Description
Within this brief criteria related to introduces entrepreneurial concepts and practices in the library.
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UNIVERSITY OF WISCONSIN-MILWAUKEE
SCHOOL OF INFORMATION STUDIES
L&I SCI 691 INFOPRENEURSHIP
SYLLABUS
Fall 2013 (September 3 – December 12)
________________________________________________________________
Instructor: Shana Ponelis Location: NWQB 3420
E-mail: [email protected] Phone: 414-229-2514
Office hours: TBA
Meeting Times & Location: D2L
________________________________________________________________
UWM help on D2L:
E-mail: [email protected] Phone: 414-229-4040
URL:https://pantherfile.uwm.edu/groups/sa/ltc/public/D2L student help files/
Catalog description
Introduces entrepreneurial concepts and practices in the library and information
professions, examines alternative career options, and provides an opportunity to
apply entrepreneurial methods and processes. 3 credits.
Prerequisites
L&I SCI 110 and 210 (undergraduate). L&I SCI 501 (graduate). Although it is not
required it is strongly recommended that you complete L&I SCI 622 (Information
Marketing) prior to enrolling in this course.
General description
Within a digital economy information entrepreneurs or !infopreneurs" are
supporting economic development through provision of information products
and/or services. In this course we will examine two types of infopreneur: (a) the
intrapreneur who works within an information-based organization, and (b) the
entrepreneur who works outside of the traditional library setting. This course is
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designed to provide students with the requisite skills and knowledge to identify a
potential business idea centered on information and/or knowledge, and develop a
business plan to secure funding. In addition, it serves to foster an
entrepreneurial culture in the workforce.
Please note that legal, tax and accounting considerations are of critical
importance when considering an independent business. This course does not
cover these due to the complex nature thereof. Please be sure to consult a
qualified professional for advice applicable to your particular situation.
Course objectives
The objectives of this course are:
• To introduce a variety of entrepreneurial concepts and practices in the
library and information professions;
• To create entrepreneurial self-awareness among future information
professionals;
• To stimulate intrapreneurial thinking among future information
professionals;
• To explore a range of alternative career options for librarians and
information professionals and evaluate the requirements within those
options;
• To provide the opportunity to develop and apply a sufficient understanding
of entrepreneurial methods and processes within a library and other
information-based organizations;
• To develop the skills and knowledge required to identify opportunities and,
through creativity and innovation, to understand and develop business
plans to turn these opportunities into reality whether inside an already
existing information-based organization or as an independent information-
based business; and
• To develop an appreciation of the impact of political, economic,
technological, legal, regulatory, environmental and social issues including
diversity on entrepreneurship.
MLIS core competencies
This course addresses the following core competencies identified by the ALA in
whole or in part:
• ALA 1J: Effective communication techniques (verbal and written).
• ALA 1I. The techniques used to analyze complex problems and create
appropriate solutions.
• ALA 8A: The principles of planning and budgeting in libraries and other
information agencies.
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Method
Overview lectures, independent reading, case studies, discussion, practical
assignments, student presentations, guest speakers (depending on availability).
Undergraduates have fewer requirements than graduates enrolled in the MLIS
program, as outlined below. Students with special test and note-taking needs
should contact the instructor as early as possible for accommodations. See
policies below.
Texts
Required texts • Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians
and other Information Professionals. Libraries Unlimited: London.
(ISBN: 978-1591581802).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham,
MD: The Scarecrow Press. (ISBN: 978-0-8108-5291-4).
Recommended
texts
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional.
Second edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New
York, NY: Neal-Schuman Publishers.
Texts for further
reading
• Barringer, B.R. and Ireland, D. 2009. Entrepreneurship: successfully
launching new ventures. Third edition. Upper Saddle River, NJ:
Prentice Hall.
• Carson, Nacie. 2012. The Finch Effect: The Five Strategies to Adapt
and Thrive in Your Working Life. San Francisco, CA: Jossey-Bass.
• Gerber, M.E. 2009. The E-myth Enterprise. New York, NY:
HarperBusiness.
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate
Prisoner to Thriving Entrepreneur. New York: Portfolio.
Additional readings are also assigned from a variety of sources, which will be
available on D2L, through the electronic reserve or online databases at the Golda
Meir Library. URLs for web-based articles are accurate at the starting date of the
course; I have no control over sites" internal information architecture – if the link
doesn"t work please do a search on the website using the article title. The
recommended reading will not necessarily be available on the electronic reserve.
You are also encouraged to avail yourself of other relevant resources in the
library collection.
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Course schedule (SUBJECT TO CHANGE)
Week Start
date
Topic Assignment(s) due on Sunday following week
start date by 11:59 p.m. CDT/CST on D2L (except
where indicated)
1 Sept 3 Course overview and introduction • *Discussion: Introduction
• **Journal entry
2 Sept 9 Entrepreneurial librarianship • *Discussion: Entrepreneurship and libraries +
librarians
• **Journal entry
3 Sept 16 The entrepreneurial mindset in
information services
• *Discussion: Entrepreneurship and libraries +
librarians (cont.)
• **Journal entry
4 Sept 23 The non-traditional path • *Discussion: Fostering intrapreneurship in
libraries
• Individual assignment: Entrepreneurial self-
assessment
• **Journal entry
5 Sept 30 The non-traditional path
(continued)
• *Discussion: Fostering intrapreneurship in
libraries (cont.)
• **Journal entry
6 Oct 7 The independent path • *Discussion: Key lessons to be learned from
entrepreneurs
• **Journal entry
7 Oct 14 The independent path
(continued)
• Individual assignment: Alternative paths in the
information industry
• *Discussion: Key lessons to be learned from
entrepreneurs (cont.)
• **Journal entry
8 Oct 21 Work on assignment • Individual assignment: Informational interview
• **Journal entry
9 Oct 28 Identifying opportunities /
developing the business concept
• *Discussion: Most admired innovations
• **Journal entry
10 Nov 4 Work on assignment • Individual assignment: Opportunity identification
• **Journal entry
11 Nov 11 The business plan • *Discussion: Role of formal business plans
• **Journal entry
12 Nov 18 The business plan (continued) • *Discussion: Evaluating opportunities and
business plans (part 1)
• **Journal entry
13 Nov 25 Thanksgiving **NO CLASS**
14 Dec 2 Work on business plan
assignment
• *Discussion: Evaluating opportunities and
business plans (part 2)
• **Journal entry
15 Dec 9 Work on business plan
assignment
• Group assignment: Evaluation of a business plan
(U)
• Group assignment: Business plan document +
presentation (G)
• **Journal entry
16 Dec 16 Presentation and discussion of
business plan assignments
• Individual assignment: Reflection
* Discussion questions are provided in the respective D2L discussion forums
** Journal entries are not graded but should be submitted every week and used in the graded final reflection
assignment
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Topics
Entrepreneurial librarianship
Learning objectives
• To introduce a variety of entrepreneurial concepts and practices in the library and information
professions
Required reading:
• Allison, M.M. 2012. Librarian as Social Entrepreneur. In: Krautter, M., Lock,
M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson,
NC: McFarland & Company. Chapter 12 (pp. 207-222).
• Keys, M. 2009. Entrepreneurship and Risk in Libraries: Seizing and Creating
Opportunities for Change. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and
Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 1.
• Kilgour, Frederick G. 1992. Entrepreneurial Leadership. Library Trends,
40(3):457-474.
• Less, AM, Williams, BF, and Dorsey, SB. 2012. Librarians as Sustainability
Advocates, Educators and Entrepreneurs. In: Krautter, M., Lock, M.B. and
Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion
of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 12 (pp. 183-201).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 1.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 1.
• White, Herbert S. 1987. Entrepreneurship and the Library Profession.
Journal of Library Administration, 8(1):11-27.
The entrepreneurial mindset in information services
Learning objectives
• To create entrepreneurial self-awareness among future information professionals
Required reading:
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 14.
• Mathews, Brian. 2012. Think Like A Startup: a white paper to inspire library
entrepreneurialism [online]. Available:
6http://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think like a
%20STARTUP.pdf?sequence=1.
• Ogburn, J. 2009. Moderately Risky Business: Challenging Librarians to
Assume More Risk in an Era of Opportunity. In: Bluh, Pamela and Cindy
Hepfer (eds.), Risk and Entrepreneurship in Libraries: Seizing Opportunities
for Change. ALA. Chapter 3.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Appendix C.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 2.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 2.
