605.691.8VL - Entrepreneurship for Computer Scientists

Expanded Course Description

This class focuses on providing the student with the knowledge and skills necessary to start, manage and grow a
successful business venture. The class will cover the basics of opportunity identification, prototyping, business
models, marketing, business planning, financing, and management.
The class is designed to provide students with both the practical and theoretical knowledge to understand and
pursue entrepreneurial ideas. The class includes lectures, case studies and readings as well as a practical
understanding of real-world situations. Students will have the opportunity to develop a business plan, conduct
market research, create a marketing campaign, and the ability to pitch their ideas to others.

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the course
menu in CANVAS. A module will have several sections including the overview, content, readings, discussions, and
assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a
period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar
and Announcements for assignment due dates.

Course Topics

This class focuses on providing the student with the knowledge and skills necessary to start, manage and grow a
successful business venture. The class will cover the basics of opportunity identification, prototyping, business
models, marketing, business planning, financing, and management.
The class is designed to provide students with both the practical and theoretical knowledge to understand and
pursue entrepreneurial ideas. The class includes lectures, case studies and readings as well as a practical
understanding of real-world situations. Students will have the opportunity to develop a business plan, conduct
market research, create a marketing campaign, and the ability to pitch their ideas to others.

Course Goals

The class is designed to prepare students for the world of entrepreneurship, whether they intend to start their
own business or work in an entrepreneurial role within an existing organization.
The ultimate goal is to provide the student with the knowledge and confidence to turn ideas into successful
business ventures.

Course Learning Outcomes (CLOs)

• By the end of the course, the student will be able to:  Understand the concept of entrepreneurship and identify various ways to identify/generate new ideas  Understand the critical importance of legal issues faced by entrepreneurs  Understand the value and importance of a business plan

Textbooks

Hisrich, R.D., Peters, M.P, & Shepherd, D.A, (2024). Entrepreneurship (12th Edition). McGraw Hill Publishers
ISBN-978-1-265-33225-9

Required Software

None

Student Coursework Requirements

It is expected that each module will take approximately 7–9 hours per week to complete. Here is an approximate
breakdown: reading the assigned sections of the texts (approximately 2-3 hours per week) as well as some
possible outside reading, participating in the weekly live lecture via Zoom (approximately 3 hours per week), and
writing assignments (approximately 2–3 hours per week).
This course will consist of the following basic student requirements:
Preparation and Participation (10% of Final Grade Calculation)
You are responsible for carefully reading all assigned material and being prepared for discussion during class. The
majority of readings are from the course text. Additional reading may be assigned to supplement text readings.
Evaluation of preparation and participation is based on contribution to discussions during the live lecture and in
class exercises and assignments.

Preparation and participation is evaluated by the following grading elements:
Timeliness (50%)
Critical Thinking (50%)

Preparation and participation is graded as follows:
 100–90 = A—Timeliness [regularly participates during class]; Critical Thinking [rich in content; full of
thoughts, insight, and analysis].
 89–80 = B—Timeliness [frequently participates during class]; Critical Thinking [substantial information;
thought, insight, and analysis has taken place].
 79–70 = C—Timeliness [infrequently participates during class]; Critical Thinking [generally competent;
information is thin and commonplace].
 <70 = F—Timeliness [rarely participates during class]; Critical Thinking [rudimentary and superficial; no
analysis or insight is displayed].

Assignments (60% of Final Grade Calculation – 6 assignments at 10 points each)

Assignments will include a mix of qualitative assignments based on the readings and class lectures/discussions.
Include a cover sheet with your name and assignment identifier. Also include your name and a page number
indicator (i.e., page x of y) on each page of your submissions.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination
with the instructors).

Qualitative assignments are evaluated by the following grading elements:
1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduatelevel
English and scholarship standards. That is, all assignments will be graded on grammar and style as
well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a
particular question, then you are to provide analogies versus examples.)
5. Work is thoughtful and not obvious (15%)

Qualitative assignments are graded as follows:
 100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside
References [rich in content; full of thought, insight, and analysis].
 89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside
References [substantial information; thought, insight, and analysis has taken place].
 79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside
References [generally competent; information is thin and commonplace].
 <70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside
References [rudimentary and superficial; no analysis or insight displayed].
Course Project (30% of Final Grade Calculation, 10% for part 1 and 20% for part 2
- including the presentation)

A course project will be assigned at the start of the course. The project is completed within a group and has two
parts. The first part is due by the midpoint of the semester and the second part is due just prior to the end of the
semester. The student groups will present their project on the last day of the course.
The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Group Project Description) (40%)
2. Student technical understanding of the course project topic (as related to individual role that the student
assumes and described in the Course Group Project Description) (20%)
3. Team preparation and participation (as described in Course Group Project Description) (20%)
4. Team technical understanding of the course project topic (as described in the Course Group Project
Description) (20%)

