Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Hector Erick Lugo Nevarez, University of Texas at El Paso; Helen Elizabeth Geller; Fernando Monroy Faudoa

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Entrepreneurship & Engineering Innovation

and to have the abilityto recognize and act on opportunities [1]. Wielerstein and Byers [1] argue "It is no longersufficient to be technically qualified; to succeed, engineers must be prepared to understand thebusiness context of decisions and contribute to, if not lead, the success of the organizations theyjoin. Key skills now include effectively working on interdisciplinary teams, communicatingideas, thinking critically, understanding business basics, and being comfortable with solvingopen-ended problems. Learning entrepreneurship in the context of an engineering educationprovides a means of learning these skills in an applied way." Logically, teachingentrepreneurship and innovation also depends on competencies for imbuing these skills to

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

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2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University; Mary Murphy

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Diversity

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Entrepreneurship & Engineering Innovation

EM — fostering curiosity, connections and thecreation of value. An entrepreneurial mindset will allow engineers entering the workforce tocreate personal, economic, and societal value through a lifetime of meaningful work [1].This goal to teach engineers about EM is focused on transformation of the minds and hearts ofindividuals, an invitation to become co-investigators in a nationwide experiment. Facultydevelopment has become one of the four core strategies in this mission. The others includebuilding thriving communities, working with affiliate organizations, and considering emergentideas that surround higher education. Faculty development aligns with all three of the other corestrategies.One important aspect of the EU faculty development

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

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2021 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University, West Lafayette; Salil T. Bapat, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

has also worked extensively with high schools to advance student learning success. Malshe’s notable honors include: Membership in the National Academy of En- gineering (NAE) for ”For innovations in nanomanufacturing with impact in multiple industry sectors”; Society of Manufacturing (SME)’s David Dornfeld Blue Sky Manufacturing Idea Award for ”Factories- In-Space”; SME-S.M. Wu Research Implementation Award; three Edison Awards for Innovation; Tibbett Award by the US Small Business Association sponsored by EPA for successful technology transfer; R&D 100 Award, (the ”Oscar” of innovation); Fellowships to the International 1. Academy of Production Engineering (CIRP), 2. the American Society of Materials (ASM), 3

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

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2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

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Entrepreneurship & Engineering Innovation

Education for Engineers.For decades the business of ideas and creating startups was relegated to the business schools withengineers coming in to just complete the creative part of the business or to create the MinimumViable Product or MVP. But for the last decade or so, we have seen a proliferation of engineeringschools offer entrepreneurship education. In the United States, many faculty and engineeringstudents act as the entrepreneurial lead and participate in the Innovation Corps programs offeredby NSF [1]. This has been successful in promoting start-ups originating from universities and ledby students, faculty and post-doctoral fellows, who are trained using the Lean Launchpad method.[2] In order to replicate this model in India, we embarked on

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello

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Entrepreneurship & Engineering Innovation

activities with proper and timely guidance from instructors.Keywords: Higher education, entrepreneur education, educational innovation, active learningIntroductionIn October 2019, a phenomenon known as "social unrest" took place in Chile. According toMadariaga [1], it was a characterization of the social, political, and cultural phenomenon thathorizontally erupted in the Chilean society, mobilizing millions of citizens to protest againstsocial inequalities demanding profound changes altering daily life. The main protagonists of themovement were young students, who, since the return to democracy, had been seeking spaces toexpress their dissatisfaction with the state of education in Chile.To react to the crisis, which coincided with the end of the

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University

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Entrepreneurship & Engineering Innovation

students, and integrates many sources of information to provide a seamlessinstructional environment. The practices and mindset associated with quality teaching mirrorpractices of entrepreneurship and the entrepreneurial mindset.The EMIT Academy uses the metaphor of teaching as entrepreneurship to frame a facultydevelopment program for engineering faculty. The EMIT Academy was modeled on the NationalScience Foundation (NSF) funded Innovation Corps (iCorps) experience [1]. In iCorps, facultywork through a curriculum to help bring technology concepts to market. In the EMIT Academy,faculty applied similar entrepreneurial principles and processes as iCorps to teaching innovationand evaluation. During the Academy, faculty do critical reflection

