Drew University Business Students Develop Startup Ideas in Entrepreneurship Course

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Drew University Small business College students Establish Startup Suggestions in Entrepreneurship Course

Tumble 2021 projects get college students wondering significant

January 2022 – Eleven pupils in Drew University’s entrepreneurship class used the fall 2021 semester acquiring a startup notion and accompanying pitch deck.

To notify the numerous aspects of their organization strategies, pupils learned about essential startup concepts such as item-market place in good shape, Amount 5 Leadership, complete addressable market place, go-to-market methods, and Lean Canvas. They also browse Peter Thiel’s bestselling ebook, Zero to Just one, and tackled circumstance studies on Tesla, Lululemon Athletica, Airbnb, Etsy, Uber, Lease the Runway, and WeWork. 

Some college students designed a fourth sector business—“for-benefit” enterprises that leverage the private sector to solve public sector problems. Other individuals were being impressed by their individual ordeals each in the U.S. and overseas.

In this article are a number of of the startup tips:

Nicholas D’Eufemia C’22

Key: Media & Communications

Project: Locate a Guidebook

Nick is a passionate angler who has been on dozens of guided fishing excursions all above the earth. He created a company thought, Uncover a Guideline, full with a web site and cell application. Discover a Information connects expert anglers focused to the activity of fishing with anglers searching to enterprise into new geographical areas. When touring to fish, anglers normally never know wherever or when to go, what machines to use, or what has worked greatest for other fishers. Local, skilled guides can enable. Come across a Guide also gives a usually means for expert anglers to income from their know-how without the need of possessing to develop and encourage entire corporations. As component of his current market validation investigation, Nick attained out to world-renowned angler Patrick Sébile to talk to. He also deemed the increase in recognition of fishing in the course of COVID-19, like a 10 percent raise in the amount of gals anglers. A fourth sector, or for-benefit, organization, Discover a Guideline will inspire and guidance catch-and-launch practices as portion of its company mission.  

Talha Ahsan Siddiqui C’21, G’24

Important: Organization

Project: e-Bkye Jadea JV – The Mobility Revolution for Pakistan and Indonesia

As somebody who has professional the noisy, choked, emission-loaded roadways of Karachi and Jakarta 1st-hand, Talha made his enterprise thought around environmentally friendly mobility. His enterprise, e-Byke Jadea JV, would bring very affordable, electric motorbikes to the cities of Asia by very first developing a foothold in Pakistan and Indonesia. For his electrical motorbike, he chose the Yadea JV, a regarded model that at the moment maintains a 98 per cent sector share in China. His go-to-marketplace system features producing the bikes domestically in Pakistan and Indonesia to preserve costs down. E-byke’s considerable inexperienced mobility ecosystem would involve bike rentals, battery charging and swapping stations, and a community of franchise sellers. Following expanding the preliminary seller network, Talha would scale e-Byke Jadea JV into other Asian marketplaces.

Sungoh Park C’22

Big: Small business

Task: All About Design and style

Sungoh developed a small business strategy all around a mobile app, All About Style, a peer-to-peer neighborhood network that connects hairstylists and prospects with capabilities that go significantly further than booking hair appointments. The app was motivated, in component, by the expertise of one of Sungoh’s friends who struggled to convey how he wanted his hair reduce to a stylist. In his pitch to the course, Sungoh referenced that KaKao Hair Store, a well-known application for hair booking appointments used in South Korea, is not readily available to scaled-down hair salons, which offers an option for All About Design. Not only would All About Model show trending hairstyles from all around the globe, it would keep specific bios about the stylists so customers can simply come across a certified, area stylist for the specific haircut they have in head. The application would encourage community and dialogue in between users. As aspect of its social mission, All About Type would give cost-free haircuts for underserved populations as properly as provide no cost trainings for up-and-coming hairstylists. 

