Page 165 - 1-Entrepreneurship and Local Economic Development by Norman Walzer (z-lib.org)

154 Craig Schroeder

business leaders and leadership opportunities for youth in community or-
ganizations. Or, a local group may identify new ideas for engaging the
school, community, and adult mentors utilizing local assets such as a build-
ing that can be converted into a youth business incubator.
Additional help is available from people with experience in this field and
a community’s demonstrated success. Seeing a successful program first-
hand will inspire thinking and action. The RUPRI Center for Rural Entre-
preneurship maintains a web-based library of entrepreneurial community
success stories that can help. Another good starting point is the state de-
partment of economic development or other agencies that interact with
communities on a regular basis.
RUPRI is looking across the country and internationally for community-
based youth programs that incorporate the above elements successfully. It
is still early to measure the real impact of a comprehensive engagement ap-
proach due to the long-term nature of working with youth in an economic
development context; however, much is being learned about the elements
of successful practice from young people and community leaders. Several
examples that show early success follow.

STRATEGY SUCCESS STORIES

Ord, Nebraska

The first example is Ord, Nebraska, where, in 2005, the business devel-
opment coordinator began working with thirty-four middle school age stu-
dents at a parochial school. At the beginning of the school year, the students
learned how entrepreneurs take their ideas and create businesses around
them. The business coordinator came to class with what she calls a “Sack
Full of Ideas.” It was a pillowcase filled with common items gathered
around her house such as Post-It Notes and a can opener with an er-
gonomic handle. She discussed with the students in simple terms how en-
trepreneurs take an existing product or service and make it better, or create
something totally new.
Based on this simple description, students were then given an assignment
to come up with ideas for products they would like to make and sell as a
class project. During the school year, they drafted business plans, applied
for loans from local bankers, met with entrepreneurs, and produced their
products with help from the business program coordinator and their teach-
ers. At the end of the school year, they held a community Youth Entrepre-
neurship Fair to sell their products to the public. They created radio ads
with the support of the local radio station, and the students were inter-
viewed during the fair on a live radio broadcast.