOBER 27 | Vdara Hotel & Spa 2600 West Harmon Avenue, Las Vegas, Nevada 89158 10:00am - 5:00pm Conference Registration Vdara, Lobby Floor, Pre-Function Area 5:30pm - 6:30pm New Member Orientation Vdara, Lobby Floor, Silk Road 2 6:30pm - 8:30pm Welcome Reception Vdara, Lobby Floor, Silk Road 1 8:30pm - 10:00pm Hospitality Suite Vdara, Lobby Floor, Pre-Function Area SCHEDULE OVERVIEW – Thursday

GCEC 2022 Page 5 FRIDAY, OCTOBER 28 | University of Nevada, Las Vegas Student Union 4505 S. Maryland Parkway Las Vegas, Nevada 89154 6:30am - 8:30am Breakfast at the Vdara Hotel Vdara, Lobby Floor, Silk Road 1 7:00am - 9:00am Shuttles to UNLV Pick up in front of the hotel / Drop off in front of the Student Union 7:30am - 4:00pm Registration at UNLV Student Union, 1st Floor 9:00am - 10:20am Welcome and Keynote: Gerald Meggett Jr. Student Union, 2nd Floor 10:20am - 10:40am Break / Meet with Vendors Student Union, 1st Floor 10:40am - 11:40am 1-Hour Breakout Sessions All sessions in this time block are 60 minutes. Student Union, 2nd Floor 11:40am - 1:00pm Lunch and Networking Student Union, 1st Floor 1:00pm - 2:05pm 1:00 - 1:30pm 1:30 - 1:35pm 1:35 - 2:05pm 30-Minute Breakout Sessions This time block is comprised of two 30-minute time blocks. First 30-minute time block 5-minute transition time Second 30-minute time block Student Union, 2nd Floor 2:05pm - 2:20pm Break / Meet with Vendors Student Union, 1st Floor 2:20pm - 3:20pm 1-Hour Breakout Sessions All sessions in this time block are 60 minutes. Student Union, 2nd Floor 3:25pm - 4:45pm Afternoon Keynote: Ira Kaganovsky Green Student Union, 2nd Floor Ballroom 4:40pm - 5:00pm Shuttles return to Vdara Hotel / Pick up in front of the UNLV Student Union 6:30pm Shuttles to Mob Museum / Pick up in front of Vdara Hotel 7:00pm - 9:30pm Mob Museum / Dinner, 300 Steward Avenue, Las Vegas, NV 89101 9:00pm - 10:00pm Shuttles return from Mob Museum to Vdara Hotel 10:00pm - 11:00pm Hospitality Suite Vdara, Lobby Floor, Vinoly 1 SCHEDULE OVERVIEW – Friday

GCEC 2022 Page 6 6:30am - 8:30am Breakfast at the Vdara Hotel Vdara, Lobby Floor, Silk Road 1 7:00am - 9:00am Shuttles to UNLV Pick up in front of the hotel / Drop off in front of the Student Union 7:30am - 4:00pm Registration at UNLV Student Union, 1st Floor 9:00am - 10:20am Keynote: Nathan Armogan Student Union, 2nd Floor Ballroom 10:20am - 10:40am Break / Meet with Vendors Student Union, 1st Floor 10:40am - 11:40am 1-Hour Breakout Sessions All sessions in this time block are 60 minutes Student Union, 2nd Floor 11:40am - 1:00pm Lunch and Networking Student Union, 1st Floor 1:00pm - 2:05pm 1:00 - 1:30pm 1:30 - 1:35pm 1:35 - 2:05pm 30-Minute Breakout Sessions This time block is comprised of two 30-minute time blocks. First 30-minute time block 5-minute transition time Second 30-minute time block Student Union, 2nd Floor 2:05pm - 2:20pm Break / Meet with Vendors Student Union, 1st Floor 2:20pm - 3:20pm 1-Hour Breakout Sessions All sessions in this time block are 60 minutes Student Union, 2nd Floor 3:25pm - 4:30pm 3:25 - 3:55pm 3:55 - 4:00pm 4:00 - 4:30pm 30-Minute Breakout Sessions This time block is comprised of two 30-minute time blocks. First 30-minute time block 5-minute transition time Second 30-minute time block Student Union, 2nd Floor 4:45pm Shuttles from UNLV to Vdara Hotel / Pick up in front of the Student Union 6:00pm Shuttles from Vdara Hotel to the GCEC Awards and Dinner / Pick up in front of the hotel 6:30pm - 9:30pm GCEC Awards and Dinner / GCEC 2023 Announcement at UNLV’s Strip View Pavilion in the Thomas & Mack Center 9:00pm - 10:15pm Shuttles from the Thomas & Mack Center to the Vdara Hotel 10:00pm - 11:00pm Hospitality Suite Vdara, Lobby Floor, Vinoly 1 SATURDAY, OCTOBER 28 | University of Nevada, Las Vegas Student Union 4505 S. Maryland Parkway Las Vegas, Nevada 89154 SCHEDULE OVERVIEW – Saturday

GCEC 2022 Page 7 CONFERENCE THEMES Engaging the Community Entrepreneurial Mindset Entrepreneurial Outcomes Entrepreneurship Education Entrepreneurship Education: Beyond the Business School Entrepreneurship Tools and Tips: Vendors and Uses Ethics and Entrepreneurship Global Entrepreneurship Inclusion and Diversity Incubators, Accelerators, and Start-Up Capital Novel Facilities to Encourage Entrepreneurship and Innovation Scholarly Research: The Intersection of Research with Teaching, Startups, and the Center Social Impact and Entrepreneurship The Center: How, What, Where, Why? Other Topics Sponsor Presentations

GCEC 2022 Page 8 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Entrepreneurial Outcomes 2nd Floor Room 208A The New Era of Student Venture Competitions Catherine Santamaria, Rice University Deb Williams, University of Arkansas; Matt Smilor, Texas Christian University; Priscilla James, Baylor University After 18 months of online business plan competitions, are we “back to normal”? What did we learn from operating in a pandemic, and how can we now provide an unparalleled experience for student entrepreneurs? Hear from this panel on best practices, common challenges, and expert tips on how competitions can best serve their key audiences in a post-pandemic world. Four leading intercollegiate competition directors will share ideas that can be incorporated into your university competitions, such as how to maximize the value of these competitions to students and to your campus, how to best engage judges, mentors, sponsors and supporters, the role of hybrid components in your competition, and results from a survey that gauges student experience and expectations of competition. Come ready to share and put the panelists on the hot seat to address your burning questions! Engaging the Community 2nd Floor Room 222 Jump Into the Deep End with Immersive Hands-On Entrepreneurship Education Programing for the Community Sandra Cordell, University of Tennessee-Chattanooga Gary W. Rollins College of Business Chad Mills, Oklahoma State University; Josh Fegles, Palo Alto Software Whether you are considering engaging the veteran community in your area with a proven veteran entrepreneurship program, or looking to learn transferable skills that you can use to inspire your students with best practices that have helped our nation’s heroes to overcome and succeed in business, join us as we present the VEP program, used at the University of Tennessee-Chattanooga, Oklahoma State University, and the University of Florida. This program offers a highly innovative immersion program built around hands-on learning, personalized interaction, and exposure to inspiring role models. The mission of VEP is to foster the creation of successful, profitable ventures, specifically owned by veterans, and we know that your focus in your center is also the success of the ventures of those you work with. Learn how we put together a team of world-class faculty, distinguished entrepreneurs, and subject matter experts, along with best in class tools, to work with delegates, providing a challenging, interactive, and informative experience.

GCEC 2022 Page 9 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Engaging the Community 2nd Floor Room 207 Why is My Mentoring Program Not Working Victor Padilla-Taylor, Yale University This session has been designed for program managers at entrepreneurship centers considering the introduction or redesign of mentoring on their campus while avoiding common pitfalls and removing obstacles that arise during implementation. The Tsai Center for Innovative Thinking at Yale (Tsai CITY) has developed rapidly growing, digitally enabled, and multi-layer mentoring programs in support of more than 10,000 students on campus. The ‘eye openers’ and skill building games shared during this interactive session are based on experiences at Tsai CITY, where aligning user expectations, measuring user activity and satisfaction has been fundamental to its success. Entrepreneurship Education: Beyond the Business School 2nd Floor Room 219 Faculty Driven Experiential Entrepreneurship Using Design Thinking Donald Chambers, University of Georgia Andrew Potter, University of Georgia Experiential learning has gained significant momentum in recent years as has Design Thinking. Out of this has emerged the concept of “Experiential Entrepreneurship”. We conducted a yearlong review of how the interplay between entrepreneurship, experiential learning and design thinking might offer a stronger pathway to career readiness for college students whether they startup their own venture, work for an early-stage firm or become intrapreneurs in larger organizations. By crafting programming that offers academic constructs to the student while promoting learning by doing in a multi-disciplinary setting we believe industry will seek out such students ahead of those in more traditional programs. While reviewing national best practices, this session will survey innovative programing pilots that weave together entrepreneurship, design thinking and experiential learning at the University of Georgia.

