Undergraduate Modules — Teaching Plans for the Bachelor's Tier

The undergraduate tier of the Dream Pursuit Doctrine curriculum — a four-year bachelor's program in government business development. This folder is the teaching-plan layer for the courses in course/undergraduate-*.md. Every module follows the shared contract in modules/module-template.md; this page explains how that contract adapts to the undergraduate rhythm and provides a worked example you can lift.

Program architecture: course/undergraduate-program-overview.md — credit-hour model, prerequisites, the four-year sequence, and the course catalog. Read that first.

What the undergraduate tier is

The undergraduate tier is the foundation rung of the degree ladder: DL 101 and DL 102 (introductory), DL 210 and DL 220 (core), the DL 301–305 electives, and DL 480 (capstone). It corresponds to the Launchpad Sandbox Bachelor's "Dream Foundations" guide and the L1 Explorer level (see the crosswalk in align/concept-to-system-map.md).

Its teaching posture is the same as the whole repository:

• Concept-first. Every session teaches a durable concept, never a tool (doctrine/08).
• Literacy-first. Students read real, published, closed solicitations, with the literacy/ maps as their reference layer.
• The pipeline is always in the room. Every session connects to where it sits in the pursuit pipeline (doctrine/03).
• Self-checks, not pop quizzes. Comprehension checks are for the student; graded assessment lives in each course syllabus and the shared rubric (course/assessments-and-rubric.md).
• The case travels. Ravonics (case-study/ravonics.md) is exercised in every course.

The program map

Number	Course	Tier	Module planning source
DL 101	Foundations of Government Business	Introductory	shared-core.md sessions 1–6, at survey depth, spread over 14 weeks
DL 102	Reading the Solicitation	Introductory	RFP/NOFO literacy maps, applied session by session
DL 210	The Capture & Pursuit Pipeline	Core	shared-core.md + strategic-initiative.md gate/pipeline sessions, deepened
DL 220	Pricing & Price-to-Win Fundamentals	Core	mba.md pricing/price-to-win sessions, at undergraduate depth
DL 301	Procurement Law & FAR Fundamentals	Elective	mpa.md rulebook/oversight sessions, expanded
DL 302	Proposal Production & Compliance	Elective	mba.md + strategic-initiative.md production/governance sessions
DL 303	Government Contracts & Subcontracting	Elective	mba.md certifications/go-to-market + teaming concept
DL 304	Data Literacy & Analytics for Capture	Elective	mpa.md oversight/data sessions + scoring concept
DL 305	Negotiations	Elective	gate-governance + price-to-win concepts, practiced
DL 480	Capstone: Build an ORBITAL	Capstone	course/capstone-build-an-orbital.md + undergraduate-480 extension

The existing audience tracks are graduate-altitude: strategic-initiative.md, mba.md, and mpa.md assume working adults or graduate students. Undergraduate instructors adapt their sessions by slowing the pace, adding literacy scaffolding, and using the weekly deliverables defined in each undergraduate syllabus.

The session contract (from module-template.md)

Each session runs 45–75 minutes and contains exactly these parts:

Part	What it must contain
Session title	Phrased as a question or a promise.
Learning objectives	2–4 concrete, checkable things a student can do after the session.
Session plan	A minute-by-minute arc: open the question (5 min) → teach the concept (15–20) → apply to a concrete case (15–20) → discuss (10–15) → close with the week's assignment (5).
Discussion prompts	2–4 questions that force application, not recall.
Homework / reading	The doctrine/literacy citation and a concrete deliverable.
Comprehension check	2–3 short self-check questions, not graded.

Undergraduate adaptations

1. Fourteen-week rhythm. Graduate modules compress the doctrine into six sessions; undergraduate courses run fourteen weeks, one session per week. Spread the same concepts more thinly, add a weekly deliverable, and use the midterm weeks (7 and 9 in most syllabi) as review-and-integration points.
2. Literacy scaffolding. Undergraduate students need the literacy/ layer open constantly. Begin each session by naming the two or three glossary/acronym terms the session will use.
3. Real documents from week one. Put a real (published, closed) solicitation in the students' hands in the first two weeks of every course, even the survey course. Reading is learned by reading.
4. The Ravonics case, every course. The case is the shared anchor; every course exercises it at its own altitude.
5. Weekly deliverables are the assessment spine. Per the program model, weekly assignments are ~30% of every course — each a concrete artifact (a map, a matrix, a plan, a sheet). Keep deliverables small, concrete, and gradeable against the 4-point rubric.

Worked example — a liftable module

The following six-session module, "Where the Money Lives," is the undergraduate version of shared-core.md Session 1, expanded into a mini-module. It maps to DL 101 weeks 2–7 (the market movement) and can be lifted out and taught standalone as a short course or workshop.

Session 1 — The three kinds of money

Learning objectives. Students can: (1) name the three main kinds of federal money; (2) explain the difference between a contract and a grant; (3) give one real example of each.

Session plan (60 min).

• Open (5 min): "How does a federal dollar get to a small business?" — capture guesses on the board.
• Teach (20 min): doctrine/01. The three rivers: contracts, grants, other transactions. Contract buys you; grant funds your mission.
• Apply (20 min): in pairs, sort six real opportunity titles into contract vs. grant vs. other.
• Discuss (10 min): "What surprised you about how published this all is?"
• Close (5 min): assignment.

Discussion prompts. 1. Why would a grant be a better fit than a contract for a community health project? 2. Which kind of money would a small software firm most likely chase, and why?

