Celis, S., & Huang-Saad, A. (2015, June), Students Seeking Different Paths to Entrepreneurial Education   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24768

\bibitem{asee_peer_24768}
  Celis, S., \& Huang-Saad, A. (2015, June), \emph{Students Seeking Different Paths to Entrepreneurial Education }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24768

Sergio Celis and Aileen Huang-Saad.  "Students Seeking Different Paths to Entrepreneurial Education ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://sftp.asee.org/24768 Internet.  18 Apr, 2024

\bibitem{asee_peer_24768}
  Sergio Celis and Aileen Huang-Saad.
  "Students Seeking Different Paths to Entrepreneurial Education ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://sftp.asee.org/24768 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_24768
author = "Sergio Celis and Aileen Huang-Saad"
title = "Students Seeking Different Paths to Entrepreneurial Education "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/24768}
number = {10.18260/p.24768}
}

TY  - CPAPER
AB  -          Students Seeking Different Paths to Entrepreneurial Education          Numerous engineering schools report engaged learning approaches to teachingentrepreneurship (e.g., U.S. Department of Commerce, 2013; see also Borrego et al., 2010). As aresult, numerous beyond the classroom experiences have emerged from entrepreneurshipeducation initiatives (e.g., study trips, student startup accelerators, and pitch competitions) alongwith more structured academic plans (e.g., certificates, minors) (Gilmartin et al., 2014). Thus, itis possible to distinguish between a curricular and a co-curricular path to entrepreneurshipeducation in engineering. Although these paths co-exists in numerous academic environments,little is known about what type of students are attracted to these paths and how they may differfrom each other. This paper tests the hypothesis that students who are attracted to curricularprograms are different from those who seek co-curricular experience only. For instance, wepredict that the former have more successful academic trajectories (e.g., greater GPA) andbelong to demographic groups usually underrepresented in technological entrepreneurialenvironments (e.g., females) than the latter group of students (Google, 2014).          We collected data from an entrepreneurship program anchored in a college of engineeringCenter for Entrepreneurship at a large public research university in the Midwest. For the pastseven years, this program has run a certificate in entrepreneurship that is available to all studentson campus. Interested students can declare the program in entrepreneurship anytime after theirfreshman year. This certificate represents the curricular path for entrepreneurship education atthis college. This path includes an introductory seminar and an intensive practicum onentrepreneurship, as well as multiple elective courses. Two major co-curricular entrepreneurialactivities are sponsored by the Center for Entrepreneurship: A student-run startup accelerator andan intensive trip to the Bay Area to pitch entrepreneurial ideas in front of seasoned entrepreneursand investors. Overall, our data consists of institutional records of 1,246 students whoparticipated in these curricular and co-curricular activities over the past seven years. Of thosestudents, 726 enrolled in the certificate (56%), 471 participated in at least one of the co-curricular programs organized by the center (38%), and 49 participated in both curricular and co-curricular activities (6%). We use multiple univariate analyses to test differences among thesegroups.          In the full paper, we review the literature on curricular and co-curricular paths inentrepreneurship education and in engineering education in general. We present the rationale forour hypothesis and describe the data collection and analytical methods of this work. Finally, wediscuss the results and implication for practice and for future research. This study sheds light onthe consequences of emphasizing either the curricular or co-curricular aspects ofentrepreneurship education. These results, for instance, might help programs seek to promote adiverse environment in engineering and entrepreneurship education. Furthermore, these resultsset a baseline for future research on the outcomes of curricular or co-curricular approaches toentrepreneurship education. Understanding the singular contribution of these paths and the bestways of supplementing each other will enrich the teaching and learning environments for futureentrepreneurs.References:Borrego, M., Froyd, J. E., & Simin Hall, T. (2010). Diffusion of Engineering Educationinnovations: A Survey of Awareness and Adoption rates in U.S. Engineering Departments.Journal of Engineering Education, 99(3), 185–207.Gilmartin, S., Shartrand, A., Chen, H., Estrada, C., & Sheppard, S. (2014). U.S.-BasedEntrepreneurship Programs for Undergraduate Engineers: Scope, Development, Goals, andPedagogies. Epicenter Technical Brief 1. Retrieved from http://epicenter.stanford.edu/Google. (2014, May 28). Getting to work on diversity at Google [Web log post]. Retrieved fromhttp://googleblog.blogspot.com/2014/05/getting-to-work-on-diversity-at-google.htmlU.S. Department of Commerce (2013). The innovative and entrepreneurial university: Highereducation, innovation & entrepreneurship in focus. Retrieved from http://www.eda.gov
AU  - Sergio Celis
AU  - Aileen Huang-Saad
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Students Seeking Different Paths to Entrepreneurial Education 
UR  - https://sftp.asee.org/24768
DO  - 10.18260/p.24768
ER  -