Deyna N. Cubillos Rozo

Au Pair Plan

Undertaking: Mkt Simple

Deyna made the decision to deal with an crucial problem in Latin America, largely the restricted availability of methods for social projects desperately required by underserved populations. Deyna’s group, Mkt Effortless, would establish and take care of a new crowdfunding system to circumvent the traditional funding procedures frequently bogged down in forms and corruption. Her peer-to-peer system would match donors with corporations trying to find to boost social ailments in regional Latin American communities by leveraging educational programming. Commencing in her home nation of Colombia, Deyna’s organization would sector the system making use of adverts on nearby television, radio, and newspapers and consider to appeal to fascinated events. After set up in Colombia, Mkt Straightforward would transfer into Mexico and sooner or later the U.S. 

Brianna Santiago C’22

Main: Psychology, Small business

Task: Fly Kicks

Brianna invested final summer time operating in a sneaker retail store fielding questions from customers. The annoyance she witnessed when buyers could not adequately explain the sneakers they had been searching for served as the inspiration for Brianna’s organization, Fly Kicks. A photo application created to assistance individuals easily recognize sneakers they may possibly have noticed all over town, Fly Kicks would determine the precise sneaker manufacturer and design from a photo. The app would identify the sneaker online for the user, deliver the price tag, and accessible sizes by site. As element of its mission, Fly Kicks would donate a person pair of sneakers for just about every 100 pairs purchased on the application, and the firm would also help The Finish Line Youth Foundation Specific Olympics. Brianna envisions Fly Kicks as possessing a shopper service workforce to response inquiries about sneakers and would inevitably like to grow the application to other varieties of footwear together with boots, heels, and sandals.  

Hawaii DOE | HIDOE seeking feedback to develop financial literacy content standards


​Introduction

Financial literacy, or financial capability as it is currently defined at the federal level, is the capacity, based on knowledge, skills and access, to manage financial resources effectively. To develop this capacity, individuals must have appropriate access to and understanding of financial products, services, and concepts. Financial literacy empowers individuals to make informed choices, avoid pitfalls, know where to go for help, and take actions to improve their present and long-term financial well-being.

The Hawaii State Department of Education, Office of Curriculum and Instructional Design, is currently investigating ways to ensure
every student receives basic financial literacy before high school graduation. At this time, efforts are focused on financial literacy education at the high school level.

As part of this work, draft content standards have been curated for a one-semester introductory level high school course on financial literacy designed to help students develop the capacity to describe, analyze, and evaluate many financial topics that most students will directly experience in their personal and professional lives. While a one-semester course is not the only way in which financial literacy education can be provided to students, the standards are a vital step toward ensuring consistent financial literacy education across the state.




The content standards
are derived from the 2017 edition of the
National Standards in K-12 Personal Finance Education (pdf, pictured to the right) from the Jump$tart Coalition. These standards are consistent with both state- and nationally-recognized concepts that are important to healthy financial literacy.


The themes are aligned to the six major categories utilized in Jump$tartʻs National Standards: 1) Spending and Saving; 2) Credit and Debt; 3) Employment and Income; 4) Investing; 5) Risk Management and Insurance; and 6) Financial Decision Making.


The sample teacher guidance is a list of skills gleaned from Jump$tartʻs benchmarks which describes what teachers may ask students to demonstrate in order to meet each content standard. The guidance is not intended to serve as an all-inclusive list; rather, the guidance serves as a sample set of statements for teachers to consider how to best help their students meet the content standards.

Special thanks to Kelly Lee, founder of the Hawaii Coalition of Jump$tart, for lending her content area expertise to this effort.


​​THEME 1: Spending and Saving


Content Standard


The student shall:


​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:


​Content Standard MD.PFL.1.1

Develop a plan for spending and saving.

  • ​Describe ways that people can decrease expenses to save more of their incomes.
  • Discuss the components of a personal spending plan, including income, planned saving and expenses.
  • Compare the advantages and disadvantages of saving for financial goals.
  • Investigate changes in personal spending behavior that contribute to wealth building.


​Content Standard MD.PFL.1.2

Describe how to use different payment methods.