GCEC 2022 Page 10 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Entrepreneurship Education 2nd Floor Room 208B Understanding Structural Racism as Foundational to Entrepreneurship Education Greg Duncan, Princeton University Cornelia Huellstrunk, Princeton University Entrepreneurship and innovation centers have a unique role in advancing systemic change, especially if we consider entrepreneurship a viable pathway to addressing societal problems. But how can one effectively diagnose a societal problem without understanding the interrelationship with issues of race and systemic racism? How does the history and legacy of structural anti-Black racism impact any field or discipline? Why is it critical that educators have this understanding in order to effectively prepare students? What are the pitfalls for entrepreneurs of failing to recognize and account for structural racism when attempting to diagnose or tackle ANY societal problem? In this highly interactive session, we will answer these questions through participant engagement and share practical applications in entrepreneurship education. We will outline a novel program launched at Princeton University focused on “educating the educator,” equipping them to most effectively provide students with the necessary tools for their entrepreneurial and innovation journeys. Entrepreneurship Education 2nd Floor Room 209 Facing the Unknown: Helping Students Launch Remarkable New Things in the Digital Age Krystal Geyer, Ohio University Meg Weber, Western Washington University We’ve heard the pitches - a restaurant, t-shirt company, or parking feature. Entrepreneurship students encounter frequent barriers to more scalable ideas including a lack of technological skills, the absence of a blueprint for innovative business models, and limited exposure to problems to solve. Also, it’s hard for faculty to support cutting-edge innovation if we lack expertise. However, using existing tools, peer coaching, and better team management, we can leverage and empower student teams to launch innovative offerings. This workshop will inspire educators to embrace uncertainty in the digital age and in trying something new. We invite participants to share challenges relating to technology-based ventures, convey best practices for better team formation, and uncover resources to help navigate technology-based ventures. Through sharing our stories – and failures – participants will leave better prepared to help students conceive and validate high growth, tech-based ideas.

GCEC 2022 Page 11 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Engaging the Community 2nd Floor Room 208C “BUILD”ing Community Based Entrepreneurship: Examining a Community Centered Approach to Entrepreneurship Education and Providing a Blueprint for Future Programs Michaela Hartl, University of Connecticut Jennifer Mathieu, University of Connecticut; Rory McGloin, University of Connecticut; Alycia Chrosniak, University of Connecticut BUILD Hartford, a University of Connecticut program, was created to provide students the opportunity to explore their entrepreneurial studies through a lived experience and identify practical means of attracting young talent and small business owners to the city. The program sought to attract students from all areas of studies in an effort to represent the diversity of entrepreneurial opportunities within the city itself and to provide a space where students of various backgrounds could share their knowledge with each other. BUILD Projects are based around economic, innovative, and entrepreneurial opportunities within the city of Hartford. Through guided coursework, students collaborate to research and identify opportunities within the Hartford Innovation ecosystem (e.g., CT Small Business Development Center, Innovation Destination Hartford), build connections with community organizations/stakeholders (e.g., Hartford city Mayor, State Legislators, small business owners, etc.), and ideate solutions with attainable milestones. Inclusion and Diversity 2nd Floor Room 211 Through a Wider Lens: Diversifying the Entrepreneurship Journey Mindy Baierl, Case Western Reserve University LaTanya White, Case Western Reserve University; Hanif Omar, Case Western Reserve University; Tiffany McNamara, Case Western Reserve University Since the murder of George Floyd in May 2020, $50B+ dollars have been publicly poured into DE&I programming across all sectors in the U.S, including entrepreneurship spaces. In spite of this, diverse founders still find themselves coming up short when it comes to access to advisors, capital, and strategic collaborations. Our “tech-enabled, venture-funded, lean startup” narrative is not an inclusive model with space for the lived experience of minority and women entrepreneurs. Inclusion supports expansion and growth. How do we create entrepreneurship spaces on our campus’ that reject a zero-sum mindset? How do we “level-set” instead and make room for our diverse, lived experiences? Join us as we explore case studies and engage in discussion on creating inclusive spaces to produce the entrepreneurial outcomes we’re all in search of.

GCEC 2022 Page 12 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 224 University Venturing Funds – Balancing Stakeholder Needs Monica Dean, University of Southern California Elaine Hagan, University of California, Los Angeles; Elissa Grossman, University of Southern California Academic institutions have launched university-based funds, (1) allowing students to build experience in scouting, due diligence, and investment, while (2) providing a source of investment capital for start-ups either from university-affiliated individuals (including students) or members of the larger community where the academic institution resides. Venture capitalists have initiated programs to identify students who scout from within the university. Students have launched their own funding efforts from within their academic institution or by creating student-driven initiatives across schools. Recent graduates and alumni have emerged to do the same, building bridges through partnerships with student scouts. Accompanying these phenomena are substantial internal university and ecosystem discussions about myriad complex issues. This roundtable discussion will cover trends in student startup funding efforts, our experience in navigating these efforts from within the university, the peril and promise of student and university activities on this front, and the best practices of those in attendance. Entrepreneurship Education 2nd Floor Room 205 Understanding Impact of Entrepreneurship Education Rasmus Rahm, Stockholm School of Entrepreneurship This session will be discussing the Doctoral dissertation titled “Epistemologies of Entrepreneurship Education” hosted by the Executive Director of the Stockholm School of Entrepreneurship, Rasmus Rahm.

GCEC 2022 Page 13 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 12 Concurrent Sessions Entrepreneurial Mindset 2nd Floor Room 213 Empowering Students at Minority-Serving Institutions to Become Entrepreneurs – Practices, Pitfalls and Lessons Learned Jason Black, Florida A&M University Andrew Lewis, IV, Florida A&M University; Kalauna Carter, Florida A&M University Historically Black Colleges and Universities (HBCUs) and Minority-Serving Institutions (MSIs) often face unique challenges and opportunities in preparing students for careers in entrepreneurship and innovation. This session first presents perspectives, methodologies and lessons learned from student leaders of entrepreneurship initiatives at HBCUs (Florida A&M University and others). Then, we will discuss how students at HBCUs and MSIs can work together to address these challenges and leverage opportunities for diverse students to engage in entrepreneurial careers. Jason Black, Director of FAMU’s Interdisciplinary Center for Creativity and Innovation, will moderate the discussion. Each panelist brings extensive entrepreneurship experience from both academia and community engagement, as well as in creating and managing student entrepreneurial engagements and partnerships. Panelists will present an overview of their experience and background, and then lead an interactive group breakout activity designed to better understand the climate, challenges, and future of HBCU and MSI student and campus entrepreneurial ecosystems. Entrepreneurship Education: Beyond the Business School 2nd Floor Room 218 Cultivating a Culture of Entrepreneurship and Innovation Using Innovation Sprints Hadar Borden, University at Buffalo Jacques Chirazi, University of California, San Diego This panel will introduce Innovation sprints as a model to support the cultivation of entrepreneurship and innovation engaging industry partners, faculty, and alumni. Learn how to engage internal and external organizations to enhance programming and increase opportunities for students. Participants will gain a better understanding of the program model, how to leverage external resources, how to collaborate with corporate & foundation relations in support of sponsorship goals, how to afford students to learn beyond the classroom with ecosystem partners as an opportunity for talent development, and how to incorporate library resources. Key Takeaways: • Program model with industry and faculty partners; • Focus on internal and external resources: understanding how to leverage initiatives in support of programs and intended outcomes; • How to engage alumni and industry experts; • How to align the program in support of sponsorship goals; and • Virtual program execution.

GCEC 2022 Page 14 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Inclusion and Diversity 2nd Floor Room 211 The Expatpreneur’s Challenge. Opportunities and Challenges to Attract Immigrant Female Entrepreneurial Talent Carlos Alsua, University of Arizona Mark Peterson, University of Arizona; Katherina Kuschel, Pontificia Universidad Católica del Perú; Ruth Powosino, Pontificia Universidad Católica del Perú; Francisca Araya, Universidad de Concepción, Chile The session is focused on hybrid entrepreneurs or individuals who start a new venture while maintaining their paid employment. Presented by faculty who are also hybrid entrepreneurs, the session covers the various advantages hybrid entry provides to would be entrepreneurs and provides effective methods to teach the topic. Other Topics 2nd Floor Room 207 Collaborative Design and Execution of Impactful Competitions for Entrepreneurs Sofia Venegas, Universidad Francisco Marroquín Competitions are not only a great way for entrepreneurs to find investment opportunities but also a great chance for them to develop their network, learn useful skills, explore and test their business ideas and find inspiration from the stories of other entrepreneurs. For more than 5 years, we have had the opportunity to connect with a variety of organizations who are interested in providing entrepreneurs with seed funding to help them advance their businesses. Over these years, we have acquired a lot of experience in the process of working with them to design and develop competitions that can make an impact in the lives of many entrepreneurs and development of their businesses, while being in line with the mission and values of those organizations. We have improved in important elements such as the application process, training, mentoring and evaluation. In this talk, we would like to share with the attendees the things we have learned that can be helpful to anyone looking to design and execute a successful competition and recommendations that can be easily put into practice by everyone.

GCEC 2022 Page 15 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Engaging the Community 2nd Floor Room 209 Strengthening Your Entrepreneurial Ecosystem through Partnerships Weston Waldo, University of Arkansas Aprille Busch, The University of Texas at Austin This panel will showcase how each panelist has leveraged unique state, local, private, and international partnerships to build vibrant regional innovation ecosystems and entrepreneurial hubs. Panelists are from University of Texas, University of Arkansas, US-Ireland Research and Development Partnership, and the City of San Antonino. The panel will share the best practices learned from the context of each other’s ecosystems and how collaboration has led to increased efficiency and major economic impact. Each member of the panel represents a unique role in their organization from local city government, international economic policy, and University entrepreneurship, and have examples of how to utilize partnerships to build their own effective regional hub to support participating entrepreneurs. Session attendees will gain new perspectives and tools to incorporate relevant ideas into their own programs and initiatives by conversing with the panelists following presentations via a question-and-answer period. Engaging the Community 2nd Floor Room 222 High School Outreach Programming Chad Jackson, Kansas State University The Kansas State University Center for the Advancement of Entrepreneurship offers an annual state-wide high school competition, the Kansas Entrepreneurship Challenge, to help inspire and support youth entrepreneurs. The competition features a unique format and rubric, the mock board room, designed to recognize and reward the entrepreneurial spirit instead of focusing only on the business idea pitched. This year the program featured 50+ regional competitions with over 1,000 student competitors that culminated in a state championship, hosted at our institution, with over 70 high school teams competing for $75,000 in cash prizes. The competition is in its ninth year and has multiple public and private partners who provide a variety of resources and support to the initiative. In this session, we will share an overview of how the program was started, lessons learned, and best practices for those interested in developing programs to connect with high school students.