• Toftoy, C.N. 2002. The Key to a Librarian's Success: Developing
Entrepreneurial Traits, Information Outlook, 6(6):42-47.
• Trzeciak, J. 2009. McMaster University Libraries 2.0: Transforming
Traditional Organizations. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk
and Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 6.
• US Small Business Administration. Do You Have What It Takes? Availablie:http://www.sba.gov/content/do-i-have-what-it-takes-ownmanage-small-
business
• US Small Business Administration. Is Entrepreneurship For You? Available:http://www.sba.gov/content/entrepreneurship-you
Recommended reading:
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner
to Thriving Entrepreneur. New York: Portfolio.
Intrapreneurship: the non-traditional path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals
and evaluate the requirements within those options
• To stimulate intrapreneurial thinking among future information professionals
Required reading:
• Bluh, Pamela and Cindy Hepfer. 2009. Risk and Entrepreneurship in
Libraries: Seizing Opportunities for Change. ALA. Chapter 4.
• Carson, Nacie. 2012. Think Like An Entrepreneur, Act Like An Employee.
Fast Company [online]. Available:http://www.fastcompany.com/1838014/think-entrepreneur-act-employee.
• Clay, Edwin S., III and Patricia C. Bangs. 2000. Entrepreneurs in the public
library: reinventing an institution. Library Trends, 48(3): 606-618.
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• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 4.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row.
Chapters 4, 7.
• Pugh, Lyndon. 2000. Change Management in Information Services.
Cambridge: Gower Publishing. Chapters 7, 10.
Case studies:
• Archambault, A. 2012. An Interview with Martha Thomas Larson. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial
Librarian: Essays on the Infusion of Private-Business Dynamism into
Professional Service. Jefferson, NC: McFarland & Company. Chapter 13 (pp.
202-206).
• Hesseldenz, P. 2012. Market Research Service Partnership at the University
of Kentucky: An Entrepreneurial Future? In: Krautter, M., Lock, M.B. and
Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion
of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 8 (pp. 113-128).
Recommended reading:
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 3; Appendices A, D.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 6.
Entrepreneurship: the independent path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals
and evaluate the requirements within those options
• To develop an appreciation of the impact of political, economic, social (including diversity
issues), technological and legal, regulatory, and environmental factors on business
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapters 1, 3, 4, and 38.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association. Chapters 1, 4.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 5.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 15.
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• Hirshberg, M.C. 2012. What to Discuss Before Conceiving a Start-up
[online]. Inc. Available:http://www.inc.com/magazine/201212/meg-cadoux-
hirshberg/lets-talk-about-this.html.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 9.
• Smallbone, David, John Kitching and Rosemary Athayde. 2010. Ethnic
diversity, entrepreneurship and competitiveness in a global city. International
Small Business Journal, 28(2):174-190.
• Spencer, Forrest Glenn. 2006. Independent Professional Gets the Business
to Come to Her, Information Outlook, 10(10):10-15.
• Warner, Alice S. 1992. Information Brokering: The State of the Art. In:
Marketing of Library and Information Services 2 (ed. Blaise Cronin). London:
Aslib, pp. 279-285.
Case studies – read at least four in addition to the watching the interview on D2L
with Uma Gupta, CEO of PlanetGPA:
• Archambault, A. 2012. An Interview with Mary Ellen Bates. In: Krautter, M.,
Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays
on the Infusion of Private-Business Dynamism into Professional Service.
Jefferson, NC: McFarland & Company. Chapter 6 (pp. 101-105).
• Brummelhuis, Simone. 2010. Female Serial Entrepreneur Interview: The
Lessons Learned and More [online]. The NextWomen: Business Magazine
for Female Internet Heroes. Available:http://thenextwomen.com/2010/05/12/female-serial-entrepreneur-interview-
the-lessons-learned-and-more/.
• Diversity MBA Magazine. 2010. Lessons from a Latino Entrepreneur: Tom
Kadala. Diversity MBA Magazine [online]. Available:http://diversitymbamagazine.com/lessons-from-a-latino-entrepreneur-tom-
kadala.
• Fritchman Thompson, Barbara. 2002. Taking the Independent Research
Plunge! How I Did It, AIIP Connections, 16(1):10.
• Fukunaga, Kay. 2010. An Interview With HBS Entrepreneur-In-Residence,
Janet Kraus [online]. The Harbus. Available:http://media.www.harbus.org/media/storage/paper343/news/2010/03/01/New
s/An.Interview.With.Hbs.EntrepreneurInResidence.Janet.Kraus-
3881842.shtml.
• Tiberii, J. 2012. An Interview with Tim Spalding, Founder of LibraryThing. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial
Librarian: Essays on the Infusion of Private-Business Dynamism into
Professional Service. Jefferson, NC: McFarland & Company. Chapter 7 (pp.
106-112).
• US Department of State. 2008. African Women Among Entrepreneurs
Honored in New York [online]. Available:http://www.america.gov/st/business-
english/2008/June/20080612172536WCyeroC0.2757685.html.
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• US Department of State. 2010. South Asian–Heritage Entrepreneurs Are Big
Hits Online [online]. Available:http://www.america.gov/st/business-
english/2010/September/20100928094819kjleinad5.305117e-02.html.
• Wormell, Irene, Olesen, A.J. and Mikulás, G. 2011. Information Consulting:
Guide to Good Practice. Oxford, UK: Chandos Publishing.
Recommended reading:
• Bedell, G. 2008. The Millionaire in the Mirror: how to find your passion and
make a fortune doing it—without quitting your day job. New York:
HaperCollins Publishers. Chapter 11.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association.
• Entrepreneur Press. Start Your Own Information Marketing Business
(Entrepreneur's Startup). (ISBN: 978-1599181745)
• Kotze, W.; Boon, J.A. 1995. Library and Information Brokering and Consulting
in South Africa - An Exploratory Study. In: South African Journal of Library &
Information Science, 63(3):114-121.
• Mason, Florence M. and Dobson, Chris. 1998. Information Brokering: A How-
To-Do-It Manual. Neal-Schuman Publishers.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide
to Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications
Inc., pp. 258-259.
• Rugge, Sue and Glossbrenner, Alfred. 1997. The Information Broker's
Handbook. McGraw-Hill. (ISBN: 0070578710).
• Sabroski, Suzanne. 2002. Super Searchers Make It On Their Own: Top
Independent Information Professionals Share Their Secrets for Starting and
Running a Research Business. Information Today. (ISBN: 0910965595).
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner
to Thriving Entrepreneur. New York: Portfolio.
Identifying opportunities / Developing the business concept
Learning objectives
• To stimulate intrapreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity
and innovation, turn these opportunities into reality whether inside an already existing
information-based organization or as an information-based business.
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapter 5.
• Crane, Frederick G. 2010. Marketing for Entrepreneurs: Concepts and
Applications for New Ventures. Thousand Oaks, CA: Sage Publications.
Chapters 2, 6.
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• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 2.
• Nelson, Sandra. 2008. Strategic Planning for Results. ALA Editions. Part 3
Toolkits: Identifying Options.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter
5.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 5.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 3, 4.
Recommended reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers. Chapters 1 and 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapters 3-11.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide
to Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications
Inc. Chapter 1.
• Shane, Scott A. 2005. Finding Fertile Ground: Identifying Extraordinary
Opportunities for New Ventures. Upper Saddle River, NJ: Prentice Hall.
The business plan
Learning objectives
• To develop the skills and knowledge required to identify opportunities and, through creativity
and innovation, turn these opportunities into reality whether inside an already existing
information-based organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity
issues), technological and legal, regulatory, and environmental factors on business
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapter 8.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers. Chapters 1 and 2.
• Harris, B. 2012. 4 Ways to Protect Your Assets From Your Great Ideas
[online]. Inc. Available:http://www.inc.com/magazine/201212/bill-harris/4-
ways-to-protect-your-assets.html.
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• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter
6.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 4, Appendix B.
• Quittner, J. 2012. A Great Way to Get Market Insight [online]. Inc.
Available:http://www.inc.com/magazine/201212/jeremy-quittner/a-great-way-
to-get-market-insight.html.
• Sahlman, William A. 1997. How to Write a Great Business Plan. Harvard
Business Review, July-August 1997, pp. 98-108.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 5-8.