Homework / reading. Read doctrine/01. Deliverable: a one-page "money types" map with one real example of each kind.

Comprehension check. What is the difference between a contract and a grant? What does "other transaction" mean?

Session 2 — The four identifiers

Learning objectives. Students can: (1) name UEI, CAGE, NAICS, and SAM.gov; (2) explain what each one does; (3) find the identifiers in a real record.

Session plan (60 min).

• Open (5 min): "What does the government need to know about you before it can pay you?"
• Teach (20 min): doctrine/01. The four identifiers as the plumbing of the market.
• Apply (20 min): in pairs, pull up the Ravonics case (case-study/ravonics.md) and find its identifiers; then find a company's identifiers in a real award record.
• Discuss (10 min): "Why four identifiers instead of one?"
• Close (5 min): assignment.

Discussion prompts. 1. Why did the government replace DUNS with UEI? 2. What does a NAICS code actually determine?

Homework / reading. Read doctrine/01 and literacy/glossary. Deliverable: a one-page identifier card for Ravonics.

Comprehension check. What does each identifier do? Which one is free from SAM.gov?

Session 3 — The bulletin boards

Learning objectives. Students can: (1) name SAM.gov and Grants.gov and what each is for; (2) find a contract opportunity and a grant opportunity; (3) read a forecast.

Session plan (75 min).

• Open (5 min): "Where would you look to watch the federal market move?"
• Teach (20 min): doctrine/01. The bulletin boards, the forecasts, the vehicles.
• Apply (30 min): in pairs, on SAM.gov and Grants.gov, find one contract opportunity and one grant opportunity; note the identifiers and deadlines visible in each.
• Discuss (10 min): "What did you have to know to use these sites well?"
• Close (5 min): assignment.

Discussion prompts. 1. Why would an agency publish its forecast months before a solicitation? 2. What is a vehicle, and why does winning one matter?

Homework / reading. Read doctrine/01. Deliverable: a one-page "bulletin board" log of the opportunities you found.

Comprehension check. What is the difference between SAM.gov and Grants.gov? What is a vehicle?

Session 4 — The money flow

Learning objectives. Students can: (1) trace a dollar from Congress to an awardee; (2) name the steps of the flow; (3) read a past award on USAspending.gov.

Session plan (60 min).

• Open (5 min): "Where does the money begin?"
• Teach (20 min): literacy/where-the-money-flows.md. Congress → budget → agency → solicitation → competition → award → performance → published record.
• Apply (20 min): in pairs, trace one real award on USAspending.gov back to its agency.
• Discuss (10 min): "Why is the award published — what does the record make possible?"
• Close (5 min): assignment.

Discussion prompts. 1. What would be lost if awards were not published? 2. Where in the flow does the small-business detour happen?

Homework / reading. Read literacy/where-the-money-flows.md. Deliverable: a money map of one agency program.

Comprehension check. Name the steps of the money flow. Where do set-asides enter?

Session 5 — The small-business universe

Learning objectives. Students can: (1) name the small-business programs; (2) explain why they exist; (3) assess which pools a firm can enter.

Session plan (75 min).

• Open (5 min): "Is a set-aside an advantage or a correction?"
• Teach (25 min): doctrine/01. Set-asides, HUBZone, 8(a), WOSB/VOSB, SBIR/STTR. The government is required to notice small business.
• Apply (30 min): the Ravonics case — its HUBZone status, its NAICS codes, its STTR partner. Which pools can it enter?
• Discuss (10 min): "How does a certification change a small firm's competitive pool?"
• Close (5 min): assignment.

Discussion prompts. 1. Why does STTR require a research-institution partner? 2. When does a certification stop being an advantage?

Homework / reading. Read doctrine/01 and case-study/ravonics.md. Deliverable: a one-page "who can compete here?" sheet for a real set-aside opportunity.

Comprehension check. Name three small-business programs and what each does. Why does Congress require set-asides?

Session 6 — Integration: the market map

Learning objectives. Students can: (1) integrate the money types, identifiers, bulletin boards, flow, and programs into one map; (2) present the map; (3) defend it.

Session plan (75 min).

• Open (5 min): "Draw the federal market from memory."
• Teach (15 min): synthesis across doctrine/01 and the literacy layer.
• Apply (30 min): teams assemble a one-page "market map" for Ravonics: the money, the identifiers, the boards, the flow, the pools.
• Discuss (15 min): "What did you leave out — and what does that omission reveal?"
• Close (5 min): assignment and bridge to the pipeline (DL 101 week 8).

Discussion prompts. 1. What is the one thing every organization in this market must get right? 2. Where does a new entrant most often fail — and why?

Homework / reading. Read the doctrine/01 self-check. Deliverable: the finished one-page market map for Ravonics.

Comprehension check. Hold the whole map: money, identifiers, boards, flow, pools — can you draw it without looking?

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How to add a new undergraduate module

1. Read the module contract (modules/module-template.md) and this page.
2. Map the course's weekly schedule (in course/undergraduate-*.md) into sessions using the six-part contract.
3. Cite the specific doctrine and literacy docs for each session.
4. Keep it stack-agnostic: if a session cannot be taught with paper, pencil, and the doctrine docs, it violates doctrine/08.
5. Add the file here and register it in manifest.yaml (in the same change per the repo's editing rules), and bump VERSION.

The federal market is not a lottery. It is a pipeline — and the pipeline is teachable, from week one of the first year.