GCEC 2022 Page 16 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Entrepreneurial Outcomes 2nd Floor Room 224 Measuring Entrepreneurial Outcomes and Impacts – The Easy, The Complex and The Complicated Chithra Adams, VentureWell Ariel Ricci, VentureWell; Terik Tidwell, VentureWell; Demetria Gallagher, VentureWell Innovation is a transformational activity. Entrepreneurship centers scale the pace and quality of the transformational process. Measuring the impact of entrepreneurial centers is a nuanced endeavor as transformation occurs at the individual, venture/innovation, organizational, and societal levels. The pathways to change at each of these levels do not occur separately in a parallel fashion but rather changes at each level are interconnected. Organizational strategies and interventions influence change at more than one level. Therefore the impact measurement approach should allow for understanding the extent to which an organization impacted the direction of change at each level as well as the collective impact across levels. The purpose of this round table is to 1) discuss commonly used proximal and distal metrics at each level of impact; 2) discuss methods that help examine overall organizational impact; 3) discuss ways of synthesizing and reporting impact. Social Impact and Entrepreneurship 2nd Floor Room 208C Changing the Game – Using SDG Good Practice to Inspire Innovation Rachel Bickerdike, Durham University UK Following on from their introduction to the Game Changer innovation programme at GCEC in 2020, Durham University Enterprise Team will share insights into the development of the programme from an internally-led activity into a United Nations “SDG Good Practice” case study. We will reflect on the programme’s growth and the new challenge of embedding sustainable innovation into a traditional university curriculum, ensuring all students have the opportunity to engage in sustainable development activity.

GCEC 2022 Page 17 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Entrepreneurship Education 2nd Floor Room 218 The Studio or the Lecture Hall: The Challenge of Teaching Undergraduate Entrepreneurship David Lefer, New York University Entrepreneurship courses are typically taught in small seminars at the graduate level, but can they be taught to hundreds of undergraduates in a large lecture hall? NYU’s Innovation and Technology Forum has attempted to do so for the past twelve years. The course, required for all 800 freshmen at NYU’s Tandon School of Engineering school, has had great success but also offers important lessons about the difficulties of teaching so many students. It is, in fact, one of the only entrepreneurship classes in the country taught to such large numbers of first-years. Working in teams, students study Lean Startup entrepreneurship, elements of design thinking, and principles of inventive problem solving in order to create viable, new technology. Teaching so many students is a challenge. Few arrive at college with any ideas for a startup, let alone the skills needed to found one. Moreover, the usual format used for teaching Lean Startup classes isn’t applicable. Steve Blank, co-founder of Lean Startup, has offered invaluable suggestions, likening the course to an “entrepreneurship appreciation” class. While art used to be taught exclusively in small studios, the rise of art appreciation classes, he said, multiplied the number of students interested in the subject, boosting the number of students taking studio classes later on. Perhaps the key lesson the class offers is the importance of problem finding. STEM education teaches students to become great problem solvers. My class teaches them which problems are worth solving in the first place. Entrepreneurship Education 2nd Floor Room 205 Assessing Educational Benchmarks and Outcomes: Best Practices – and Mistakes Not to Make Randy Accetta, University of Arizona Presented by the University of Arizona’s McGuire Center for Entrepreneurship, we will explain our updated methods of assessing student success and academic learning. Further developing our 2021 GCEC presentation, we will explain the assessment mistakes we made last year and describe our planned next steps, while closing with a discussion of best practices for others who need to assess entrepreneurial benchmarks and outcomes.

GCEC 2022 Page 18 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Entrepreneurship Education: Beyond the Business School 2nd Floor Room 213 Running an On-Campus Student-Run Business Experiential Learning Program Elizabeth Gortmaker, Belmont University Mitchell Baron, Belmont University The Cone Center for Entrepreneurship at Belmont University seeks to equip all undergraduates by providing practical opportunities to learn and grow as budding entrepreneurs. Since 2003, our most tangible avenue for executing this mission is two brick-and-mortar retail stores located on Belmont’s campus. Relaunching through dozens of iterations, these unique stores are “learning labs” where undergraduates of any major can fully realize a business plan from its inception. And with support from a unique curriculum, alumni mentorship, and financial backing from Belmont, student workers have complete autonomy over every aspect of the retail environment—inventory, finances, marketing, community relations, and sales—among other areas of concentration. These student-run stores employ roughly 50 undergraduates per year and function as an outward-facing retail experience that benefits both Belmont and the surrounding Nashville community. Furthermore, each student worker departs with concrete achievements that help build an exceptional resume and with connections to post-graduation opportunities in the Nashville business community. This presentation will demonstrate the various experiential learning benefits of the student-run stores and provide a model for how to replicate these “learning labs” in a curricular or co-curricular environment. Engaging the Community 2nd Floor Room 219 Advancing Veteran Entrepreneurship through Entrepreneurship Centers Mirza Tihic, Syracuse University Rosalinda Maury, Syracuse University; Misty Fox, Syracuse University For decades, veterans have engaged in entrepreneurship at higher rates than nonveterans, yet only few are familiar with entrepreneurship centers. This presentation shares the outcomes and takeaways of the annual National Survey of Military-Affiliated Entrepreneurship. Participants will gain an understanding of resources, tools, and programs needed to better serve veterans.

GCEC 2022 Page 19 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 11 Concurrent Sessions Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 208A Driving Change by Closing the Revenue Gap for Women Business Owners Shakenna Williams, Babson College We have seen an increase of awareness, programming and resources to “increase the wage gap” for women in the workplace, but how does this translate for women who have started their own businesses? They are in search of aligning with their passion, creating impact in their communities and families, and being their own boss, scaling and growing their venture. How do we guide them to “CLOSE THE REVENUE GAP?” At Babson College’s Center for Women’s Entrepreneurial Leadership (CWEL), we have made closing the revenue gap of our core areas of concentration. We have injected the principles and steps to help women close the revenue gap in our programming, resources, and mentorship programs. We tackle issues like mindset, pricing, scaling, hiring and curating a community. Join CWEL executive director, Dr. Shakenna Williams, in this interactive workshop as she shares how we can close the revenue gap for women business owners through programs at our centers and effect real economic change for women in business.

GCEC 2022 Page 20 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 11 Concurrent Sessions Scholarly Research: The Intersection of Research with Teaching, Startups, and the Center 2nd Floor Room 218 Global Collaboration: 2021 Global Entrepreneurship Survey Results and Why Sharing Among Institutions is Key to Future Success Rebecca Crocker, University of Rochester Heidi Mergenthaler, University of Rochester In 2021, the University of Rochester’s Ain Center for Entrepreneurship and Innovation conducted their third iteration of a global survey of university entrepreneurship centers and programs. This survey gathered data regarding the function, operation, and offerings of entrepreneurship programs around the globe. Responses were received from 214 individuals across 176 institutions in 22 countries. This session will offer insights based on responses received. Topics covered in the survey include center demographics and operational details, co-curricular entrepreneurship programming, curricular entrepreneurship programming, signature programs, and pandemic response. Attendees will also have the unique opportunity to provide input for future survey content and methods. Social Impact and Entrepreneurship 2nd Floor Room 205 Leveraging Entrepreneurship for Ethnic Conflict Mitigation Yair Sakov, Tel Aviv University jumpTAU is a unique accelerator program established in Tel Aviv University to promote conflict mitigation between Jewish and Arab students, leveraging entrepreneurship driven collaboration. The program resulted in the development of successful startups where the founding teams are composed of Jewish and Arab students. The result of the program is both successful, funded, startups as well as conflict mitigation between the participating two racial groups. We will present the program structure and key learnings. We will discuss difficulties which emerged in the first three cohorts and the plan to remedy those in future cohorts. Presenting the program, we will discuss participants’ recruitment process, team building, the program structure/curriculum, and mentoring throughout the program. We will then present the results of the external independent evaluation which was executed, key findings, and new learnings which caused us to develop a new program. This program can serve as a model to address racial conflict mitigation in other areas of the world.

GCEC 2022 Page 21 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 11 Concurrent Sessions Engaging the Community 2nd Floor Room 207 How to Build, Grow, and Lead an E-ship Community Marwan Ayache, Stockholm School of Entrepreneurship A vibrant self-propagating community is essential to any entrepreneurship ecosystem. This talk runs through a series of best practices and tips and tricks, to gather the existing ecosystem into a synergistic, collaborative, and bustling growth-centric community. This talk focuses on two main areas, the online community, and the offline community, and covers specific steps to build, maintain, and grow both. Listeners can expect to steal some great ideas that are replicable and adaptable in any home city or existing e-ship community. This talk focuses on two main areas, the online community, and the offline community, and covers specific steps to build, maintain, and grow both. Listeners can expect to steal some great ideas that are replicable and adaptable in any home city or existing e-ship community. Entrepreneurship Education 2nd Floor Room 224 Fostering Entrepreneurial Mindsets, Methods, and Milestones at UCF: Applying the Blackstone LaunchPad Competency-Based Approach Cameron Ford, University of Central Florida Entrepreneurship education has been criticized for failing to articulate concepts and skills students need to promote career readiness and success. We address this criticism by elaborating a competency-based approach to entrepreneurship education being developed within the Blackstone LaunchPad network. Specifically, we contextualize mindsets and methods – “habits of the mind” and design thinking cycles (understanding-creating-evaluating-achieving) - within professional models and milestones practicing entrepreneurs commonly use to evaluate startup ventures and entrepreneurial talent. This approach directs students’ design thinking efforts (using mindsets and methods) through a sequence of key business model design challenges and developmental milestones that denote professional achievement. The result is a roadmap that entrepreneurship educators can use to orient, guide, and assess student and venture development. We hope that associating entrepreneurial mindsets, methods, models, and milestones in this way helps students understand the “game” they are playing, how to demonstrate competence, and how to achieve success.