• US Small Business Administration (SBA). How to Write a Business Plan
[online].http://www.sba.gov/category/navigation-structure/starting-managing-
business/starting-business/how-write-business-plan/.
• Wells, Tina. 2011. 12 Questions Every Entrepreneur Should Ask Before
Writing a Business Plan. Black Enterprise. Available:http://www.blackenterprise.com/small-business/12-questions-every-
entrepreneur-needs-to-ask-to-before-writing-their-business-plan/
Recommended reading:
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers.
Assignments
Discussion assignments
There will be several minor discussion assignments in this course. The assignments
and dates will be announced on D2L.
Instructions: Post your initial post before 11:59 p.m. on the Friday following the Start
Date and post at least 1 substantive response to one of your fellow student"s initial posts
before 11:59 p.m. on the Sunday following the Start Date. I will post the grades as well
as my comments and feedback during the following week. Late posts will not be graded.
Please do not attach documents but enter your text directly into the discussion dialog
box.
• Initial post: Except for the Introduction post you need to provide your answer
together with your motivation in your first post. If you refer to any sources please
include references.
• Response post: You need to substantively address one or more statements in
another student"s post. Single sentence “Me too” posts are not acceptable.
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• Assessment criteria: The rubric for assessment of discussion posts is provided
as an appendix to the syllabus.
In cases where a discussion runs over more than one week then we simply repeat the
process, another initial post in week two by Friday an a response post by Sunday. The
nature of some topics is such that you will have an opinion and as you read more
readings and your fellow students" posts you may change your mind or have other
additional ideas to share.
Written assignments
Written assignments are due on the dates specified in the Course Schedule. Grades
may be reduced for late papers. Written assignments are to be typed, preferably word-
processed. Papers are to be double-spaced using a 12-point kerned font such as Times
New Roman with 1 to 1.25 inch margins. You may not resubmit work that has already
been used in fulfillment of the requirement of this or any other course.
Please rely on a commonly used style manual for your submissions (e.g. Harvard,
Chicago, APA, MLA) that are available in the Library or UWM Bookstore or may be
purchased through online book vendors. If you are uncertain about how to cite electronic
sources, consult one of the many electronic guides to citing electronic sources available
on the net. Minimal reference content includes: author (if known), date (if given), title,
URL, and date accessed.
Suggested lengths are given for the four assigned papers although quality is much more
important than quantity. Grades will be reduced for papers that include irrelevant content
to “fill up space” to meet the length specifications for a paper. Carefully honed,
mellifluous prose is as important as substantive content and is also evaluated so keep
the following in mind when writing your assignments:
o In written communication you need to select your words more carefully and
make your meaning absolutely clear. Avoid repetition, colloquial language
and jargon, sexist language, contractions and awkward syntactical
constructions
o Develop paragraphs fully and include transitions between paragraphs.
Transitions are essential to maintain continuitity in your writing.
o Where appropriate use a limited number of succinct headings and
subheadings to structure your paper.
o Underline or italicize when required.
o Avoid footnotes.
o Follow the style manual of your chosen reference and citation style carefully.
Try to avoid excessive and repeated lengthy quotes. When quoting be sure
that the quote is relelvant to your point and introduce your quotes in a suitable
manner, for example, X (2011) states, “…”, According to X (2011), “libraries
…”, X agrees when she writes “…”, etc.)
It is expected that undergraduate students enrolling for this course have had experience
writing papers. If you need help with your papers, please consult the UWM Writing
Center for assistance.
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Journal entries
Journal entries aren"t graded and won"t be read except to verify that it is on topic.
However, you do need to submit them on a consistent basis since you will use
these journal entries to write your end-of-course reflection. You need to submit at
least half of the journal entries spread evenly across the course to be able to
earn credit for your reflection. You needn"t worry about grammar or spelling in
your journal entries, only in the final reflection assignment.
What should you write in your journal? Your journal entries should not simply be
a work log of tasks, events, times and dates. Rather you should record your
thoughts about the reading, questions that it sparked, concerns, insights, doubts,
fears, and critical questions about issues, people, and, most importantly, yourself.
Honesty is an important ingredient to successful journals.
Nature: Individual
Length/Format: No prescribed length or format. You can write as much or as
little as you want. You can draw diagrams, sketches or
concept maps in PowerPoint, Visio or any other application.
You can write or draw by hand and scan it in. You can
record your thoughts and upload it as an audio file. It is
really up to you because it is your journal so you should use
the format that works for you.
Assignment: Entrepreneurial self-assessment
Self-awareness, understanding one"s own strengths and weaknesses, is vital
when choosing to embark on an intrapreneurial or entrepreneurial path. You
should capitalize on your strengths and address your weaknesses, either through
development or consulting or hiring others to cover those. Although self-
assessment or personality tests are not absolute predictors they do serve as
useful indicators of potential strengths and weaknesses. For this assignment you
are required to complete two, preferably more, of the following self-assessment
questionnaires:
• Entrepreneurs First:http://www.bdc.ca/EN/advice_centre/benchmarking_tools/Pages/entrepren
eurial_self_assessment.aspx#.UD61KHBcffE
• Career-Intelligence.com:http://www.career-
intelligence.com/assessment/entrepreneurs-checklist.asp
• Women's Enterprise Centre:
14http://www.womensenterprise.ca/content/entrepreneurial-self-assessment
• Women"s Initiative for Self-Employment (on D2L)
• Meyer and Crane"s Personal Characteristics Audit (2011:274)
Having completed the assessment(s), write a candid evaluation of your strengths
and areas for development with respect to enterpreneurial activity. Include action
steps that you can realistically take with respect to develop weaknesses into
strengths. Please note that you do not need to include your completed
questionnaire(s) but you can include them as appendices if you want to.
Nature: Individual
Length of paper: Between 2 and 4 pages (double spaced) text excluding
diagrams and appendices
Assignment: Alternative paths in the information industry
In her book, Rethinking Information Work (2006), Dority argues that librarians
and other information professionals need to rethink their career paths. This
statement is based on her assumption that that our profession (librarianship) will
be driven by new circumstances. Libraries are closing down but also !new
information-based roles" are opening new opportunities for librarians. She argues
that these opportunities in the information economy are nearly endless for
librarians.
In your paper address the following two questions:
• What are these !new information-based roles" for librarians in the
information economy?
• How can librarians prepare themselves (competences, skills, attitudes
etc.) to take advantage of these new !alternative information career
paths"?
Nature: Individual
Length of paper: Between 6 and 8 pages (double spaced) text excluding
diagrams
Assignment: Informational interview
Based on the readings and assignments to date compile at least five questions
you have about being an intrapreneur or entrepreneur. It can be about aspects
that you are simply curious about or specific things that would like to know more
from an intra-/entrepreneur. Using your personal contacts, Web sites, articles, or
15
other sources, find an entrepreneur/intrapreneur that you know, admire or who is
engaged in an industry you are interested in entering who is willing to be
interviewed. Conduct an informational interview with this intra-/entrepreneur in
person, via the telephone, via Skype or, if no other options is possible, via e-mail
and ask him/her your five (or more) questions about being an intrapreneur/
entrepreneur. Conducting a synchronous interview is preferable because you
can easily ask follow up questions as the interview progresses.
While conducting the interview make notes. If you have access to a voice
recorder that can help relieve the need to make notes but make sure that you ask
for permission to record the person. Even if your interviewee agrees to being
recorded make some notes in case of equipment failure.
Once you"ve completed the interview write a report that explains who you spoke
to and why, what you asked them and their responses. You write in the first
person and can choose whether you want to write an as-it-happened account or
structure it in another way that makes more sense to you, maybe based on topics
covered.
Don"t for get to thank the person afterwards for their time and willingness to share
their knowledge and experience with you!
Nature: Individual
Length of paper: Between 4 and 6 pages (double spaced) text
More information about informational interviews
• Alboher, M. 2008. Mastering the Informational Interview [online]. New
York Times, January 29, 2008. Available:http://shiftingcareers.blogs.nytimes.com/2008/01/29/mastering-the-
informational-interview/ (accessed January 18, 2013).
• Ceniza-Levine, C. Informational Interviews Are Not Just For Junior Job
Seekers [online]. Forbes.com, December 12, 2012. Available:http://www.forbes.com/sites/work-in-progress/2012/12/12/informational-
interviews-are-not-just-for-junior-job-seekers/ (accessed February 15,
2013).
