Case Western Reserve University's Veale Institute for Entrepreneurship, Post-Graduate Planning & Experiential Education, and Weatherhead School of Management have teamed up to offer a LIMITED number of CWRU students the opportunity to work on REMOTE entrepreneurship-themed projects this summer. There are two track options available for students:
Get matched with a company based on your interests and skills.
Have your own startup? Use this track to work on your business.
Track 1: Work on a Project
We will screen applications and appropriately match students based on the submitted project descriptions and student skills, areas of interest and submitted resumes. Potential candidates will be sent to companies for an interview. You will then confirm if you would like to move forward with that company and project.
Students who are matched and accepted into the program will register for practicum* (fee waived), be required to do 2 blog posts on LinkedIn reflecting on their experience, complete a final survey, and will then receive a $500 stipend for completing the program.
Please note, practicum is for undergraduates only, but graduate students can still participate in the program.
Projects will be approximately 6-8 weeks in duration and consist of about 5-10 hours/week. All work will be conducted remotely. Projects in the past have included market research, product design, website/app development, social media management, customer discovery, and more.
Students interested in social ventures should note that we now have projects developed in conjunction with the Fowler Center for Business as an Agent of World Benefit in social ventures as well as businesses developed by underrepresented minority founders in the community around Case Western Reserve University that are participating in the program.
Track 2: Work on Your Own Startup
The REP Program now supports students who have their own startup that they would like to work on. Students will work on their ventures with the Veale Institute and LaunchNet for 8-10 weeks in June and July and receive a stipend of $1,000 upon completion of the program.
Students who have a formed venture are required to submit either their pitch deck, executive summary, or product design from a previous class or competition. Students who have a business idea that they would like to work on should provide a one page memo on their venture, detailing the following:
- What problem are you solving? (125 word limit)
- What is your solution? (50 words or less)
- What evidence do you have that the problem is real or substantial?
- Customer segment this business addresses (125 word limit)
- Potential market size (125 word limit)
- Competing or substitutable products (125 word limit)
- Why are you the right person/team to launch this business? (125 word limit)
In the past, students have found that they wanted to devote more time to their projects that were possible through the REP. ECON 313: Experiential Entrepreneurship for Summer 2021 with Scott Shane. (The class takes place during the month of July 2021.) Students would need to pay tuition for this class, but upon completion receive a grade on their transcript for this three credit class.
Experiential entrepreneurship places students in a startup (founded by the student or someone else) for a semester, while simultaneously teaching students key concepts for startup success in a classroom setting. Each session covers tools and concepts that every entrepreneur should understand, and students should be able to apply these tools and concepts to their host companies.
The focus of the class is on working on projects. Class meetings are used for students to share information and learning.
Examples of projects could be the following: Helping a startup conduct customer discovery and understand customer needs; establishing pricing and unit economics; identifying the best funding source for the company; designing a minimum viable product; etc… These projects could be for the student’s own venture or for a venture run by someone else. The projects have to be hands on projects in which the student applies material learned in the class to a real world venture, focusing on a specific deliverable for that venture (e.g., investor pitch, competitive strategy, identification of the customer segment and archetype.)
While students may not do the same work at the same time for the REP project and the class project, the two can be related. For instance, a student might conduct customer discovery interviews for a startup as the core of their REP project. When the REP has concluded, the student enrolled in ECON 313 could then conduct the analysis of customer discovery interviews as their ECON 313 project. This customer discovery example is simply an example. Other topics could also be explored in a similar manner