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

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2021 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

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Diversity

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Entrepreneurship & Engineering Innovation

Entrepreneurship Work for CollegeStudents” [1], requiring local governments to vigorously promote innovative andentrepreneurship education and college students’ self-employment work to achievebreakthrough progress. The innovative and entrepreneurship education of colleges anduniversities in Chinese mainland has entered a stage of comprehensive advancement underthe guidance of the education administration. Since then, the State Council and the Ministryof Education have successively issued programmatic documents on innovative andentrepreneurship education, such as “Basic Requirements for Entrepreneurship Educationand Teaching in General Undergraduate Schools (Trial)” [2], and established policyorientation for innovative and entrepreneurship education.In

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

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2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven

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Entrepreneurship & Engineering Innovation

from student survey data explore the impact that single-class EMopportunities can have on first year engineering students.1. Introduction1.1 Entrepreneurship in engineering educationEngineering programs are continuously redesigning themselves to stay current with populardemand from their paying students as well as from funding organizations. Even as far back as2010, there was a critical mass of ASEE member schools incorporating entrepreneurship intoengineering education, with over half offering entrepreneurship initiatives, and 25% offeringformalized programs that resulted in credentials [1]. Students often have the choice to exploreentrepreneurship in a variety of methods, including courses through the business school,innovation courses co

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University

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Entrepreneurship & Engineering Innovation

undergraduate engineering courses,Computational Modeling in Engineering and Control Systems and Instrumentation, typicallycompleted in the junior year. The design of the course activities was guided by (1) the “threeC’s” of the Kern Engineering Entrepreneurial Network (KEEN) framework: Curiosity,Connections, and Creating Value and (2) four inclusive classroom practices: representation, safespaces for failure, promoting collaboration over competition, and supporting student autonomy.The Computational Modeling in Engineering activities implemented a Problem Solving Studio(PSS) pedagogy that introduced students to the contributions of scientists, mathematicians andengineers from traditionally underrepresented groups. In the 21st century, an

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Mary Jackson, Rowan University; Samantha Resnick, Rowan University; Rebecca Hansson, Rowan University; Cheryl A. Bodnar, Rowan University

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Entrepreneurship & Engineering Innovation

withengineering undergraduates across multiple class years and majors. We sought to answer thefollowing research questions: (1) How do engineering students’ definitions of EM differ fromliterature definitions? and (2) How do engineering students believe EM will be useful to theircareer? Students were interviewed using a semi-structured protocol to get a clearerunderstanding of how they define EM. The interview protocol included questions focused onwhat students think EM means, how it has affected them, and how it might continue to affectthem in the future. These interviews were then transcribed and thematically analyzed todetermine the attributes of an EM that are common in students’ definitions of EM. The analysisof the interviews identified trends that

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vibhavari Vempala, University of Michigan; Jacob Frederick Fuher, University of Michigan; Heydi L. Dominguez, New Jersey Institute of Technology; Jeremiah Ogunbunmi, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Prateek Shekhar, New Jersey Institute of Technology

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Entrepreneurship & Engineering Innovation

discussed.1. IntroductionModern engineers are now required to not only be technically adept but are also expected topossess creativity and to lead innovation [1]. Specifically, scholars see creativity, innovation,entrepreneurial knowledge, skills, and mindset as essential skills for the new generation ofengineers [2], [3]. Traditionally a domain of business schools, entrepreneurship education hasexpanded to multiple academic disciplines with this realization that students need new skills thatare marketable and valuable [4]. Engineering programs have reconceptualized entrepreneurshipeducation to foster creativity, innovation, and entrepreneurial skills and mindset in engineeringstudents [5]. With over half of ASEE member schools offering some form

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Enrique Alvarez Vazquez, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Stanley Shie Ng, Biola University; Dan Ewert, Minnesota State University, Mankato

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Entrepreneurship & Engineering Innovation

instructors' opinionsabout the platform and the token learning system.The MOOCIBL platform opens the doors to multi-institution micro-credentialing in a highlytransparent, secure environment.Keywordsinnovation, moocibl, biomedical, engineering, tokens, blockchainIntroductionInnovation is becoming a key component in today's world. There is a societal need to reshapeengineering education with a focus on equipping engineering students with the skills required bya rapidly changing society. The competitiveness of a country and economic growth are highlybased on the education of innovative engineers [1]. Thus, there is a prime interest in cultivatinginnovation and entrepreneurship while developing engineers in higher education [2]–[4].However, limited