Assignment: Opportunity identification
Based on the case studies and discussion of readings, identify at least one and
at most five specific opportunities either inside an existing information-based
organization if you are employed in one (or hope to be employed in one) or for a
new independent venture that YOU can potentially pursue. Describe each
16
opportunity briefly but in some detail and indicate your initial feeling as to its
viability/feasibility (you do not need to consider this in-depth at this stage).
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced) text excluding
diagrams
Assignment: Evaluation of a business plan (UNDERGRADUATES ONLY)
You will be provided with a business plan to critically evaluate in terms of:
• the completeness of contents: are all the necessary components of a
business plan present and in adequate detail?
• viability: is the need in the market adequate? Is the proposed offering to
address this need compelling? Does the strategy for capturing the market
make sense? Is the person/team sufficiently experienced to realize this?
Are the financial projections realistic?
Nature: Group
Length of paper: Max. 10 pages (double spaced) text excluding diagrams
Assignment: Business plan and presentation (GRADUATES ONLY)
Develop a business plan to either exploit one of the opportunities identified earlier
(it can be an opportunity inside an information-based organization or for a new
independent information business.) You can use the templates provided on the
CD in Harriman or the business plan template of the SBA athttp://web.sba.gov/busplantemplate/BizPlanStart.cfm.
Your group will be expected to present your business plan as if to management
(in the case of an internal opportunity) or to a prospective investor (in the case of
an independent information business). All members will be expected to be able
to answer questions from the audience.
Nature: Group
Length of paper: Max. 25 pages (double spaced)
Length of presentation: Suitable for a 20 min. presentation (rule of thumb is 2
min. per slide (excluding title and agenda slides))
17
Individual assignment: Reflection
Using your journal entries write a paper in which you discuss what you learned in
the course about entrepreneurship for information-based businesses and
intrapreneurship in libraries and information centers, what you learned about
yourself as an intra-/entrepreneur, ideas you"ve had and opportunities you"ve
identified.
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced)
Evaluation
Assignment U G
Journal entries - -
Discussion assignments 25 20
Entrepreneurial self-assessment 12.5 10
Alternative paths in the information industry 12.5 10
Informational interview 12.5 10
Opportunity identification / business concept 12.5 10
Evaluate a business plan 15 -
Business plan - 25
Presentation of business plan - 5
Reflection 10 10
Total 100 100
Grading Scale
96-100 A 74-76 C
91-95 A- 70-73 C-
87-90 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+ Below 60 F
18
UWM and SOIS Academic Policies
The following links contain university policies affecting all SOIS students. Many
of the links below may be accessed through a PDF-document maintained by the
Secretary of the University:http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf.
For graduate students, there are additional guidelines from the Graduate School
(http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the
Graduate Student and Faculty Handbook:http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.
Students with disabilities. If you will need accommodations in order to meet
any of the requirements of a course, please contact the instructor as soon as
possible. Students with disabilities are responsible to communicate directly with
the instructor to ensure special accommodation in a timely manner. There is
comprehensive coverage of issues related to disabilities at the Student
Accessibility Center (http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ),
important components of which are expressed here:http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.
Religious observances. Students" sincerely held religious beliefs must be
reasonably accommodated with respect to all examinations and other academic
requirements, according to the following policy:http://www.uwm.edu/Dept/SecU/acad+admin_policies/S1.5.htm. Please
notify your instructor within the first three weeks of the Fall or Spring Term (first
week of shorter-term or Summer courses) of any specific days or dates on which
you request relief from an examination or academic requirement for religious
observances.
Students called to active military duty. UWM has several policies that
accommodate students who must temporarily lay aside their educational pursuits
when called to active duty in the military (seehttp://www3.uwm.edu/des/web/registration/militarycallup.cfm), including
provisions for refunds, readmission, grading, and other situations.
Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a
student who has carried a subject successfully until the end of a semester but
who, because of illness or other unusual and substantial cause beyond the
student"s control, has been unable to take or complete the final examination or
some limited amount of other term work. An incomplete is not given unless the
student proves to the instructor that s/he was prevented from completing course
requirements for just cause as indicated above
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).
19
Discriminatory conduct (such as sexual harassment). UWM and SOIS are
committed to building and maintaining a campus environment that recognizes the
inherent worth and dignity of every person, fosters tolerance, sensitivity,
understanding, and mutual respect, and encourages the members of its
community to strive to reach their full potential. The UWM policy statement
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes
and defines situations that constitute discriminatory conduct. If you have
questions, please contact an appropriate SOIS administrator.
Academic misconduct. Cheating on exams and plagiarism are violations of the
academic honor code and carry severe sanctions, ranging from a failing grade for
a course or assignment to expulsion from the University. See the following
document (http://www.uwm.edu/Dept/OSL/DOS/conduct.html) or contact the
SOIS Investigating Officer (currently the Associate Dean) for more information.
Complaints. Students may direct complaints to the SOIS Dean or Associate
Dean. If the complaint allegedly violates a specific university policy, it may be
directed to the appropriate university office responsible for enforcing the policy.
Grade appeal procedures. A student may appeal a grade on the grounds that it
is based on a capricious or arbitrary decision of the course instructor. Such an
appeal shall follow SOIS appeals procedures or, in the case of a graduate
student, those of the Graduate School. These procedures are available in writing
from the respective department chairperson or the Academic Dean of the
College/School
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm).
Examinations, Finals. The Secretary of the University is authorized to prepare
the final examination schedule. The time of the final examination for an individual
or a class may be changed only with the prior approval of the dean or director of
the respective college/school. The change will involve a postponement to a later
date. For individuals with exam conflicts, a separate week at the very end of the
exam week will be reserved to take one of the conflicting exams
(http://www.uwm.edu/Dept/SecU/acad+admin_policies/S22.htm).
20
APPENDIX: RUBRIC FOR ASSESSMENT OF DISCUSSION ASSIGNMENTS
Rating Criteria Points
awarded (
/10)
Excellent • The participant integrated evidence from the reading, lecture,
or past experience in supporting their argument.
• The participant consistently posted insightful comments and
questions that prompted on-topic discussion.
• The participant consistently helped clarify or synthesize other
class members' ideas when posting a response.
• If disagreeing with another class members' ideas, the
participant stated his or her disagreement or objections
clearly, yet politely.
9-10
Average • The participant was notably lacking in one or two of the items
listed for A-level participation.
• The participant usually, but not always, expressed herself or
himself clearly.
8
Superficial
participation
• The learner may participate in discussion, but comments may
be infrequent, untimely, or indicate a lack of preparation prior
to responding.
• Participation does not indicate familiarity with the concepts or
readings, and comments are not always relevant to the topic
being discussed.
• The comments may not be of appropriate length.
7
Non-helpful
participation
• The participant’s comments are unrelated to the discussion. 6
Non-
participation
• The participant consistently failed or refused to participate at
all, even when specifically prompted or questioned, even if
the participant's participation otherwise conforms to a higher
level on the rubric.
• The participant is disrespectful of others views, attempts to
dominate the discussion, demonstrates inappropriate
communication such as flaming, or is inattentive to the
discussion at hand generating side discussions which tend to
disrupt others focus of attention
• The student does not participate.
0-4
doc_443960686.pdf
Within this brief criteria related to introduces entrepreneurial concepts and practices in the library.
1
UNIVERSITY OF WISCONSIN-MILWAUKEE
SCHOOL OF INFORMATION STUDIES
L&I SCI 691 INFOPRENEURSHIP
SYLLABUS
Fall 2013 (September 3 – December 12)
________________________________________________________________
Instructor: Shana Ponelis Location: NWQB 3420
E-mail: [email protected] Phone: 414-229-2514
Office hours: TBA
Meeting Times & Location: D2L
________________________________________________________________
UWM help on D2L:
E-mail: [email protected] Phone: 414-229-4040
URL:https://pantherfile.uwm.edu/groups/sa/ltc/public/D2L student help files/
Catalog description
Introduces entrepreneurial concepts and practices in the library and information
professions, examines alternative career options, and provides an opportunity to
apply entrepreneurial methods and processes. 3 credits.
Prerequisites
L&I SCI 110 and 210 (undergraduate). L&I SCI 501 (graduate). Although it is not
required it is strongly recommended that you complete L&I SCI 622 (Information
Marketing) prior to enrolling in this course.