Course Project is graded as follows:

 100–90 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team
roles and responsibilities well defined and understood]; Student Understanding/ Team Understanding
[rich in content; full of thought, insight, and analysis].
 89–80 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team
roles and responsibilities well defined and understood]; Student Understanding/ Team Understanding
[substantial information; thought, insight, and analysis has taken place].
 79–70 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team
roles and responsibilities agreed to]; Student Understanding/ Team Understanding [generally competent;
information is thin and commonplace].
 <70 = F—Student Preparation and Participation/ Team Preparation and Participation [individual/ team
roles and responsibilities not well understood]; Student Understanding/ Team Understanding
[rudimentary and superficial; no analysis or insight displayed].
Course Group Project Description:

Project Due Date: TBD

Each student working in groups will be responsible for a project to integrate the course materials. This project
will consist of the application of course content to an organizational environment. Your solution will incorporate
the development of an innovative idea into a commercialized product/service.
It is important that each student keep this project in mind starting the first day of class and collect data, ideas,
and preliminary analysis for this project.

The project will be typed and turned in as an appropriate business report. It will include an executive summary
and topic headings for explicit structure. All figures and diagrams submitted will be typed. Hand-drawn activity
flow diagrams, sample screen shots, or mock-ups for example, will not be accepted.
The following components are required for satisfactory completion of the project:

1. Identification of product need
2. Critical Success Factors for the product
3. Product selection with justification of choice
4. Product mission
5. Product customer identification
6. Identified product customer requirements
7. A diagram of the product/process/service
8. Description of how this product meets/exceeds customer expectations/needs
9. Business plan, including
Marketing plan
Organizational plan
Financial plan
10. Implementation plan
11. Lessons learned (what did you learn from this project?)
Your grade will be based on how well you complete these requirements, as well as your application of the course
content to your organizational context, the depth of understanding of the course materials demonstrated, and the
profoundness and professionalism of the analysis of your current organizational context.

Grading Assignments are due according to the dates posted on CANVAS. You may check these due dates in the Course
Calendar or the Assignments in the corresponding modules. I will post grades one week after assignment due
dates.

I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English
language will be noted with and without comment. Consistently poor performance in either spelling or grammar is
taken as an indication of poor written communication ability that may detract from your grade.
A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is,
conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic
work. These criteria apply to both undergraduates and graduate students taking the course.
EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).


100-98 = A+
97-94 = A
93-90 = A−
89-87 = B+
86-83 = B
82-80 = B−
79-77 = C+
76-73 = C
72-70 = C−
69-67 = D+
66-63 = D
<63 = F

Final grades will be determined by the following weighting:

Item % of Grade
Preparation and Participation 10%
Assignments 60%; 10% each
Course Project
30%; 10% part 1,
20% part 2

Grading Policy

Assignments are due according to the dates posted on CANVAS. You may check these due dates in the Course
Calendar or the Assignments in the corresponding modules. I will post grades one week after assignment due
dates.
I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English
language will be noted with and without comment. Consistently poor performance in either spelling or grammar is
taken as an indication of poor written communication ability that may detract from your grade.
A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is,
conspicuous excellence in all aspects of assignments and discussion in every week.
A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic
work. These criteria apply to both undergraduates and graduate students taking the course.
EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).
100-98 = A+
97-94 = A
93-90 = A−
89-87 = B+
86-83 = B
82-80 = B−
79-77 = C+
76-73 = C
72-70 = C−
69-67 = D+
66-63 = D
<63 = F
Final grades will be determined by the following weighting:
Item % of Grade
Preparation and Participation 10%
Assignments 60%; 10% each
Course Project
30%; 10% part 1,
20% part 2

Course Evaluation

Feel free to provide the instructor with any course feedback and at any time. It is a valuable resource to enhance the course.

Student Generative AI (GenAI) Use

AI may be used for pre-task activities such as brainstorming, outlining and initial research.
Please remember however, all submissions must be your own original work. Students may
explore generative AI tools for learning, but must clearly disclose and properly attribute any use
in assessments.
This class was developed by faculty at JHU along with the required text. From time to time generative AI and other
outside resources may be used to enhance the class with current examples and new content or
topics.

Academic Policies

Deadlines for Adding, Dropping, and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar. Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course. 

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students. This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Our courses are designed with a proactive approach to accessibility to minimize the need for disability disclosure and accommodation requests, but we recognize that you may need additional support. Students with disabilities (including those with psychological conditions, medical conditions, and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.  For further information or to start the process of requesting accommodations, please contact EP Student Disability Services at ep-disability-svcs@jhu.edu. 

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. For a full description of the code please visit the Student Conduct Code website.

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team (EP-Registration@exchange.johnshopkins.edu) in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.