GCEC 2022 Page 22 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 11 Concurrent Sessions Inclusion and Diversity 2nd Floor Room 208C GCEC Listening Session: A New Learning Culture at VentureWell Hope Liu, VentureWell VentureWell has been a national thought leader in the STEM and innovation space for over 25 years. We have helped launch over 850 ventures that have raised close to $1 billion in public and private investments. It is time to take our proven strategies to the next level and build a transformative culture of learning. Organization-wide decision-making will be guided with evidence-based solutions to ensure our programs are impacting the faculty, students and entrepreneurs we serve. As a part of continuous learning from the field, we are eager to engage with university staff, faculty and stakeholders to learn about their experiences in supporting university-based entrepreneurship centers. We would like to hear from attendees about what resources advance center programs and the best practices and policies that helped to increase engagement with underrepresented students in STEM innovation. Ethics and Entrepreneurship 2nd Floor Room 219 Exploring Ethical Dimensions and Implications of Advancing Technology Entrepreneurship – Quo Vadis? Jon Down, University of Portland Together, we raise the question of “to what extent should we consider, with our students and stakeholders, ethical issues related to the idea of society’s push to speed up invention and innovation?” First a quick rundown of some potential hugely negative impacts from current emerging advanced technologies as well as the powerful inventions that are sure to come from our students, possibly decades from now. Examples from super-intelligence, synthetic biology, quantum computing, blockchain, smart weapons, etc. Drawing the “black ball” as described by Nick Bostrom in his Vulnerable World Hypothesis paper is helpful metaphor. Throughout we will do quick polling and other activities to better understand the thinking of those in the room. What is the level of concern and what are we hearing from our students, if anything, about their concerns and their technology anxieties? The workshop will wrap with group ideation activities to capture our collective wisdom.

GCEC 2022 Page 23 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 11 Concurrent Sessions Inclusion and Diversity 2nd Floor Room 222 Assessing and Rebuilding for Inclusion and Belonging in PostSecondary Incubators Kasey Dunn, Humber College, Centre for Entrepreneurship Cheryl, Mitchell; Humber College Join Humber’s Longo Centre for Entrepreneurship and Seneca HELIX to explore the resources and learnings that have guided our institutional journey to expand inclusion and belonging in entrepreneurship education. Humber’s Longo Centre of Entrepreneurship (CfE) and Seneca HELIX partnered to launch an applied research project reviewing both post-secondary incubators using the Gender-Smart Entrepreneurship Education & Training Plus (GEET+) scorecard developed through research at University of Ottawa (Orser & Elliott, 2020). The Humber-Seneca team worked with global innovation experts from Lean 4 Flourishing to operationalize the GEET+ scorecard into actionable research questions, and collected data through interviews with participants, facilitators, internal stakeholders, and partners from the innovation ecosystem. The findings from this study are now being used to build future-focused practices to address gender, racial and occupational stereotypes, and unconscious biases at both incubators. This panel discussion will outline the process, lessons learnt, and outcomes of this project so far. Engaging the Community 2nd Floor Room 208A Community of Practice in the Military-Connected Space Misty R. Fox, D’Aniello Institute for Veterans and Military Families Melissa Roberts, Jim Moran Institute | Florida State University; Shanna Spencer, McFerrin Center for Entrepreneurship | Texas A&M University; Robert Kissner, Hynes Institute | Iona College Veteran population is one of the most diverse populations in the US. This presentation shares the insight of building/strengthening an ecosystem through the Community of Practice Method within the veteran entrepreneurship space. The Center How, What, Where, Why? 2nd Floor Room 211 Strategic Positioning & Success Metrics: Determining Your Center’s Model & Measurement Travis J. Brown, Indiana University Not all centers built to foster student innovation and entrepreneurship have the same mission; in turn, they should not be built using the same model nor same success metrics. The most common models used when building innovation and entrepreneurship centers will be discussed, as will the missions they are best suited for supporting and the associated metrics commonly used for measuring success.

GCEC 2022 Page 24 FRIDAY, OCTOBER 28 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 11 Concurrent Sessions Entrepreneurship Education: Beyond the Business School 2nd Floor Room 213 Expansion of Community Aimed Entrepreneurship Education: Spanish Language and Other Underserved Communities Kevin Cox, Florida Atlantic University Roland Kidwell, Florida Atlantic University; Jennifer Granger, Florida Atlantic University More than a decade ago, the Adams Center for Entrepreneurship developed the Entrepreneurship Bootcamp, a fast-paced non-traditional entrepreneurship education program designed for non-business major students, staff, faculty, and the broader community in the region. Since then, the Entrepreneurship Bootcamp certificate program has continued to expand, resulting in a robust, comprehensive, and formalized program complete with an accompanying workbook: The New Venture Launchpad 2.0. Most recently, expansion efforts have been squarely focused on catering to historically underserved communities in the region as entrepreneurship offerings designed for Spanish Language (or bi-lingual) speakers are severely limited. We sought to cater specifically to this audience because in South Florida Hispanics make up more than 23% of the population in Palm Beach County and above 31% in Broward County. The Entrepreneurship Bootcamp training program workbook was completely translated into Spanish; it is entitled: Guia Para Nuevos Negocios. Entrepreneurship Education 2nd Floor Room 209 $100K, 10K Hours in 10 years of IBE Entrepreneurial Education Shane Bowyer, Minnesota State University, Mankato This presentation examines entrepreneurial experiential learning and community engagement in a course that entails developing, launching, managing, and closing a student-run business. The start-up experience has resulted in students donating more than $100,000 in profits and volunteering more than 10,000 hours with local nonprofits. In addition, participants will learn about the how the course was embedded in a minor and a certificate.

GCEC 2022 Page 25 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions Entrepreneurship Education 2nd Floor Room 208B Opening the Funnel: Exposing Students Across Disciplines to Entrepreneurship Xori Brown, The University of Texas at Arlington Matthew Clark, The University of Texas at Arlington The Center for Entrepreneurship and Economic Innovation at The University of Texas at Arlington (UTA) opened the funnel to expose more students across disciplines to entrepreneurship. The first step was to create a module that would touch on core entrepreneurial skills such as creative problem solving, design thinking, and collaboration. This module, rooted in experiential learning was applied to UTA’s UNIV 1131 course, required for all incoming first-time college students and transfer students. The module was introduced in the 2021-22 academic year to over 5500 students. The CEEI team considered the benefits students across disciplines would have from developing an entrepreneurial skillset and mindset as more students participate in freelance work, self-employment, or some form of entrepreneurship. Engaging the Community 2nd Floor Room 211 Applying the Entrepreneurial Mindset Beyond the Classroom through Community Engagement Projects Lendynette Pacheco-Jorge, Iona University Robert Kissner, Iona University Attendees in this session will gain insight into how the Hynes Institute identified key community partners with whom to collaborate, how to develop a realistic framework for a community-focused project, the impact on students and community stakeholders, and how to continue such a project beyond the scope of a single semester. Entrepreneurship Education: Beyond the Business School 2nd Floor Room 222 Agri-Food Entrepreneurship Center Perspectives: Center Leader Insights About the Challenges and Opportunities in the Agri-Food Space Mark Gagnon, Penn State Christian Butzke, Purdue; TaraLee Cook, Snow College; Gregory Graff, Colorado State University In this panel session GCEC participants will hear perspectives of four agriculture entrepreneurship center leaders about the unique opportunities and challenges for food and agriculture entrepreneurship. This session will also garner business school participant perspectives about their experiences with entrepreneurship in agriculture.

GCEC 2022 Page 26 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 218 New EC Program Trains Women Seeking Venture Capital: RolePlaying Software Turns Science into Practice Ellen Farrell, Saint Mary’s University Investors agree that their investment decisions are based on the question and answer session -- not the pitch. New science-based programming, Investoready, provides online instruction and software-supported role-play to overcome obstacles during the Investor Q&A. Based on world-class science about typical Investment Q&A conversations, Investoready’s cutting-edge proprietary software helps venture founders learn and rehearse concepts/methods that VCs want to hear. Dashboards, key concept glossaries, industry-agnostic questions, and automated unbiased real time feedback guide clients’ progress on how to lead the Q&A instead of being led. VCs endorse Investoready’s approach “… you’re hitting the nail on the head by helping to develop a skillset critical to fundraising.” Investoready’s seamless turnkey approach also supports ECs that are increasingly applying a gender lens to their programming as donors, sponsors and core funders seek improved supports for women. Pitchbook/CB Insights report that women-led ventures receive only 2% - 4% of venture capital. Using a train-the-trainer model, up-skill EC staff to cure founders’ worst nightmares. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 208A How to Seed Innovation Through University Venture Funds De-Ann Abraham, New York University Leith Martin, University of Nevada, Las Vegas; Ozge Guney-Altay, The University of Chicago; Anne Perigo, University of Michigan This panel will be moderated by the Managing Director of the NYU Innovation Venture Fund and will showcase experiences from three University-based Venture Funds. During the session, they will discuss the importance, challenges, and different models for funding student- and faculty-led startups; best practices in setting up and structuring a venture fund; best practices and challenges in navigating university channels; how to design an effective investment review process; and strategies used to create a supportive startup ecosystem to fuel a pipeline of venturebackable university startups and innovations.

GCEC 2022 Page 27 FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions The Center How, What, Where, Why? 2nd Floor Room 208C Strategies and Case-Study on Engaging Donors for Your Center: It is Easier Then You Think Ian Grant, University of New Hampshire The University of New Hampshire’s (UNH) Entrepreneurship Center (2017 winner of GCEC Outstanding Emerging Entrepreneurship Center) has been donor funded from the beginning with a $500,000 initial gift. Since then, we have raised over $8.0 million dollars from individual and corporate donors to fund student centric high-impact Experiential Programs as part of our co-curricular only focus. Budgets across campus of been cut as we continue to grow ours—to the benefit of increasing number of students. Learn about the strategic rationale of donor funding, but more importantly the steps and processes put in place to engage and grow the donor base. The ECenter generally led the engagement with donors in partnership with the Advancement office. We will share one case study of an initial $25,000 gift year one from a donor to over $1.75 million in total giving from the same donor 6 years later. Entrepreneurship Education 2nd Floor Room 219 Principled Entrepreneurial Decisions Jack Fuchs, Stanford University Five years ago at Stanford University’s School of Engineering, we developed an approach to teaching ethics to aspiring entrepreneurs called PEAK, Principled Entrepreneurship: Action and Knowledge. Through this method, we help students develop a set of values and principles they will take with them for their lives and careers in whatever path they choose. At our talk with GCEC, we would plan to share with the conference a glimpse into the approach we take to our flagship course, “Principled Entrepreneurial Decisions”. We will share our approach and materials that educators could consider using as part of their teaching of entrepreneurial ethics. We will share examples of frameworks, cases, and activities we use to help the students on their journey, we will possibly include a video clip of the class, and we will answer questions about our approach. Time permitting, we will also share some of our emerging work regarding understanding how companies can instill principled decision-making in their culture. Overall, our perspective is that if companies adopt a broad set of principles – that by definition will come into conflict – they will make better decisions and achieve better outcomes and have a better lexicon for communicating principled decisions.