General description
Within a digital economy information entrepreneurs or !infopreneurs" are
supporting economic development through provision of information products
and/or services. In this course we will examine two types of infopreneur: (a) the
intrapreneur who works within an information-based organization, and (b) the
entrepreneur who works outside of the traditional library setting. This course is
2
designed to provide students with the requisite skills and knowledge to identify a
potential business idea centered on information and/or knowledge, and develop a
business plan to secure funding. In addition, it serves to foster an
entrepreneurial culture in the workforce.
Please note that legal, tax and accounting considerations are of critical
importance when considering an independent business. This course does not
cover these due to the complex nature thereof. Please be sure to consult a
qualified professional for advice applicable to your particular situation.
Course objectives
The objectives of this course are:
• To introduce a variety of entrepreneurial concepts and practices in the
library and information professions;
• To create entrepreneurial self-awareness among future information
professionals;
• To stimulate intrapreneurial thinking among future information
professionals;
• To explore a range of alternative career options for librarians and
information professionals and evaluate the requirements within those
options;
• To provide the opportunity to develop and apply a sufficient understanding
of entrepreneurial methods and processes within a library and other
information-based organizations;
• To develop the skills and knowledge required to identify opportunities and,
through creativity and innovation, to understand and develop business
plans to turn these opportunities into reality whether inside an already
existing information-based organization or as an independent information-
based business; and
• To develop an appreciation of the impact of political, economic,
technological, legal, regulatory, environmental and social issues including
diversity on entrepreneurship.
MLIS core competencies
This course addresses the following core competencies identified by the ALA in
whole or in part:
• ALA 1J: Effective communication techniques (verbal and written).
• ALA 1I. The techniques used to analyze complex problems and create
appropriate solutions.
• ALA 8A: The principles of planning and budgeting in libraries and other
information agencies.
3
Method
Overview lectures, independent reading, case studies, discussion, practical
assignments, student presentations, guest speakers (depending on availability).
Undergraduates have fewer requirements than graduates enrolled in the MLIS
program, as outlined below. Students with special test and note-taking needs
should contact the instructor as early as possible for accommodations. See
policies below.
Texts
Required texts • Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians
and other Information Professionals. Libraries Unlimited: London.
(ISBN: 978-1591581802).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham,
MD: The Scarecrow Press. (ISBN: 978-0-8108-5291-4).
Recommended
texts
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional.
Second edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New
York, NY: Neal-Schuman Publishers.
Texts for further
reading
• Barringer, B.R. and Ireland, D. 2009. Entrepreneurship: successfully
launching new ventures. Third edition. Upper Saddle River, NJ:
Prentice Hall.
• Carson, Nacie. 2012. The Finch Effect: The Five Strategies to Adapt
and Thrive in Your Working Life. San Francisco, CA: Jossey-Bass.
• Gerber, M.E. 2009. The E-myth Enterprise. New York, NY:
HarperBusiness.
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate
Prisoner to Thriving Entrepreneur. New York: Portfolio.
Additional readings are also assigned from a variety of sources, which will be
available on D2L, through the electronic reserve or online databases at the Golda
Meir Library. URLs for web-based articles are accurate at the starting date of the
course; I have no control over sites" internal information architecture – if the link
doesn"t work please do a search on the website using the article title. The
recommended reading will not necessarily be available on the electronic reserve.
You are also encouraged to avail yourself of other relevant resources in the
library collection.
4
Course schedule (SUBJECT TO CHANGE)
Week Start
date
Topic Assignment(s) due on Sunday following week
start date by 11:59 p.m. CDT/CST on D2L (except
where indicated)
1 Sept 3 Course overview and introduction • *Discussion: Introduction
• **Journal entry
2 Sept 9 Entrepreneurial librarianship • *Discussion: Entrepreneurship and libraries +
librarians
• **Journal entry
3 Sept 16 The entrepreneurial mindset in
information services
• *Discussion: Entrepreneurship and libraries +
librarians (cont.)
• **Journal entry
4 Sept 23 The non-traditional path • *Discussion: Fostering intrapreneurship in
libraries
• Individual assignment: Entrepreneurial self-
assessment
• **Journal entry
5 Sept 30 The non-traditional path
(continued)
• *Discussion: Fostering intrapreneurship in
libraries (cont.)
• **Journal entry
6 Oct 7 The independent path • *Discussion: Key lessons to be learned from
entrepreneurs
• **Journal entry
7 Oct 14 The independent path
(continued)
• Individual assignment: Alternative paths in the
information industry
• *Discussion: Key lessons to be learned from
entrepreneurs (cont.)
• **Journal entry
8 Oct 21 Work on assignment • Individual assignment: Informational interview
• **Journal entry
9 Oct 28 Identifying opportunities /
developing the business concept
• *Discussion: Most admired innovations
• **Journal entry
10 Nov 4 Work on assignment • Individual assignment: Opportunity identification
• **Journal entry
11 Nov 11 The business plan • *Discussion: Role of formal business plans
• **Journal entry
12 Nov 18 The business plan (continued) • *Discussion: Evaluating opportunities and
business plans (part 1)
• **Journal entry
13 Nov 25 Thanksgiving **NO CLASS**
14 Dec 2 Work on business plan
assignment
• *Discussion: Evaluating opportunities and
business plans (part 2)
• **Journal entry
15 Dec 9 Work on business plan
assignment
• Group assignment: Evaluation of a business plan
(U)
• Group assignment: Business plan document +
presentation (G)
• **Journal entry
16 Dec 16 Presentation and discussion of
business plan assignments
• Individual assignment: Reflection
* Discussion questions are provided in the respective D2L discussion forums
** Journal entries are not graded but should be submitted every week and used in the graded final reflection
assignment
5
Topics
Entrepreneurial librarianship
Learning objectives
• To introduce a variety of entrepreneurial concepts and practices in the library and information
professions
Required reading:
• Allison, M.M. 2012. Librarian as Social Entrepreneur. In: Krautter, M., Lock,
M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the
Infusion of Private-Business Dynamism into Professional Service. Jefferson,
NC: McFarland & Company. Chapter 12 (pp. 207-222).
• Keys, M. 2009. Entrepreneurship and Risk in Libraries: Seizing and Creating
Opportunities for Change. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk and
Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 1.
• Kilgour, Frederick G. 1992. Entrepreneurial Leadership. Library Trends,
40(3):457-474.
• Less, AM, Williams, BF, and Dorsey, SB. 2012. Librarians as Sustainability
Advocates, Educators and Entrepreneurs. In: Krautter, M., Lock, M.B. and
Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion
of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 12 (pp. 183-201).
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 1.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 1.
• White, Herbert S. 1987. Entrepreneurship and the Library Profession.
Journal of Library Administration, 8(1):11-27.
The entrepreneurial mindset in information services
Learning objectives
• To create entrepreneurial self-awareness among future information professionals
Required reading:
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 14.
• Mathews, Brian. 2012. Think Like A Startup: a white paper to inspire library
entrepreneurialism [online]. Available:
6http://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think like a
%20STARTUP.pdf?sequence=1.
• Ogburn, J. 2009. Moderately Risky Business: Challenging Librarians to
Assume More Risk in an Era of Opportunity. In: Bluh, Pamela and Cindy
Hepfer (eds.), Risk and Entrepreneurship in Libraries: Seizing Opportunities
for Change. ALA. Chapter 3.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Appendix C.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 2.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 2.
• Toftoy, C.N. 2002. The Key to a Librarian's Success: Developing
Entrepreneurial Traits, Information Outlook, 6(6):42-47.
• Trzeciak, J. 2009. McMaster University Libraries 2.0: Transforming
Traditional Organizations. In: Bluh, Pamela and Cindy Hepfer (eds.), Risk
and Entrepreneurship in Libraries: Seizing Opportunities for Change. ALA.
Chapter 6.
• US Small Business Administration. Do You Have What It Takes? Availablie:http://www.sba.gov/content/do-i-have-what-it-takes-ownmanage-small-
business
• US Small Business Administration. Is Entrepreneurship For You? Available:http://www.sba.gov/content/entrepreneurship-you
Recommended reading:
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner
to Thriving Entrepreneur. New York: Portfolio.
Intrapreneurship: the non-traditional path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals
and evaluate the requirements within those options
• To stimulate intrapreneurial thinking among future information professionals
Required reading:
• Bluh, Pamela and Cindy Hepfer. 2009. Risk and Entrepreneurship in
Libraries: Seizing Opportunities for Change. ALA. Chapter 4.