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven

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Entrepreneurship & Engineering Innovation

efforts, continuously look for improvementopportunities, and aim to create value that is not only related to the product or service but alsorelevant to their stakeholders. In order to better prepare their students for the increasinglycomplex world, higher education institutions are more and more promoting entrepreneurialmindset (EM) and integrating entrepreneurship elements in their programs [1-3]. Offeringcourses on entrepreneurship, providing extracurricular activities such as pitch competitions anduniversity innovation fellows, and creating physical spaces for innovation and collaboration areamong the popular approaches [4-6]. Promoting entrepreneurial mindset and skills in engineeringcourses is another approach that is gaining momentum. The

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

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Diversity

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Entrepreneurship & Engineering Innovation

Research Assistants. American c Society for Engineering Education, 2021 How well can Makerspaces build an Entrepreneurial Mindset?1. IntroductionIn this paper, we explore if makerspaces can contribute to student development of anentrepreneurial mindset. Makerspaces take prior implementations of hands-on engineering, suchas machine and wood shops, and push a step further to have complete digital tools available toassist with the common goal of creating a final product or solving problems. Often integratedthrough coursework, students usually have access to tools and a maker community both in andout of the classroom. They also allows students to unleash creative potential and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University; Ellen M. Swartz, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Lauren Singelmann, North Dakota State University; Stanley Shie Ng, Biola University

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Diversity

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Entrepreneurship & Engineering Innovation

months, students are rising to the challenge of learning in complexvirtual and physical spaces. The cardiovascular engineering course described is no stranger tocreating an inclusive environment of multi-institutional, multi-disciplinary, long-distancecollaboration, and learning. This undergraduate/graduate course has continuously evolved over thepast decade to support students in their abilities to thrive in non-traditional learning environments.Originally the course started as Project-Based Learning (PBL), then adapted into Discovery-BasedLearning (DBL) and was recently remodeled into Innovation-Based Learning (IBL). Eachadaptation of the course is to meet the course outcomes of 1) promoting professional growth and2) prepare students with

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaby Mohammed, Illinois State University

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Entrepreneurship & Engineering Innovation

technology. Both theorganization haven't explicitly included entrepreneurship and Innovation in their programoutcomes, but one can read between the lines that both the concepts are indeed there within thedefinition of the programs. Exhibit 1: ABET ETAC program education objectives Source: www.abet.org 1 an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics 2 an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors 3 an ability

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Entrepreneurship & Engineering Innovation

fundamental assignment in the course and an integralpart of the class.IntroductionAt Arizona State University, The Polytechnic School, project courses are a critical part of theengineering curriculum. Foundations of Engineering Design II is the second project course forfreshman engineers and a core course for a general engineering degree. During the Foundationsof Engineering Design II class, a team project introduces the students to the entrepreneurialmindset. Project-based learning can increase the motivations and interests for studyingengineering [1]. The author received a KEEN Professorship Mini-Grant to develop a project withthe entrepreneurial mindset. The KEEN entrepreneurial mindset consists of curiosity from thestudents about our changing

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Scott A. Starks P.E., University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; David G. Novick, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso

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Entrepreneurship & Engineering Innovation

Paper ID #34901 Center for Innovation and Commerce. His research focuses on college-level engineering education for entrepreneurship and leadership. He has authored or co-authored over 135 refereed publications and over $16 million in funded grant proposals.Dr. Cole Hatfield Joslyn, University of Texas at El Paso Cole Joslyn is an Assistant Professor of Practice in the Department of Engineering Education and Lead- ership at The University of Texas at El Paso. His research emphasizes humanizing engineering education, particularly 1) increasing Latinx students’ sense of belonging in engineering by a) integrating holistic, socio-culturally responsive practices and Latinx cultural assets and values into educational