GCEC 2022 Page 28 Entrepreneurship Education: Beyond the Business School 2nd Floor Room 205 From Idea to Revenue in Nine Months: How The University of Richmond Launched Its Inaugural Year-Long Student Created and Managed Business Joel Mier, University of Richmond Somiah Lattimore, University of Richmond In July of 2022, less than a year from the initial idea, Absurd Snacks, the product birthed from the inaugural cohort of the University of Richmond’s Bench Top Creations program, was approved for distribution by Whole Foods Grocery. Bench Top Creations is a campus-wide offering, available to all undergraduate students. To appeal to all students, not simply those that are entrepreneurially inclined, Bench Top teaches students how to think critically, ideate and prioritize, and rapidly prototype all within the consumer-packaged food space. Students make all decisions and own all IP. Dr. Joel Mier, Academic Program Director and Somiah Lattimore, Director of Creativity, Innovation, and Entrepreneurship for the University, will share the journey of Bench Top Creations and how it went from merely an idea to being approved (2 months), funded (4 months), and recipient of a $1M donation (6 months), all before the first class was held. Ethics and Entrepreneurship 2nd Floor Room 207 What Are We Talking About When We Talk About Ethical Entrepreneurship? Jose Cerecedo, The University of Texas at San Antonio The purpose of this workshop is to explore the underlying meanings GCEC participants have about “ethical entrepreneurship”, and to outline some common attributes that characterize the concept of “ethical entrepreneurship”. The workshop will consist of a policy Delphi constructed by a series of questions to elicit definitions of “ethical entrepreneurship” that will be then analyzed and evaluated by the participants of this workshop. Attendees of this workshop will work on teams, each assigned to a roundtable. Pre-designed forms will be facilitated to all participants to guide the session. Through this policy Delphi we hope to jointly discover common attributes that characterize the concept of “ethical entrepreneurship” in effort to achieve a unified definition that could guide the field and the work that is done at all entrepreneurship centers. FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions

GCEC 2022 Page 29 Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 213 11-Week Cross-Disciplinary Student Accelerator Judi Eyles, Iowa State University Megan Sweere, Iowa State University CYstarters is Iowa State’s 11-week immersive summer accelerator for students or recent graduates to focus on their startup or business idea. Students receive $6,500 per individual or up to $13,000 per student team for the opportunity to spend their summer dedicated to achieving their startup goals and pursuing entrepreneurial aspirations. Managed by the Center for Entrepreneurship and supported financially by each of the six undergraduate colleges, CYstarters gives student entrepreneurs an environment rich with resources, mentoring, and support to get them started on the right foot. The program culminates with a community celebration and awards. Ethics and Entrepreneurship 2nd Floor Room 209 Should Entrepreneurship Faculty Invest in Student Start-Ups? Kyle Jensen, Yale School of Management In this workshop, the participants will break into groups and be tasked with both defending and attacking the proposition of faculty investment and involvement in student ventures. Each group will elect a representative to speak on behalf of the group, and I will facilitate a room-wide discussion based on representatives’ contributions. I believe entrepreneurship educators have strong opinions on this topic, so this format should be enjoyable because my GCEC colleagues will have the chance to participate and be heard. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 224 Durham Venture School – A Grand Experiment Chris Gilman, Durham University A grand experiment in running an accelerator. We’re making the mistakes so you don’t have to. What happens when you take a group of exceptionally talented individuals from around the world, from diverse backgrounds, united in their desire to develop entrepreneurial skills and use those skills to help change the world? Durham Venture School happens. Durham Venture School is a fulltime, six-month accelerator programme that facilitates Durham graduates to explore significant problems facing society, to develop validated solutions to those problems and found companies to effectively implement those solutions. We’re learning day every so join us for an interactive session to share and learn from each other, we will be covering; removing the barriers to entrepreneurial participation, programme structure, feedback & outcomes, lessons learned and leveraging the power of your alumni community. We’ll be providing a toolkit summarizing all the learning and resources we have collated throughout our journey. FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions

GCEC 2022 Page 30 Entrepreneurship Education: Beyond the Business School 1st Floor Philip J. Cohen Theatre All Ages, All Majors: Student Motivation for Social Innovation Jeff Sorensen, University of Oregon Keith Whitfield, President, University of Nevada, Las Vegas; Bo Bernhard, University of Nevada, Las Vegas; Kate Korgan, University of Nevada, Las Vegas; Robert Rippee, University of Nevada, Las Vegas UNLV President Keith Whitfield will join Jeff Sorensen—Director of the Lundquist Center for Entrepreneurship at the University of Oregon—and a panel of innovation leaders at UNLV for a conversation on how social innovation programs can inspire students to engage in entrepreneurial education regardless of their age or major. Drawing on the UNLV President’s Innovation Challenge and past collaborations, the panel will discuss the expansive possibilities of engaging diverse and nontraditional students in entrepreneurship education. This discussion will include practical insights for how institutions with varying degrees of resources can achieve unexpected successes in sparking campus wide entrepreneurship. FRIDAY, OCTOBER 28 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions

GCEC 2022 Page 31 Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 219 Character Underwriting, University Based Micro Loan Program Adam Melnick, Metropolitan State University of Denver Small businesses, especially startups, lack access to affordable capital. This is particularly true for “underserved communities” including: minorities, women, disabled individuals, veterans, and businesses located in rural or distressed urban locations. Members of these communities often lack access to capital due to poor credit scores, a major component of lending institutions’ underwriting criteria. MSU Denver’s unique student body draws significantly from underserved communities. To provide access to capital to our community we, in collaboration with a local bank and a non-profit lender, created a micro loan program specifically for our students, alumni, faculty, staff, and graduates of our community entrepreneurship training. Importantly, the program uses a character-based underwriting process, which helps individuals with low credit scores obtain capital they would otherwise not be able to access. This roundtable will explore the character-based loan program, the application and character assessment processes, and the development and rollout of this program. Engaging the Community 2nd Floor Room 224 Building a Toolkit for Addressing Poverty through Entrepreneurship Michael Morris, University of Notre Dame Poverty remains a pervasive problem across the world. Much of the reported global reduction in poverty has occurred in two countries, and even here COVID has undone much of the progress. Even in most developed economies, poverty rates have not significantly changed in fifty years, and among minorities and disadvantaged groups, they are frequently two or three times national averages. While governments spend trillions of dollars annually to address poverty, these efforts provide a lifeline but are not moving significant numbers of people out of poverty. The recent interest in entrepreneurship as a possible solution has produced a debate regarding the efficacy of entrepreneurship as poverty alleviation tool. Observers argue the potential of entrepreneurship depends on contextual factors, most notably, characteristics of local entrepreneurial ecosystems and kinds of support available to poverty entrepreneurs. This session explores the need for those attempting to help these entrepreneurs, including university entrepreneurship programs, to adopt an entirely new toolkit that reflects the unique requirements of these entrepreneurs. Elements of such a toolkit are introduced, followed by a panel discussion involving individuals working with entrepreneurs from poverty circumstances. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 32 Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 208C Researcher or Entrepreneur – or Both? How Open Entrepreneurship is Turning World Class Research into World Class Companies Sannie Fisker, Technical University of Denmark Gert Spender-Andersen, Aalborg University; David Erichsen, Technical University of Denmark In an interactive workshop, we will share our experiences from Open Entrepreneurship (OE) 1) An award-winning platform across all eight universities in Denmark; 2) Where we work together to match external entrepreneurs with researchers from the universities to launch university spin-outs. Our approach across all eight universities in Denmark has increased the number of university-based startups by acknowledging and balancing a researcher’s academic career with the entrepreneurial endeavors and connecting them with experienced entrepreneurs who can complement their technical expertise. During the session, we will share lessons learned, do’s and don’ts and participants will get the chance to explore practical resources such as the content, tools and organizational ways of working across different types of universities. Entrepreneurship Education: Beyond the Business School 2nd Floor Room 213 Creating Partnerships Beyond the Business School Veronica Manlow, Brooklyn College Curtis Abel, Worcester Polytechnic Institute In this one-hour hands-on workshop Veronica Manlow a professor in the Business Management Department of Brooklyn College and Academic Director of the Innovation + Entrepreneurship Lab and Curtis Abel, Executive Director of Worcester Polytechnic Institute’s Innovation and Entrepreneurship Center, will facilitate an exercise on how to create effective university partnerships and how a business school can partner with a very different type of school whether it be in engineering, design, or creative arts. We will go over how to identify and leverage the strengths of each school or program as well as the relationship elements that are crucial in creating a sustainable partnership. Based on how the partnership between BC and WPI took shape (started at last year’s GCEC conference) and the learnings from other partnerships we’ve developed in our entrepreneurship programs, we will share stories and our “ah-ha” moments as a precursor to a fun exercise on developing partnerships with very different school profiles. The goal of this session is to spark new partnerships in the workshop and at the conference at large. Everyone will leave the workshop with a plan and energy to forge an alliance with another university, even if it is on a small scale. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 33 Entrepreneurial Mindset 2nd Floor Room 209 Liberal Arts Colleges – A Hotbed for the Entrepreneurial Mindset Bree Langemo, Concordia College Gary Schoeniger, The Entrepreneurial Learning Initiative For many faculty at liberal-arts institutions, principles of entrepreneurship can be seen as opposed to the values that they hold dear. Generally, this is because those faculty view entrepreneurship as a business discipline rather than a way to think and act in a dynamic world. When entrepreneurship is understood by first concentrating on the mindset, the connection of entrepreneurship to core liberal-arts disciplines becomes clear and support for producing more entrepreneurial students gains traction across campus. In this session, the founder of the Entrepreneurial Learning Initiative will share the aligning philosophy between the liberal arts and an entrepreneurial mindset education. Additionally, the director of Concordia College’s Center for Entrepreneurship will describe their Entrepreneurial Mindset Certificate and how it has grown from its inception in 2019 at 10 students to 86 in 2021. She will also share specific examples of entrepreneurial deployment through undergraduate, continuing studies, student initiatives, and partnership development. Entrepreneurship Education 2nd Floor Room 207 Next Steps for the National Innovation Network and I-Corps Dan Kunitz, University of Maryland John Blaho, City College of New York; Jim Chung, George Washington University Ten years after it started, I-Corps has had tremendous impact on universities and participants. The program is also going through the biggest changes since its inception. The Nodes and Sites solicitations that funded over 100 universities have been archived, and the inaugural Hubs were launched this year. A newly-formed Hub Council is charged with aligning regional I-Corps programs, standardizing evaluations, and exploring models for regional partnerships. The National Innovation Network convened this summer for the first time in five years to discuss new initiatives for broadening participation and for new programs at other federal agencies. In this roundtable, Hub leaders and NSF I-Corps National Faculty will discuss developments in the I-Corps program. This is designed to be an interactive session to discuss some of the major issues involving partnerships, recruitment, research and evaluation, and developments of regional and national programs. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 34 Sponsor Session 2nd Floor Room 208A The Future of Entrepreneurship Education: Simulations and Games Ethan Mollick, Wharton Interactive Learning entrepreneurship skills requires practice, but most attempts to start companies result in failure – so how can we give students the experience of being a founder without the risk? Join Wharton Prof. Ethan Mollick for a cutting-edge look at how games and simulations can transform the way we teach and learn. And see an example of how Wharton Interactive is doing this by experiencing the Entrepreneurship Game firsthand – a complete entrepreneurship course that is impactful, easy to run, and where students learn entrepreneurship by running a startup. This workshop will also discuss how games and simulations can be used to provide effective teaching at scale. Entrepreneurial Mindset 2nd Floor Room 218 “YOU” As an Entrepreneur: Integrating Personal Development into Entrepreneurship Curriculum Jennifer Mathieu, University of Connecticut Rory McGloin, University of Connecticut At the Connecticut Center for Entrepreneurship and Innovation (CCEI) we offer a variety of programs for entrepreneurs and startups to ideate, build, and launch their startups and small businesses. Throughout the last 15 years of entrepreneurship programming at UConn, we have worked to refine the curriculum of programs based on stage, industry, and type of business to best support the needs of the startup at the time they participate. It became clear that entrepreneurship programming focused mostly on building the startup rather than building the individual. Over the last 3 years, we have integrated professional communication training, entrepreneurial mindset coaching, lessons on grit and resilience, and focused on uncovering the individual meaning of success. This session will be in a roundtable format that will allow participants in the audience to discuss key areas of personal entrepreneurial development and workshop ideas for translating these ideas into their programming and curriculum. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 35 Entrepreneurship Education: Beyond the Business School 2nd Floor Room 205 Infusing I-Corps into an Investigations and Research Class Jill Keith, Winston-Salem State University Notis Pagiavlas, Winston-Salem State University Innovation is one of the most important drivers of economic growth, yet only 8% of minorities, 12% of women, and < 0.05% of African Americans are considered innovators because their products do not translate to the marketplace. To engage upperclassmen in entrepreneurship at Winston-Salem State University (WSSU), a Historically Black Colleges and Universities (HBCUs), the Innovation Corps (I-Corps) curriculum was integrated into the two-credit Investigations and Research course taught to biology majors. This course is designed to ensure that students are prepared to advance in the career of their choosing by fostering the science, technology, engineering, and mathematics (STEM) skills taught in prior classes but can be adjusted for non-STEM majors. Students learned problem-solving, data collection, teamwork, creative thinking, etc. in prior classes and being that an entrepreneur uses these same skills, teams were tasked with leveraging their collective creativity to protype and explore commercialization of their innovation. They conducted experiments and had to critically think when troubleshooting. Students used the scientific method to (1) create a commercializable biological product and (2) learn about potential customers. Hence, they brainstormed ideas they believed would benefit customers if translated to the marketplace. Attendees of this session will learn how to integrate I-Corps into their course by sharing (1) the syllabus (2) the types of speakers (3) resources (4) budgeting on a shoestring and (5) assessments, to name a few. At the end of this session, attendees will have their own syllabus. This will advantage attendees wanting to integrate entrepreneurship into the curriculum. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 36 Entrepreneurial Outcomes 2nd Floor Room 211 Where are All the Entrepreneurs: Are Entrepreneurship Programs Creating Value? John Laurie, Project Wilbur Steve Phelan, Kennsaw State University; Cam Houser, The University of Texas at Austin This session will discuss the value created by collegiate entrepreneurship programs – their mission, goals and outcomes as it relates to entrepreneurial ventures in the U.S., particularly in the face of the overall decline in college enrollment and increasing questions about the value of a fouryear degree. While this could use a roundtable or debate format, much of the discussion will be open between the presenters and the audience, allowing attendees to discuss and describe their perspectives, experiences and potential solutions to the topic areas. Entrepreneurial Mindset 2nd Floor Room 222 How to Build and Deploy Assessments for the Entrepreneurial Mindset Kevin Miceli, Michigan State University Aubrey Wigner, Colorado School of Mines; Laurel Oftstein, Michigan State University Entrepreneurship programs often state that their goal is to develop an “Entrepreneurial Mindset” within students; however, this is often a nebulously defined concept. Many definitions of the Entrepreneurial Mindset include skills, cognitive processes, habits, and worldviews. While this broad conceptualization of a mindset can be useful, it lacks the specificity needed to allow for rigorous assessment. This session presents one university’s approach to measuring development of the mindset for students in an entrepreneurship program through quantitative data. We will also present methods for qualitative analysis to better understand how student perceptions, actions, and behavior changes with experiences within higher education. Entrepreneurship programs require a clear definition of the Entrepreneurial Mindset to engage in meaningful assessment of the educational impacts they are having. Establishing a definition of the desired mindset, as well as a high-quality assessment tool, is essential to allow for reflection on program impacts and for determining educational outcomes. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 37 Entrepreneurship Education: Beyond the Business School 2nd Floor Room 208B To Stream or Not to Stream? Strategies to Deliver Dynamic Hybrid Entrepreneurship Programming Michael Goldberg, Case Western Reserve University Elaine Chen, Tufts University; Elaine Hagan, University of California, Los Angeles In March 2020, the world pivoted to online delivery of programming… including our beloved entrepreneurship programming. When students began to return to the classroom in the fall of 2020, the majority of entrepreneurship centers continued to deliver programming virtually. And this continued during the 2021-22 academic year as well. While we missed the dynamism of in-person speakers, competitions and meet-ups, we also attracted new audiences, particularly from our alumni community, from outside of our home cities. And we have been able to structure new programming partnerships between entrepreneurship centers in different cities (including joint CWRU/Tufts and CWRU/UCLA programs). Moving forward, how should we incorporate hybrid delivery into our entrepreneurship programming? Sponsor Session 1st Floor Philip J. Cohen Theatre Launching the Future Ryan Groves, Singleton Foundation This session introduces Slyngshot, a new platform created by the Singleton Foundation that makes it possible for anyone, regardless of background or education, to rapidly create and share business ideas. This session will then explore the role of new technologies that are reshaping entrepreneurship and what use cases/impact they can have. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 10:40 – 11:40 a.m. / 13 Concurrent Sessions

GCEC 2022 Page 38 Inclusion and Diversity 2nd Floor Room 208A Turning Data into Action: How Data Sparked a University-Wide Research Effort Around Equity, Diversity, and Inclusion and Led to the Creation of a New Service-Learning Freshman Seminar Emily Egan, Tulane University Rob Lalka, Tulane University How do you build a university-wide effort to research the economic impacts of racial inequities? How do you build awareness among students from the moment they step on campus? You start with the data. Learn how data can be the spark for long term action for faculty and students around equity, diversity, and inclusion. In this session led by Rob Lalka, Albert R. Lepage Professor in Business & Executive Director and Emily Egan, Director of Strategic Initiatives at the Albert Lepage Center for Entrepreneurship and Innovation at Tulane University, you’ll come away with strategies and best practices for inspiring faculty research and creating a student experience that builds awareness of the impacts of racial inequity. You’ll come away inspired and with next steps on how to create programs that will garner university-wide involvement. Engaging the Community 2nd Floor Room 205 The Impact of Connecting Business Leaders with Students Tara Gerstner, Illinois Wesleyan University Jaime Peters, Maryville University; Gavin Leach, Illinois Wesleyan University Today’s college students want to learn by doing while meeting and connecting with individuals that have successfully traversed the business world. Our panel presentation will discuss how three business professors connect industry leaders with our students both inside and outside of the classroom. Each member of the panel will describe their own personal curriculum built around the idea of hands-on experiential learning in the classroom in the fields of entrepreneurship, marketing, and finance. Panel members will also explain the importance of encouraging and tying in co-curricular activities in which students can broadened their learning outside of the classroom. Examples of successful and not-so successful activities in both curriculum and co-curricular activities will be described to provide participants with ideas to take back to their own institutions. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 9 Concurrent Sessions