• Carson, Nacie. 2012. Think Like An Entrepreneur, Act Like An Employee.
Fast Company [online]. Available:http://www.fastcompany.com/1838014/think-entrepreneur-act-employee.
• Clay, Edwin S., III and Patricia C. Bangs. 2000. Entrepreneurs in the public
library: reinventing an institution. Library Trends, 48(3): 606-618.
7
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 4.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row.
Chapters 4, 7.
• Pugh, Lyndon. 2000. Change Management in Information Services.
Cambridge: Gower Publishing. Chapters 7, 10.
Case studies:
• Archambault, A. 2012. An Interview with Martha Thomas Larson. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial
Librarian: Essays on the Infusion of Private-Business Dynamism into
Professional Service. Jefferson, NC: McFarland & Company. Chapter 13 (pp.
202-206).
• Hesseldenz, P. 2012. Market Research Service Partnership at the University
of Kentucky: An Entrepreneurial Future? In: Krautter, M., Lock, M.B. and
Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays on the Infusion
of Private-Business Dynamism into Professional Service. Jefferson, NC:
McFarland & Company. Chapter 8 (pp. 113-128).
Recommended reading:
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 3; Appendices A, D.
• St. Clair, Guy. 1996. Entrepreneurial Librarianship: The Key to Effective
Information Services Management. London: Bowker Saur. Chapter 6.
Entrepreneurship: the independent path
Learning objectives
• To explore a range of alternative career options for librarians and information professionals
and evaluate the requirements within those options
• To develop an appreciation of the impact of political, economic, social (including diversity
issues), technological and legal, regulatory, and environmental factors on business
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapters 1, 3, 4, and 38.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association. Chapters 1, 4.
• Dority, K.G. 2006. Rethinking Information Work: A Career for Librarians and
other Information Professionals. Libraries Unlimited: London. Chapter 5.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 15.
8
• Hirshberg, M.C. 2012. What to Discuss Before Conceiving a Start-up
[online]. Inc. Available:http://www.inc.com/magazine/201212/meg-cadoux-
hirshberg/lets-talk-about-this.html.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapter 9.
• Smallbone, David, John Kitching and Rosemary Athayde. 2010. Ethnic
diversity, entrepreneurship and competitiveness in a global city. International
Small Business Journal, 28(2):174-190.
• Spencer, Forrest Glenn. 2006. Independent Professional Gets the Business
to Come to Her, Information Outlook, 10(10):10-15.
• Warner, Alice S. 1992. Information Brokering: The State of the Art. In:
Marketing of Library and Information Services 2 (ed. Blaise Cronin). London:
Aslib, pp. 279-285.
Case studies – read at least four in addition to the watching the interview on D2L
with Uma Gupta, CEO of PlanetGPA:
• Archambault, A. 2012. An Interview with Mary Ellen Bates. In: Krautter, M.,
Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial Librarian: Essays
on the Infusion of Private-Business Dynamism into Professional Service.
Jefferson, NC: McFarland & Company. Chapter 6 (pp. 101-105).
• Brummelhuis, Simone. 2010. Female Serial Entrepreneur Interview: The
Lessons Learned and More [online]. The NextWomen: Business Magazine
for Female Internet Heroes. Available:http://thenextwomen.com/2010/05/12/female-serial-entrepreneur-interview-
the-lessons-learned-and-more/.
• Diversity MBA Magazine. 2010. Lessons from a Latino Entrepreneur: Tom
Kadala. Diversity MBA Magazine [online]. Available:http://diversitymbamagazine.com/lessons-from-a-latino-entrepreneur-tom-
kadala.
• Fritchman Thompson, Barbara. 2002. Taking the Independent Research
Plunge! How I Did It, AIIP Connections, 16(1):10.
• Fukunaga, Kay. 2010. An Interview With HBS Entrepreneur-In-Residence,
Janet Kraus [online]. The Harbus. Available:http://media.www.harbus.org/media/storage/paper343/news/2010/03/01/New
s/An.Interview.With.Hbs.EntrepreneurInResidence.Janet.Kraus-
3881842.shtml.
• Tiberii, J. 2012. An Interview with Tim Spalding, Founder of LibraryThing. In:
Krautter, M., Lock, M.B. and Scanlon, M.G. (Eds.), The Entrepreneurial
Librarian: Essays on the Infusion of Private-Business Dynamism into
Professional Service. Jefferson, NC: McFarland & Company. Chapter 7 (pp.
106-112).
• US Department of State. 2008. African Women Among Entrepreneurs
Honored in New York [online]. Available:http://www.america.gov/st/business-
english/2008/June/20080612172536WCyeroC0.2757685.html.
9
• US Department of State. 2010. South Asian–Heritage Entrepreneurs Are Big
Hits Online [online]. Available:http://www.america.gov/st/business-
english/2010/September/20100928094819kjleinad5.305117e-02.html.
• Wormell, Irene, Olesen, A.J. and Mikulás, G. 2011. Information Consulting:
Guide to Good Practice. Oxford, UK: Chandos Publishing.
Recommended reading:
• Bedell, G. 2008. The Millionaire in the Mirror: how to find your passion and
make a fortune doing it—without quitting your day job. New York:
HaperCollins Publishers. Chapter 11.
• De Stricker, Ulla. 2007. Is Consulting For You? A primer for information
professionals, American Library Association.
• Entrepreneur Press. Start Your Own Information Marketing Business
(Entrepreneur's Startup). (ISBN: 978-1599181745)
• Kotze, W.; Boon, J.A. 1995. Library and Information Brokering and Consulting
in South Africa - An Exploratory Study. In: South African Journal of Library &
Information Science, 63(3):114-121.
• Mason, Florence M. and Dobson, Chris. 1998. Information Brokering: A How-
To-Do-It Manual. Neal-Schuman Publishers.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide
to Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications
Inc., pp. 258-259.
• Rugge, Sue and Glossbrenner, Alfred. 1997. The Information Broker's
Handbook. McGraw-Hill. (ISBN: 0070578710).
• Sabroski, Suzanne. 2002. Super Searchers Make It On Their Own: Top
Independent Information Professionals Share Their Secrets for Starting and
Running a Research Business. Information Today. (ISBN: 0910965595).
• Slim, Pamela. 2009. Escape From Cubicle Nation: From Corporate Prisoner
to Thriving Entrepreneur. New York: Portfolio.
Identifying opportunities / Developing the business concept
Learning objectives
• To stimulate intrapreneurial thinking among future information professionals
• To develop the skills and knowledge required to identify opportunities and, through creativity
and innovation, turn these opportunities into reality whether inside an already existing
information-based organization or as an information-based business.
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapter 5.
• Crane, Frederick G. 2010. Marketing for Entrepreneurs: Concepts and
Applications for New Ventures. Thousand Oaks, CA: Sage Publications.
Chapters 2, 6.
10
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapter 2.
• Nelson, Sandra. 2008. Strategic Planning for Results. ALA Editions. Part 3
Toolkits: Identifying Options.
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter
5.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 5.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 3, 4.
Recommended reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers. Chapters 1 and 2.
• Drucker, Peter F. 1985. Innovation and Entrepreneurship: Practice and
Principles. New York: Harper & Row. Chapters 3-11.
• Meyer, M.H. and Crane, F.G. 2011. Entrepreneurship: An Innovator's Guide
to Startups and Corporate Ventures. Thousand Oaks, CA: Sage Publications
Inc. Chapter 1.
• Shane, Scott A. 2005. Finding Fertile Ground: Identifying Extraordinary
Opportunities for New Ventures. Upper Saddle River, NJ: Prentice Hall.
The business plan
Learning objectives
• To develop the skills and knowledge required to identify opportunities and, through creativity
and innovation, turn these opportunities into reality whether inside an already existing
information-based organization or as an information-based business
• To develop an appreciation of the impact of political, economic, social (including diversity
issues), technological and legal, regulatory, and environmental factors on business
Required reading:
• Bates, Mary Ellen. 2010. Building and Running a Successful Research
Business: A Guide for the Independent Information Professional. Second
edition. Medford, NJ: Information Today. Chapter 8.
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers. Chapters 1 and 2.
• Harris, B. 2012. 4 Ways to Protect Your Assets From Your Great Ideas
[online]. Inc. Available:http://www.inc.com/magazine/201212/bill-harris/4-
ways-to-protect-your-assets.html.