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo ; Sarah E. Zappe, Pennsylvania State University; Noa Dunevich, California Polytechnic State University, San Luis Obispo ; Lauren Gase, VentureWell

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Entrepreneurship & Engineering Innovation

STEM education “to guide research aimedat understanding how STEM students develop challenge-engaging disposition and the ability toadaptively cope with failure.” This framework focusing on academic STEM failures forundergraduate students could be readily applied to failures of students in an engineeringentrepreneurial context. Figure 1 shows the general framework to be applied from Henry et al.which is a combination of four distinct mini-model frameworks. The framework suggests thatjust as prefailure disposition can be predicted based on mindset, goal orientation and fear offailure, post-failure attributions, responses and coping styles can also be predicted. It wasconstructed based on research at the K-12 levels of education and in

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

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Entrepreneurship & Engineering Innovation

in STEM Entrepreneurship Jocelyn Jackson , Aileen Huang-Saad , Joi-Lynn Mondisa 1 2 1 The University of Michigan & Northeastern University 1 2AbstractIn the 1980s, businesses in the United States (U.S.) experienced an increased interest inentrepreneurship which created a significant growth in innovation through entrepreneurshipeducation and programming. This growth influenced the creation of new federal policies (e.g.,the Bayh–Dole Act) and federal government agencies’ programming (e.g., SBIR, STTR and I-Corps) that sparked

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

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2021 ASEE Virtual Annual Conference Content Access

Authors

Chad E. Kennedy, Arizona State University

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Entrepreneurship & Engineering Innovation

consult- ing firm in automation and testing systems. Dr. Kennedy was the Co-founder and CEO of the start-up company, Restorative Biosciences Inc., an early-stage company that focused on developing anti-fouling, anti-inflammatory coatings, and therapeutics for ophthalmic applications. Dr. Kennedy was formerly the Chief Strategy and Innovation Officer for OraVu LLC., developer of the DeVA-1 Dental Vision Assistant system designed to provide microscopic live HD vision between the tooth and gum. Dr. Kennedy is currently a faculty member in the Technology Entrepreneurship and Management (TEM) Department in the Fulton School of Engineering at Arizona State University and former National Chair and Professor of Biomedical

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

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2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside

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Entrepreneurship & Engineering Innovation

Paper ID #33509To Inhibit or Invite: Collaboration from Far AwayDr. Barbara A. Karanian, Stanford University Barbara A. Karanian, Ph.D. , Lecturer, formerly visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group at Stanford University. Barbara’s research focuses on four ar- eas: 1)grounding a blend of theories from social-cognitive psychology, engineering design, and art to show how cognition affects design; 2) changing the way people understand the emotion behind their work with the intent to do something new; 3) shifting norms of leaders involved in entrepreneurial-minded

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea T. Kwaczala, Western New England University; Robert Gettens, Western New England University; Denine A Northrup, Western New England University

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Diversity

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Entrepreneurship & Engineering Innovation

importantfor realizing design functionality, and to aid in the communication of engineering design ideas to others.The constructionist theory identifies that the act of creating an external artifact which can be shared andreflected upon will promote learning and lead to the generation of new ideas [1-2]. As engineering designinstructors, it is often difficult to get students out of the conceptual design space and into the mindset ofprototyping and building physical artifacts. To evaluate the student experiences, engineering self-efficacycould help to understand the intrinsic motivation as well as their academic performance [3-4], especiallywhen evaluated in a making environment that utilizes the constructionist framework in the designclassroom.The

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

“roadmap,” the skillset can provide bothstudents and their advisors a clear picture of the skills necessary to conduct a successfulcompetition project, from the early stages of recruiting and retaining a competition team to thefinal work of communicating the value of the team’s work during the competition event itself.Our goal is to share the roadmap and encourage faculty advisors to employ it with their students.Student Development and Entrepreneurial MindsetAs we have noted elsewhere, engineering competition team projects provide students with theopportunity to apply learning from the technical classroom to real world, open-ended designprojects. [1] Examples of competition team activities include Formula SAE, Human PoweredVehicle, Concrete Canoe

