Incubation Center 306

University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html

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13

College English; Business Administration; Writing (Composition); Academic Discourse; Educational Principles; Simulation; Educational Games; Teaching Methods

1534-9322

English 306, per the University of Louisville (U of L) English department course description, is "designed for advanced Business students and Arts and Sciences students anticipating careers in law, business, or government" and "concentrates on writing in a variety of forms of business discourse [and] emphasizes practicing writing processes, developing an appropriate style, learning professional problem-solving, integrating oral and written communication, and using new communication technologies" (Department of English). Robert Terry and Barrie Olson introduce their version of this course in this article. Titled "Incubation Center 306," it uses a simulation in which the instructor has won the lottery and is using that money to create a business incubation center where budding entrepreneurs (students) build teams, develop their first product or service, and develop business plans. The course is divided into three phases. In phase one, students analyze a job ad, draft resumes and cover letters, and engage in and reflect on behavioral interviews. In phase two, each team develops a potential product or service they will use as the foundation of their incubating business. Finally, during phase three, each team writes a business plan based on a template developed by the U.S. Small Business Administration, a federal agency that assists entrepreneurs and small businesses by facilitating loans and providing other services. This business plan is converted into a presentation that is shared with the class and a group of "potential investors" (other business writing instructors). If time allows, teams may also produce white papers to be used as marketing material for the "investors" at the presentation. This design comes with significant logistical challenges, but whereas other instructors sometimes feel that business writing is dry, predictable, or boring, the authors find the level of commitment and imagination that their students demonstrate to be inspiring.

ERIC

16

2017

EJ1140569