11
• Pinchot, Gifford III. 1985. Intrapreneuring: Why You Don!t Have to Leave the
Corporation to Become and Entrepreneur. New York: Harper & Row. Chapter
6.
• Pinchot, Gifford and Ron Pellman. 1999. Intrapreneuring in Action: A
Handbook for Business Innovation. San Franscisco: Berrett-Koehler
Publishers, Inc. Chapter 4, Appendix B.
• Quittner, J. 2012. A Great Way to Get Market Insight [online]. Inc.
Available:http://www.inc.com/magazine/201212/jeremy-quittner/a-great-way-
to-get-market-insight.html.
• Sahlman, William A. 1997. How to Write a Great Business Plan. Harvard
Business Review, July-August 1997, pp. 98-108.
• Skrzeszewski, Stan. 2006. The Knowledge Entrepreneur. Lanham, MD: The
Scarecrow Press. Chapters 5-8.
• US Small Business Administration (SBA). How to Write a Business Plan
[online].http://www.sba.gov/category/navigation-structure/starting-managing-
business/starting-business/how-write-business-plan/.
• Wells, Tina. 2011. 12 Questions Every Entrepreneur Should Ask Before
Writing a Business Plan. Black Enterprise. Available:http://www.blackenterprise.com/small-business/12-questions-every-
entrepreneur-needs-to-ask-to-before-writing-their-business-plan/
Recommended reading:
• Harriman, Joy H.P. 2004. Creating your library!s business plan. New York,
NY: Neal-Schuman Publishers.
Assignments
Discussion assignments
There will be several minor discussion assignments in this course. The assignments
and dates will be announced on D2L.
Instructions: Post your initial post before 11:59 p.m. on the Friday following the Start
Date and post at least 1 substantive response to one of your fellow student"s initial posts
before 11:59 p.m. on the Sunday following the Start Date. I will post the grades as well
as my comments and feedback during the following week. Late posts will not be graded.
Please do not attach documents but enter your text directly into the discussion dialog
box.
• Initial post: Except for the Introduction post you need to provide your answer
together with your motivation in your first post. If you refer to any sources please
include references.
• Response post: You need to substantively address one or more statements in
another student"s post. Single sentence “Me too” posts are not acceptable.
12
• Assessment criteria: The rubric for assessment of discussion posts is provided
as an appendix to the syllabus.
In cases where a discussion runs over more than one week then we simply repeat the
process, another initial post in week two by Friday an a response post by Sunday. The
nature of some topics is such that you will have an opinion and as you read more
readings and your fellow students" posts you may change your mind or have other
additional ideas to share.
Written assignments
Written assignments are due on the dates specified in the Course Schedule. Grades
may be reduced for late papers. Written assignments are to be typed, preferably word-
processed. Papers are to be double-spaced using a 12-point kerned font such as Times
New Roman with 1 to 1.25 inch margins. You may not resubmit work that has already
been used in fulfillment of the requirement of this or any other course.
Please rely on a commonly used style manual for your submissions (e.g. Harvard,
Chicago, APA, MLA) that are available in the Library or UWM Bookstore or may be
purchased through online book vendors. If you are uncertain about how to cite electronic
sources, consult one of the many electronic guides to citing electronic sources available
on the net. Minimal reference content includes: author (if known), date (if given), title,
URL, and date accessed.
Suggested lengths are given for the four assigned papers although quality is much more
important than quantity. Grades will be reduced for papers that include irrelevant content
to “fill up space” to meet the length specifications for a paper. Carefully honed,
mellifluous prose is as important as substantive content and is also evaluated so keep
the following in mind when writing your assignments:
o In written communication you need to select your words more carefully and
make your meaning absolutely clear. Avoid repetition, colloquial language
and jargon, sexist language, contractions and awkward syntactical
constructions
o Develop paragraphs fully and include transitions between paragraphs.
Transitions are essential to maintain continuitity in your writing.
o Where appropriate use a limited number of succinct headings and
subheadings to structure your paper.
o Underline or italicize when required.
o Avoid footnotes.
o Follow the style manual of your chosen reference and citation style carefully.
Try to avoid excessive and repeated lengthy quotes. When quoting be sure
that the quote is relelvant to your point and introduce your quotes in a suitable
manner, for example, X (2011) states, “…”, According to X (2011), “libraries
…”, X agrees when she writes “…”, etc.)
It is expected that undergraduate students enrolling for this course have had experience
writing papers. If you need help with your papers, please consult the UWM Writing
Center for assistance.
13
Journal entries
Journal entries aren"t graded and won"t be read except to verify that it is on topic.
However, you do need to submit them on a consistent basis since you will use
these journal entries to write your end-of-course reflection. You need to submit at
least half of the journal entries spread evenly across the course to be able to
earn credit for your reflection. You needn"t worry about grammar or spelling in
your journal entries, only in the final reflection assignment.
What should you write in your journal? Your journal entries should not simply be
a work log of tasks, events, times and dates. Rather you should record your
thoughts about the reading, questions that it sparked, concerns, insights, doubts,
fears, and critical questions about issues, people, and, most importantly, yourself.
Honesty is an important ingredient to successful journals.
Nature: Individual
Length/Format: No prescribed length or format. You can write as much or as
little as you want. You can draw diagrams, sketches or
concept maps in PowerPoint, Visio or any other application.
You can write or draw by hand and scan it in. You can
record your thoughts and upload it as an audio file. It is
really up to you because it is your journal so you should use
the format that works for you.
Assignment: Entrepreneurial self-assessment
Self-awareness, understanding one"s own strengths and weaknesses, is vital
when choosing to embark on an intrapreneurial or entrepreneurial path. You
should capitalize on your strengths and address your weaknesses, either through
development or consulting or hiring others to cover those. Although self-
assessment or personality tests are not absolute predictors they do serve as
useful indicators of potential strengths and weaknesses. For this assignment you
are required to complete two, preferably more, of the following self-assessment
questionnaires:
• Entrepreneurs First:http://www.bdc.ca/EN/advice_centre/benchmarking_tools/Pages/entrepren
eurial_self_assessment.aspx#.UD61KHBcffE
• Career-Intelligence.com:http://www.career-
intelligence.com/assessment/entrepreneurs-checklist.asp
• Women's Enterprise Centre:
14http://www.womensenterprise.ca/content/entrepreneurial-self-assessment
• Women"s Initiative for Self-Employment (on D2L)
• Meyer and Crane"s Personal Characteristics Audit (2011:274)
Having completed the assessment(s), write a candid evaluation of your strengths
and areas for development with respect to enterpreneurial activity. Include action
steps that you can realistically take with respect to develop weaknesses into
strengths. Please note that you do not need to include your completed
questionnaire(s) but you can include them as appendices if you want to.
Nature: Individual
Length of paper: Between 2 and 4 pages (double spaced) text excluding
diagrams and appendices
Assignment: Alternative paths in the information industry
In her book, Rethinking Information Work (2006), Dority argues that librarians
and other information professionals need to rethink their career paths. This
statement is based on her assumption that that our profession (librarianship) will
be driven by new circumstances. Libraries are closing down but also !new
information-based roles" are opening new opportunities for librarians. She argues
that these opportunities in the information economy are nearly endless for
librarians.
In your paper address the following two questions:
• What are these !new information-based roles" for librarians in the
information economy?
• How can librarians prepare themselves (competences, skills, attitudes
etc.) to take advantage of these new !alternative information career
paths"?
Nature: Individual
Length of paper: Between 6 and 8 pages (double spaced) text excluding
diagrams
Assignment: Informational interview
Based on the readings and assignments to date compile at least five questions
you have about being an intrapreneur or entrepreneur. It can be about aspects
that you are simply curious about or specific things that would like to know more
from an intra-/entrepreneur. Using your personal contacts, Web sites, articles, or
15
other sources, find an entrepreneur/intrapreneur that you know, admire or who is
engaged in an industry you are interested in entering who is willing to be
interviewed. Conduct an informational interview with this intra-/entrepreneur in
person, via the telephone, via Skype or, if no other options is possible, via e-mail
and ask him/her your five (or more) questions about being an intrapreneur/
entrepreneur. Conducting a synchronous interview is preferable because you
can easily ask follow up questions as the interview progresses.
