This presentation is what I am currently using to solicit volunteers for the Holy Innocents’ Episcopal School Social Entrepreneurship Incubator.

1. Social Entrepreneurship
Incubator
Volunteer Recruitment
and Information Session
Quinton P. Walker
Director, Holy Innocents’ Program in Global Citizenship
July 2010

2. O
1 The Context
2 Definition
3 Vision and Mission
4 Goals of the Program
5 Program Approach
6 The Team
7 Your Role

3. T C
Domestic Experience
‣ The Social Entrepreneurship
Incubator (SEI) is our way of testing
Academic Curriculum
Servant our work; it calls upon our students to
Leadership Citizenship
scan their environment and seize
Reflection
Global upon opportunities that arise to solve
Citizenship problems
‣ Holy Innocents’ believes in the power
Diversity and of our students to make a lasting
Inclusion mark on the world. The SEI is our
direct expression of that belief
International Experience
Action Justice
Participatory
Oriented Oriented
Citizenship
Citizenship Citizenship

4. T Dfi (M  O)
Ability to identify a stable but
inherently unjust equilibrium
that causes the exclusion, Ability to identify an
marginalization, or suffering of a opportunity in this
segment of humanity that lacks unjust equilibrium,
the financial means or political developing a social
value proposition, and Ability to forge a new, stable
clout to achieve any
equilibrium that releases
transformative benefit on its bringing to bear
inspiration, creativity, trapped potential /
own
direct action, alleviates the suffering of the
courage, and fortitude, targeted group, and through
“S   thereby challenging the imitation and the
    creation of a stable
stable state’s
hegemony; ecosystem around the new
  
equilibrium ensuring a better
fi  ’
future for the targeted group
   .”
and even society at large.
G D

5. V  M
VYZY[ The Social Entrepreneurship Incubator endeavors to
be a first‐of‐its‐kind program that partners students with
community and business leaders to create sustainable
social enterprises that positively impact the community
MYZZY[ The incubator aims to give students the chance to
fully immerse themselves in a meaningful experience that
will serve as a springboard for students’ entrepreneurial
and leadership experiences throughout college and their
careers

6. G   P
‣ To foster the ability of our students to be continuously
aware of their environments and where change can be
possible
‣ To stimulates relevant learning through realistic
experience
‣ To enhance students’ skill set with regard to leadership,
business acumen, project management and perseverance
‣ To build upon the Global Citizenship Curriculum
‣ To embrace the HIES mission
‣ To promote collaboration with the greater community

7. P A
‣ Students pursue skill‐based course work that prepares
them to launch a social enterprise
‣ Students are given opportunities to scan the Atlanta
Metropolitan area for issues and problems
‣ Students are matched with a faculty advisor to serve as a
sounding board along with content and business advisors
‣ Students prepare a business plan that addresses an
identified social need; $2500 being the maximum award
‣ Students commence work executing their plans
‣ Students present to advisory board three times during
the year for quality control and accountability

8. P A
Being a MANAGER means
Being a LEADER means just that …introducing Being a SOCIAL
just that...inspiring others efficiency and ENTREPRENEUR means
very often to do the effectiveness into an just that...identifying a
things they perhaps don’t operation; helping to set problem that society and
want to do; creating a goals and objectives that government might have
sense of “ownership” are SMART. (Simple, overlooked or
among the group Measurable, Achievable, inadequately addressed;
towards goals and Reinforced, and Time‐ thinking through a variety
objectives for the group; Bound); securing of approaches and
providing a vision and resources to assist solutions to tackle the
direction when the individuals in doing their problem at hand; and
unknown appears to be a jobs; planning activities to most importantly,
little overwhelming; and, ensure goals and working tirelessly as both
most importantly, giving objectives are a manager of operations
respect and gaining accomplished; and most and a leader of a vision
respect while always importantly, delegating for making the world
learning and growing. work and decisions that better.
should be done by others.

9. T T
F
Domain experts are professionals
A
from the larger community with
expertise in a given field
D B
S
E E
Business experts are professionals
with interest in start‐up ventures,
SEI non‐profit management, or other
P applicable fields
D

10. Y R
Advisory Board
Lecturer Domain Expert Business Expert
Member
The business expert will serve
The lecturer will share their The domain expert will serve The advisory board member
as an advisor to a particular
content and business expertise as an advisor to a particular will give feedback and
student project. This advisor is
in the classroom setting, student project. This advisor is guidance to student projects
Role engaging students in selected for his or her
selected for their overall
during three presentation
breadth of knowledge of
meaningful, real‐world expertise in a given field / meetings throughout the
business practices, namely
discussions of topics. industry. academic year.
entrepreneurship.
•Assign selected material •Provide practice advice to
through director of the student groups on clarity and
program (relevant articles / •Meet with student project •Meet with student project scope of project / feasibility /
cases). team once per month in team once per month in and progress to date.
•Give a lecture / discussion in a person (on your schedule). person (on your schedule). •Treat students as young
Responsibilities seminar setting following the •Communicate with the •Communicate with the professionals in the
provided lecturer framework. student at least once every student at least once every presentation setting ‐‐
•Serve in an “on‐call” capacity two weeks via e‐mail. two weeks via e‐mail. approach feedback firmly
for questions or issues that while keeping the student’s
arise during the year. growth in mind.
90 minute lecture on a 8 student meetings, 8 student meetings,
Three two‐hour meetings
Thursday (1:15‐2:45) along with presentation meetings, email presentation meetings, email
Estimated Time preparation time for lectures. correspondence with team. correspondence with team.
throughout the academic year
(tentatively scheduled for early
May present one or more times Estimated time of 25‐30 hours Estimated time of 25‐30 hours
Commitment depending upon interest and over the course of the over the course of the
October, mid January, and mid
to late April)
availability. academic year. academic year.