  • Compare and contrast different types of local financial institutions and the services they provide.
  • Summarize the advantages and disadvantages of checks, stored value cards, debit cards, gift cards and online and mobile payment systems.
  • Compare the costs of cashing a check with various third parties, such as a bank or credit union, check-cashing services and retail outlets.
  • Demonstrate how to schedule and manage bill payments.


THEME 2: Credit and Debt

Content Standard


The student shall:


​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:


​Content Standard MD.PFL.2.1

Analyze the costs and benefits of various types of credit.



  • ​Explain how debit cards differ from credit cards.
  • Discuss potential consequences of using “easy access” credit.
  • Calculate the total cost of repaying a loan under various rates of interest and over different periods.
  • Compare the cost of borrowing $1,000 by means of different consumer credit options.

Content Standard MD.PFL.2.2

Summarize a borrower’s rights and responsibilities related to credit reports.

  • ​Weigh the potential payoffs of a positive borrowing reputation versus the potential consequences of a poor
    borrowing reputation.
  • Explain the value of credit reports to borrowers and to lenders.
  • Categorize the information in a credit report and how long it is retained.
  • Analyze how a credit score affects creditworthiness and the cost of credit.


THEME 3: Employment and Income

Content Standard


The student shall:


​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:


​ Content Standard MD.PFL.3.1

Explore job and career options.

  • ​Explain the difference between a career and a job.
  • Match personal skills and interests to various career options.
  • Compare the education and training requirements, income potential and primary duties of at least two jobs of interest.
  • Discuss how non-income factors such as child-care options, cost of living and work conditions can influence job choice.


​ Content Standard MD.PFL.3.2

Compare sources of personal income and compensation.

  • ​Explain the difference between a wage and a salary.
  • Calculate the future income needed to maintain a current standard of living.
  • Identify typical sources of income in retirement.

​THEME 4: Investing​

Content Standard


The student shall:


​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:


Content Standard MD.PFL.4.1

Explain how investing may build wealth and help meet financial goals.

● Describe reasons for investing.

● Devise an investment plan for accumulating money for a major expense such as a college education or the down payment on a car.

● Describe the importance of various sources of income in retirement, including Social Security, employer-sponsored retirement savings plans and personal investments.


Content Standard MD.PFL.4.2

Evaluate investment alternatives.

● Explain the difference between stocks and bonds.

● Give examples of investments for current income and investments for future growth.

● Compare the advantages of taxable, tax-deferred and tax-advantaged investments for new savers, including Roth IRAs and employer-sponsored retirement vehicles.


THEME 5: Risk Management and Insurance

Content Standard


The student shall:




​​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:


Content Standard MD.PFL.5.1

Identify common types of risks and basic risk management methods.



  • Predict the consequences of accepting risk with insufficient or no insurance.
  • Illustrate how to use insurance to share the risk of financial loss.
  • Discuss factors that affect insurancepremiums.

Content Standard MD.PFL.5.2

Justify reasons to use health, disability, long-term and life insurance.

  • ​Justify reasons to have health insurance.
  • Compare sources of health and disability insurance coverage, including employee benefit plans.
  • Explain the purpose of long-term care insurance.


THEME 6: Financial Decision Making

Content Standard


The student shall:


​Sample Teacher Guidance


To help students meet the Content Standard, the teacher may ask students to:

Content Standard MD.PFL.6.1

Recognize the responsibilities associated with personal financial decisions.



  • ​Analyze money-handling decisions that young adults commonly face.
  • Compare the benefits of financial responsibility with the consequences of financial irresponsibility.
  • Predict how influences such as current fashion trends, peer pressure and procrastination can affect financial decisions.
  • Compare how financial responsibility is different for individuals with and without dependents.

​Content Standard MD.PFL.6.2

Make criterion-based financial decisions by systematically considering alternatives and consequences.



  • ​Explain how limited personal financial resources affect the choices people make.
  • Determine the cost of achieving a financial goal.
  • Give examples of how decisions made today can affect future opportunities.