Enabling Undergraduate Student Entrepreneurs to Structure Their own Experiential Learning Course
Bibliographic record
Abstract
The one-semester undergraduate course “Applied Entrepreneurship” allows student entrepreneurs to investigate their own business idea while following a course structure that they design for themselves under the mentorship of an entrepreneurship professor. The course is available to all students across campus, regardless of degree program or year of study. No prior courses in entrepreneurship are required (indeed the only students excluded are those already enrolled in the Management School Entrepreneurship Major). The course is based on a widely held teaching principle for entrepreneurship education -- getting the students out of the classroom and into the real world. Students bring their own business idea to the course, which can be at any stage of development from ideation, through launch, operation and even sale of their business. Each student develops a personal course workplan of eight modules including a mix of structured learning and primary and secondary research appropriate for their own personal development as entrepreneurs and about their business idea. A short write-up is prepared by the student for each module, including evidence of the work they have done. They conclude the course by presenting a summary of the work they have done and a personal reflection. As the course progresses, the instructor provides individual feedback and counselling to each student as they submit their modules. Student feedback on the course is highly positive, on the education experience, improvement of their business idea and on their personal development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".