While conducting the interview make notes. If you have access to a voice
recorder that can help relieve the need to make notes but make sure that you ask
for permission to record the person. Even if your interviewee agrees to being
recorded make some notes in case of equipment failure.
Once you"ve completed the interview write a report that explains who you spoke
to and why, what you asked them and their responses. You write in the first
person and can choose whether you want to write an as-it-happened account or
structure it in another way that makes more sense to you, maybe based on topics
covered.
Don"t for get to thank the person afterwards for their time and willingness to share
their knowledge and experience with you!
Nature: Individual
Length of paper: Between 4 and 6 pages (double spaced) text
More information about informational interviews
• Alboher, M. 2008. Mastering the Informational Interview [online]. New
York Times, January 29, 2008. Available:http://shiftingcareers.blogs.nytimes.com/2008/01/29/mastering-the-
informational-interview/ (accessed January 18, 2013).
• Ceniza-Levine, C. Informational Interviews Are Not Just For Junior Job
Seekers [online]. Forbes.com, December 12, 2012. Available:http://www.forbes.com/sites/work-in-progress/2012/12/12/informational-
interviews-are-not-just-for-junior-job-seekers/ (accessed February 15,
2013).
Assignment: Opportunity identification
Based on the case studies and discussion of readings, identify at least one and
at most five specific opportunities either inside an existing information-based
organization if you are employed in one (or hope to be employed in one) or for a
new independent venture that YOU can potentially pursue. Describe each
16
opportunity briefly but in some detail and indicate your initial feeling as to its
viability/feasibility (you do not need to consider this in-depth at this stage).
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced) text excluding
diagrams
Assignment: Evaluation of a business plan (UNDERGRADUATES ONLY)
You will be provided with a business plan to critically evaluate in terms of:
• the completeness of contents: are all the necessary components of a
business plan present and in adequate detail?
• viability: is the need in the market adequate? Is the proposed offering to
address this need compelling? Does the strategy for capturing the market
make sense? Is the person/team sufficiently experienced to realize this?
Are the financial projections realistic?
Nature: Group
Length of paper: Max. 10 pages (double spaced) text excluding diagrams
Assignment: Business plan and presentation (GRADUATES ONLY)
Develop a business plan to either exploit one of the opportunities identified earlier
(it can be an opportunity inside an information-based organization or for a new
independent information business.) You can use the templates provided on the
CD in Harriman or the business plan template of the SBA athttp://web.sba.gov/busplantemplate/BizPlanStart.cfm.
Your group will be expected to present your business plan as if to management
(in the case of an internal opportunity) or to a prospective investor (in the case of
an independent information business). All members will be expected to be able
to answer questions from the audience.
Nature: Group
Length of paper: Max. 25 pages (double spaced)
Length of presentation: Suitable for a 20 min. presentation (rule of thumb is 2
min. per slide (excluding title and agenda slides))
17
Individual assignment: Reflection
Using your journal entries write a paper in which you discuss what you learned in
the course about entrepreneurship for information-based businesses and
intrapreneurship in libraries and information centers, what you learned about
yourself as an intra-/entrepreneur, ideas you"ve had and opportunities you"ve
identified.
Nature: Individual
Length of paper: Between 3 and 5 pages (double spaced)
Evaluation
Assignment U G
Journal entries - -
Discussion assignments 25 20
Entrepreneurial self-assessment 12.5 10
Alternative paths in the information industry 12.5 10
Informational interview 12.5 10
Opportunity identification / business concept 12.5 10
Evaluate a business plan 15 -
Business plan - 25
Presentation of business plan - 5
Reflection 10 10
Total 100 100
Grading Scale
96-100 A 74-76 C
91-95 A- 70-73 C-
87-90 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+ Below 60 F
18
UWM and SOIS Academic Policies
The following links contain university policies affecting all SOIS students. Many
of the links below may be accessed through a PDF-document maintained by the
Secretary of the University:http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf.
For graduate students, there are additional guidelines from the Graduate School
(http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the
Graduate Student and Faculty Handbook:http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.
Students with disabilities. If you will need accommodations in order to meet
any of the requirements of a course, please contact the instructor as soon as
possible. Students with disabilities are responsible to communicate directly with
the instructor to ensure special accommodation in a timely manner. There is
comprehensive coverage of issues related to disabilities at the Student
Accessibility Center (http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ),
important components of which are expressed here:http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.
Religious observances. Students" sincerely held religious beliefs must be
reasonably accommodated with respect to all examinations and other academic
requirements, according to the following policy:http://www.uwm.edu/Dept/SecU/acad+admin_policies/S1.5.htm. Please
notify your instructor within the first three weeks of the Fall or Spring Term (first
week of shorter-term or Summer courses) of any specific days or dates on which
you request relief from an examination or academic requirement for religious
observances.
Students called to active military duty. UWM has several policies that
accommodate students who must temporarily lay aside their educational pursuits
when called to active duty in the military (seehttp://www3.uwm.edu/des/web/registration/militarycallup.cfm), including
provisions for refunds, readmission, grading, and other situations.
Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a
student who has carried a subject successfully until the end of a semester but
who, because of illness or other unusual and substantial cause beyond the
student"s control, has been unable to take or complete the final examination or
some limited amount of other term work. An incomplete is not given unless the
student proves to the instructor that s/he was prevented from completing course
requirements for just cause as indicated above
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).
19
Discriminatory conduct (such as sexual harassment). UWM and SOIS are
committed to building and maintaining a campus environment that recognizes the
inherent worth and dignity of every person, fosters tolerance, sensitivity,
understanding, and mutual respect, and encourages the members of its
community to strive to reach their full potential. The UWM policy statement
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes
and defines situations that constitute discriminatory conduct. If you have
questions, please contact an appropriate SOIS administrator.
Academic misconduct. Cheating on exams and plagiarism are violations of the
academic honor code and carry severe sanctions, ranging from a failing grade for
a course or assignment to expulsion from the University. See the following
document (http://www.uwm.edu/Dept/OSL/DOS/conduct.html) or contact the
SOIS Investigating Officer (currently the Associate Dean) for more information.
Complaints. Students may direct complaints to the SOIS Dean or Associate
Dean. If the complaint allegedly violates a specific university policy, it may be
directed to the appropriate university office responsible for enforcing the policy.
Grade appeal procedures. A student may appeal a grade on the grounds that it
is based on a capricious or arbitrary decision of the course instructor. Such an
appeal shall follow SOIS appeals procedures or, in the case of a graduate
student, those of the Graduate School. These procedures are available in writing
from the respective department chairperson or the Academic Dean of the
College/School
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm).
Examinations, Finals. The Secretary of the University is authorized to prepare
the final examination schedule. The time of the final examination for an individual
or a class may be changed only with the prior approval of the dean or director of
the respective college/school. The change will involve a postponement to a later
date. For individuals with exam conflicts, a separate week at the very end of the
exam week will be reserved to take one of the conflicting exams
(http://www.uwm.edu/Dept/SecU/acad+admin_policies/S22.htm).
20
APPENDIX: RUBRIC FOR ASSESSMENT OF DISCUSSION ASSIGNMENTS
Rating Criteria Points
awarded (
/10)
Excellent • The participant integrated evidence from the reading, lecture,
or past experience in supporting their argument.
• The participant consistently posted insightful comments and
questions that prompted on-topic discussion.
• The participant consistently helped clarify or synthesize other
class members' ideas when posting a response.
• If disagreeing with another class members' ideas, the
participant stated his or her disagreement or objections
clearly, yet politely.
9-10
Average • The participant was notably lacking in one or two of the items
listed for A-level participation.
• The participant usually, but not always, expressed herself or
himself clearly.
8
Superficial
participation
• The learner may participate in discussion, but comments may
be infrequent, untimely, or indicate a lack of preparation prior
to responding.
• Participation does not indicate familiarity with the concepts or
readings, and comments are not always relevant to the topic
being discussed.
• The comments may not be of appropriate length.
7
Non-helpful
participation
• The participant’s comments are unrelated to the discussion. 6
Non-
participation
• The participant consistently failed or refused to participate at
all, even when specifically prompted or questioned, even if
the participant's participation otherwise conforms to a higher
level on the rubric.
• The participant is disrespectful of others views, attempts to
dominate the discussion, demonstrates inappropriate
communication such as flaming, or is inattentive to the
discussion at hand generating side discussions which tend to
disrupt others focus of attention
• The student does not participate.
0-4
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