GCEC 2022 Page 39 The Center How, What, Where, Why? 2nd Floor Room 224 What I Learned Studying 290 Entrepreneurial Education Initiatives Jocelyn Krauss, University of Oxford Geek out with me over the data I gathered – and frameworks I developed – for my dissertation at the University of Oxford. I evaluated organizations across 227 universities, finding 290 that qualify as “entrepreneurial education initiatives” (EEIs). I organized data into 17 defining elements of EEIs, including programming, governance, staffing, and partnerships. Through this process, I developed a typology of four models of EEIs, with five overlapping areas of focus. Finally, I used semantic and thematic analysis to determine four common themes of purpose, which speak to the big-picture implications of what I deem a “third wave” of university support for entrepreneurship, and connect to concerns around employability, extra-curricular activities, 21st-century skills, and student sense of belonging. Come ready to grab ideas both operational and philosophical; I’ve scoured the websites of 290 similar organizations so that you don’t have to! Entrepreneurship Tools and Tips: Vendors and Uses 2nd Floor Room 209 Lean Financial Forecasting with LivePlan – Software for Ideation, Feasibility, and Financial Modeling for Every Venture Justin Hardersen, Palo Alto Software, Maker of LivePlan Peter Thorsson, Palo Alto Software, Maker of LivePlan In this session, we will highlight how LivePlan makes financial modeling for ventures easy to understand, test, and validate at all stages from ideation, to startup and growth stages. Focusing on the financials is a critical component of initial and long-term success for ventures. Identifying the right-size forecast for every venture will inform the direction of the business, keep the venture ahead of cash flow needs, and position them to gain access to more capital, and grow faster through effective strategic forecasting. This session will also show how to ensure students don’t have any blind spots or missed opportunities because LivePlan provides them with current and projected visuals of profit and cash flow along with industry benchmark data. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 9 Concurrent Sessions

GCEC 2022 Page 40 Entrepreneurship Education 2nd Floor Room 207 How Entrepreneurial Leaders and Students Can Use No-Code Software Tools to Run Successful Programs and Ventures Matthew Gira, Yale University Not everyone is technical and there’s no requirement to be technical to be entrepreneurial. In this session, I’ll be covering how entrepreneurial center leaders can leverage tools such as (but not limited to) Airtable, Circle, and Secret to improve operations and curriculum to help students build ventures more effectively. The right software tools can help leaders spend more time working with students and less time on mundane tasks. These tools can significantly help centers that have limited resources by streamlining internal processes such as applications and event management; allowing the creation of data dashboards to improve diversity, equity, and inclusion outcomes; and giving students the ability to better leverage resources such as mentorship and discounts to software tools they may already be using. For students, these tools allow them to build minimum viable products more efficiently and give students a greater chance of building a successful venture while being a student. For non-technical students, they can now test out different software ideas without writing a single line of code. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 213 Transforming from Startup Student to Scaleup Leader Mia Jung, Copenhagen Business School Last year the flagship program GoGrow at CSE made a big decision – to minimize classic workshops, instead enabling bespoke interventions and putting personal and leadership development of the founders at the centre. Having a dual focus on the development of both founder and business they support the entrepreneurial challenges holistically for a greater impact. In this presentation, Head of Acceleration, Mia Jung will present how they put leadership and personal development at the center of the program. She will discuss the theoretical foundation behind the startup leadership approach and how it addresses key challenges in the personal development journey of student founders turning into leaders when building their business. The discussion canvases how the shift in the program has led to a new way of supporting founders in building sustainable businesses and cultures and will provide a glimpse into the path ahead for the leadership development of founders. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 9 Concurrent Sessions

GCEC 2022 Page 41 Entrepreneurship Education: Beyond the Business School 2nd Floor Room 208C Startup Internship Seminar with Automation Tools Mike Malloy, Georgetown University This session will share lessons learned from 3 years of teaching Georgetown University students “how to not suck as a startup intern.” You will get tips on designing asynchronous courses with high engagement, building internship marketplaces, creating curriculum modules for interns and companies, getting departments across your university to approve 3-credit electives for undergrad and graduate students, and automating your entire system. You will walk away with new ideas about how to use tools like Airtable, BitWarden, Breevy, Calendly, LinkTree, Loom, Scribe, Slack, Text Expander, Zapier, and more to automate all your team’s workflows and increase your impact on campus. Novel Facilities to Encourage Entrepreneurship and Innovation 2nd Floor Room 219 The IDEA Center at the University of Notre Dame Neil Kane, University of Notre Dame Standing for Innovation, De-Risking and Enterprise Acceleration, the IDEA Center combines all the commercialization and entrepreneurial resources at the University of Notre Dame under one roof and under one executive–a VP level position that was created when the IDEA center was formed. The IDEA Center consists of tech transfer, the student startup functions which include a summer accelerator, a prototyping facility, a captive venture capital fund, technology de-risking operations, the McCloskey business plan competition, a robust student intern program and the ESTEEM Graduate Program–a one year master’s program in tech entrepreneurship. In this talk Neil Kane, Director of Curriculum and Capstone Advising for the ESTEEM Program, will speak about the rationale that led to the formation of the IDEA Center, how it is organized and the transformative effect it has had on the entrepreneurial activity at Notre Dame and on the neighboring communities. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 9 Concurrent Sessions

GCEC 2022 Page 42 Scholarly Research: The Intersection of Research with Teaching, Startups, and the Center 2nd Floor Room 218 Something Ventured, Something Gained? Fostering (and Measuring) Startup Growth and Entrepreneurial Learning in Accelerators Noah Isserman, University of Illinois, Urbana-Champaign The early twenty-first century has seen startup accelerators emerge and became a staple in many entrepreneurial contexts and ecosystems. There are now thousands of accelerators that have been adopted and adapted across sectors—including universities around the world. The twin foci of accelerators on commercialization (often tech-enabled) and educating founders has led universities to launch hundreds (if not thousands) of accelerator programs although data is limited, these appear to focus primarily on students and their learning. The authors have led university-based accelerators for over a decade. We share tools we’ve developed to longitudinally measure individual and team success – a perennial challenge in entrepreneurial education. The main tool is the IDEA (Individual Development of Entrepreneurs in Accelerators) Survey, which includes five validated scales as well as an original Founder Assessment of Skills for Startup Growth (FAST-Growth) Scale. We share findings around not only venture success but also founders and their learning. For example, beyond increases in entrepreneurial self-efficacy, the 20% of founders from underrepresented groups reported significantly higher levels of tolerance for ambiguity and readiness for self-directed learning than other entrepreneurs, according to validated scales for each. As ever greater resourcing, attention, and effort is devoted to accelerators as putative sites of venture growth and especially of entrepreneur training, we must devote concomitant rigor to examining these emerging and adapting institutions. We hope to share tools and insights, identify areas which require further thought and development, and collectively consider future opportunities for research to address those gaps. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:00 – 1:30 p.m. / 9 Concurrent Sessions

GCEC 2022 Page 43 Entrepreneurial Outcomes 2nd Floor Room 218 Learning vs Launching Anne Perigo, University of Michigan The goal of this roundtable is to encourage dialogue between GCEC attendees on the different ways we support entrepreneurial students. The main question: Is the goal of a particular program that the students LEARN (the student/s learn methodologies, explore potential problem spaces, assess market opportunities, talk to potential customers, etc) or LAUNCH (the student/s launch a venture)? There are differences in approach and assessment of programs based on the intended goal. How do you serve your entrepreneurial students? Is there a balance between Learn vs Launch offerings? How do students move through your programs to get the resources they need (and what are those resources)? How and when do you offer funding to student entrepreneurs? We’ll discuss these and other participant-generated prompts in this participatory roundtable. The Center How, What, Where, Why? 2nd Floor Room 208C Donor and Sponsor Funding; the Lifeblood of an Entrepreneurship Center Bruce Leech, DePaul University In this session, we will review the top 10 Coleman Entrepreneurship Center programs at DePaul University and discuss funding strategies to get donors and sponsors engaged for each program. We will provide an overview of each program (pitch competitions, internships, workshops, events, etc) and discuss specific funding levels to drive the programs and secure donor/sponsor engagement. This “menu” driven approach will provide hands-on tools for participants to use with their Advancement Office to help raise money for their Center. We will then ask attendees to share their best practices in getting funding for their programs in a brainstorming session. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 10 Concurrent Sessions

GCEC 2022 Page 44 Entrepreneurship Education: Beyond the Business School 2nd Floor Room 209 Integrating Students into Technology Design, Commercialization and Entrepreneurship Erik Monsen, University of Vermont Nicole Eaton, University of Vermont; Mike Rosen, University of Vermont We explore how universities can engage undergraduate students in technology design, commercialization and entrepreneurship, for the mutual benefit of researchers and students. To begin the conversation, we highlight two programs at the University of Vermont, the Center for Biomedical Innovation (CBI) and the Academic Research Commercialization (ARC) program. First, the CBI engages students inside and outside of the classroom. Outside, the CBI recruits student interns from across the university to support internally and externally sponsored technology design and business development projects. Inside, it links to a four-year vertically integrated engineering design curriculum for biomedical engineering undergraduates. Second, ARC is a student-inspired and TTO-administered initiative that delivers two key benefits. First, it provides students, regardless of major, with paid internships and experiential learning opportunities. Second, faculty innovators receive product design and business development support to commercialize their scientific discoveries. Following this, participants will share their experiences and hopefully develop collaborative networks. Novel Facilities to Encourage Entrepreneurship and Innovation 2nd Floor Room 211 The Blueprint to Include Kelsey Otero, Marquette University Planful engagement of students is essential for creating inclusive innovation centers. Marquette University started with the 707 Hub, a cross-campus innovation center, which was proposed and developed by students. Leveraging design thinking principles at the outset helped to shape a student-focused process. This was so successful, it served as the blueprint for the more recent Redo the Loo program, to redesign the outdated bathrooms in the 707 Hub. Through a structured innovation process, students were the architects, designers, and creative problem solvers, resulting in a far more creative design and solution than ever imagined. Putting students at the center of the design process opened new possibilities and partnerships on campus and within the community that were not even imagined before. Marquette University will share case studies and tangible takeaways that can be implemented at any university looking for intentional and creative student engagement when it comes to space design. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 10 Concurrent Sessions

GCEC 2022 Page 45 Inclusion and Diversity 2nd Floor Room 222 If You Can See Her, You Can Be Her. Women in Entrepreneurship Lesley Robinson, The University of Texas at Austin Ingrid Villareal, The University of Texas at Austin The Kendra Scott Women’s Entrepreneurial Leadership Institute (KS WELI) at The University of Texas at Austin supports women in entrepreneurship by strengthening the next generation of courageous and creative leaders who will change the world in business - and beyond. Core values of the KS WELI are to empower, build community, and equip students through creativity and innovation. Through these values, KS WELI encourages gender-aware approaches to redefine leadership and entrepreneurship. We believe that “if you can see her, you can be her”. Learn about the FoundHER Program - which inspires students to pursue entrepreneurship through curricular and co-curricular efforts. Since May 2020, the FoundHER Program has equipped 50+ founders / 30+ ventures with over $60,000 in seed grants. This talk will explore promising practices from the past 2.5 years. Specifically, impacts of the FoundHER Program will be discussed to showcase the value of women in entrepreneurship education. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 213 Water in the Valley of Death: Creating a University Program for Early-Stage Startup Grants Mike Panesis, California Lutheran University Gerhard Apfelthaler, California Lutheran University A $4.8 million gift from former tech executive, Steven Dorfman, fueled the expansion of the Center for Innovation and Entrepreneurship at California Lutheran University’s Center for Entrepreneurship and Innovation. We were challenged to put $1 million in the hands of early-stage startups led by alumni or startup community members in the form of grants. Our customer discovery revealed few university grant programs targeting the wider community rather than faculty and students only. We channeled feedback into a novel program, the Dorfman Incubator Grants. Under the conditions of the program, applicants must make a case for the educational value of its use of the grant through hiring of student interns, guest lecturing, creating case studies, etc. In this presentation, we will explain how we developed the program and put it into practice, introduce our first cohort of grant recipients, and share plans for the future. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 10 Concurrent Sessions

GCEC 2022 Page 46 Scholarly Research: The Intersection of Research with Teaching, Startups, and the Center 2nd Floor Room 205 Communication at the Center? A Qualitative Investigation Into the Value of Business Communication Training and Development within Entrepreneurial Acceleration Centers Rory McGloin, University of Connecticut Jen Mathieu, University of Connecticut This study conducted focus groups with established entrepreneurs who have previously participated in a university accelerator to identify the most valuable communication skills for emerging entrepreneurs to develop. The findings illuminate how one’s entrepreneurial identity is closely connected to their communication skills, and that the development of specific factors such as credibility, flexibility, and empathic listening are essential for entrepreneurs to engage with a wide of audiences (e.g., business partners, employees, investors, customers, etc.). This study also provides recommendations for university accelerators seeking to facilitate the development of these communication skills in their programming. Theoretically, communication was found to be critically present in three key aspects of the entrepreneur’s life: the individual self, social interactions, and communal experiences. Entrepreneurship Education 2nd Floor Room 208A Hyper-Personalized Entrepreneurship Education – Deep Dive into the Innovator Navigator Tool Sarrah Lal, McMaster University (Canada) Entrepreneurship is an inherently complex and multidisciplinary field. To be successful, learners must engage with business, technical, and sector-specific knowledge; gain specific skill sets and behaviors through repeated practice; and build a network of colleagues and mentors who can provide highly contextualized feedback on personal and venture related performance over time. Despite this, due to the sheer volume of individuals in our entrepreneurship programs, we are forced to rely on standardized approaches to entrepreneurship training. But does it have to be this way? The Innovator Navigator (iNav) tool has been developed to engage with learners, teams, and projects in a highly personalized fashion. Through integration with incubator, advisor, and general entrepreneurship program workflows, it is poised to accelerate the pace at which we launch new start-ups and maximize the support they receive during initial stages of development. Join this interactive workshop as we take you through iNav as it currently exists for use in health entrepreneurship education and engage in a discussion of how it can be adapted to support entrepreneurship education at your institution. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 10 Concurrent Sessions

GCEC 2022 Page 47 Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 207 Raising Capital: Creating The Right Programming & Network For Female Founders Marie Meslin, The Capital Network Lisa Frusztajer, Portfolia; Pauline Roteta, Pasito With fewer than 3% of VC funding going to women, it is imperative to provide programming, support and funding to female founders – but what should that look like? Join us as we discuss ways to provide the right support system, network, education and access to capital to first time female founders. We’ll also discuss shifting power dynamics between investors and founders and why building confidence in founders is the thread that will take their business to the next level. The Capital Network is a non-profit that works with founders, universities and accelerators to provide fundraising education and a network of investors. Their unique ‘OWN YOUR RAISE’ program for female founders leading to 75+ female founders raising $50M+ over the last few years. Join in for a conversation around their unique program weaving the technical and human aspects of fundraising. We believe a more equitable funding ecosystem is possible. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 224 How to Position Your University Startups for Techstars John Hill, Techstars A view of Techstars accelerator programs (where they are and what they represent). What a typical Techstars accelerator is like, and how to find out about specific programs and application dates. As well as, the most effective ways you can position university startups for acceptance into Techstars. Will also review the systems we’ve put in place to support our 3,000 portfolio companies for their primary needs - funding, talent, customer acquisition, mentorship and knowledge share. SATURDAY, OCTOBER 29 30-Minute BREAKOUT SESSIONS 1:35 – 2:05 p.m. / 10 Concurrent Sessions

GCEC 2022 Page 48 Global Entrepreneurship 2nd Floor Room 208B Startup Higher – How We Got Together to Change Our Worlds Ben Cole, Loughborough University London Hayley Jones, Loughborough University London; Victoria Nicholl, Imperial College; Rachel Stockey, King’s College London Isn’t it annoying when you want something, but it doesn’t exist? You know; an honest lawyer, the self-emptying dishwasher or the 100% love and devotion of any cat. The great thing is though that if you want something (really badly) – you can go ahead and create it yourself. In 2019 a small band of UK-based entrepreneurship centres made their annual pilgrimage to GCEC in Chicago. Inspired by the community, the discussions, and the opportunity to share, these centres started asking ‘how do we create this kind of community for us?’ Sure, there were existing networks. But there was no ‘home’. These centres wanted action. So, they (right then in Chicago 2019) created #S***thatmatters – a group to share, collaborate and make stuff happen. By end of 2021 the group had grown across the UK (and Europe). Time to build an extension to that home. The extension is Startup Higher – we will be sharing how we grew a home for purpose driven practical entrepreneurship. Entrepreneurial Outcomes 2nd Floor Room 213 Role of the Center: Teach to Fish or Prepare a Sushi Buffet? Rhonda Shrader, University of California, Berkeley Janine Elliott, University of California, Davis; Jeni Janci, University of California, San Francisco; Sarah Truglio, University of Montana Entrepreneurship Centers have traditionally provided students with experiential classes and co- curricular programming along with access to alumni mentors/advisors. However, students are increasingly demanding more—everything from dedicated space for their ventures to seed funding to warm introductions with CEOs at Fortune 10 companies. Alumni have also increased their expectations with recent requests for on-demand business plan review to funding for conference attendance as well as sourcing investors. These increasing demands force us to re-examine the central mission of our roles as Center Directors—do we exist to teach students (and alumni) how to fish? Or, are we responsible for preparing a delicious sushi buffet with every possible type of fish from around the globe? Let’s discuss some of the challenges and level set for opportunities in supporting our student and alumni founders…while continuing to execute on our primary mission as educators. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions

GCEC 2022 Page 49 Entrepreneurship Education 2nd Floor Room 209 Effectuation in Practice: Building Resiliency and Adapting Forward Stephanie Raible, University of Delaware Jennifer Capps, North Carolina State University; Robert (Bob) Milner, Sam Houston State University This panel session seeks to showcase how effectuation has helped them and their students learn resiliency inside and outside the classroom. The panelists will each discuss how they apply the principles of effectuation to help their students adapt to new environments and challenges in practice. The topics of discussion will include: effectuation in strategy, building resiliency and adapting forward, and showing students how effectuation works in the real world through our own experiences or the experiences of local entrepreneurs. The topics will touch upon how the capacity for resiliency can be built through Sarasvathy’s principles of effectuation: bird-in-hand principle, lemonade principle, crazy quilt, and affordable loss. Incubators, Accelerators, and Start-Up Capital 2nd Floor Room 207 Creative Ways to Bridge Startup Funding Gaps Steven Phelan, Kennesaw State University Nick Kaye, University of Melbourne; Alex Maritz, La Trobe University; Rosalinda Maury, Syracuse University Funding gaps occur in a variety of startup contexts, including pre-seed funding for student ventures, bridging the gap between angel and VC rounds, assisting transitional groups such as immigrants and veterans, and increasing support for under-represented groups such as women, minorities, and indigenous populations. This roundtable invites GCEC members from around the world to share their experiences about closing funding gaps within their particular contexts. The organizers will share their expertise in indigenous, hybrid, veteran, and syndicated forms of entrepreneurship. We welcome others to share and diffuse best practices around this topic in a highly interactive roundtable format. Entrepreneurship Education: Beyond the Business School 2nd Floor Room 224 Building Bridges and Busting Walls: Infusing Entrepreneurship Across the Campus Doan Winkel, John Carroll University Christoph Winkler, Iona College; Eric Liguori, Rowan University; Matthew Edson, Rowan University Entrepreneurship doesn’t belong in the business school. It is inherently interdisciplinary, and needs to be positioned as such. This can be most effectively accomplished by housing the program at the university level (i.e., Provost’s Office) and by structuring academic entrepreneurship programs in non-traditional ways. SATURDAY, OCTOBER 29 1-Hour BREAKOUT SESSIONS 2:20 – 3:20 p.m. / 13 Concurrent Sessions