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

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Entrepreneurship & Engineering Innovation

overlook professional skills suchas teamwork [1, 2], creative problem-solving skills, leadership, interpersonal skills, and globalawareness, and self-regulation. These “twenty-first century” professional skills are required to besuccessful in today’s knowledge-based economy, and the importance of preparing students with21st Century skills has widely been emphasized in the literature [3]. As the long-term effects ofthis sudden transition of millions of students to remote learning on students’ professional skillsdevelopment are yet to be investigated, instructors and administrators are tirelessly searching forways to enhance students’ remote learning experiences and continue providing students withopportunities to practice and develop their

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sandra Furnbach Clavijo PE P.E., Stevens Institute of Technology (School of Engineering and Science); Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science)

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Entrepreneurship & Engineering Innovation

phase into the semi-final and the final rounds of our elevator pitch competition forengineering students.BackgroundThe Capstone Design experience is the culmination of the engineering educational experience.Several authors have identified that the senior design project is the perfect opportunity to applyentrepreneurship skills and further develop the entrepreneurial mindset ([1], [2], [3]). Whilemany definitions of entrepreneurial mindset persist, many authors include communication skillsas one of the specific skills relevant in acquiring an entrepreneurial mindset ([4], [5], [6]) [7]).ABET student outcome #3 also focuses on "an ability to communicate effectively with a range ofaudiences" [8]. These specific outcomes are typically met with

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Kelsey Z. Musa, Saint Louis University; Shannon M. Sipes, Indiana University, Bloomington; Scott A. Sell, Saint Louis University; Michelle B. Sabick, Saint Louis University

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Entrepreneurship & Engineering Innovation

Project for Civil Engineering Freshmen to Enhance Their Entrepreneurial MindsetIntroduction In a 1972 article entitled, “Mickey Mouse for Mayor!” [1] Peter Blake said, “…it is WaltDisney Productions, and not our innumerable U.S city planning agencies and experts, that hasreally created the first, great, vibrant New Towns in America.” Walt Disney Imagineering,which is responsible for the design and construction of Disney projects, seems to understand thedesign process better than most. One might say they are particularly entrepreneurial in theirmindset and approach. They exhibit curiosity and creativity; they connect various disciplines toaccomplish major tasks; and they undoubtedly create value with nearly every project

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria-Isabel Carnasciali, University of New Haven; Cheryl Q. Li, University of New Haven; Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven

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Entrepreneurship & Engineering Innovation

among engineering students. Theargument in favor of this has been that engineers, with their critical thinking and problem-solving skills, if equipped with an entrepreneurial mindset, will be better suited to “createpersonal, economic, and societal value through a lifetime of meaningful work” [1]. The practiceof promoting and developing entrepreneurial thinking of engineering students extends beyondthe KEEN institutions, and the collective efforts appear well documented. For instance, a simplesearch for the phrase “Entrepreneurial Mindset” within the Papers on Engineering EducationRepository (PEER) reveals a steadily increasing appearance within ASEE-related conferenceproceedings [2]. Figure 1 depicts the count of papers related to these

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachana Ashok Gupta, North Carolina State University at Raleigh; Marshall Brain, North Carolina State University at Raleigh

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Entrepreneurship & Engineering Innovation

-semester sequence (offered Fall-Spring) where studentslearn about launching new technology products/services, start-up companies, and designing andbuilding new products. The broader goal is to develop an entrepreneurial mindset in students.Students form teams themselves, choose an idea together, prove a market for their idea,prototype the idea, and build a viable business plan and financial model. At the end of theprocess, the teams own the core concept and intellectual property for a valuable start-upcompany to take with them after they graduate. The core deliverables for EEP students are (i)Product Development Plan, (ii) Business plan, (iii) Financial model, (iv) Prototypes 1 and 2, (v)Project status reviews (v) Senior design day public

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia A. Scott, Santa Clara University; Evangelia Bouzos, Santa Clara University; Matthew Philip Hendricks, Santa Clara University; Prashanth Asuri, Santa Clara University

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Entrepreneurship & Engineering Innovation

. In addition, we gatheredqualitative data to ascertain the successful delivery of the value propositions. Recent lab alumniand industry partners were surveyed to determine whether they received the value that waspromised and expected, as well as to discover why the lab was important to them, and what theyvalued most. We invited feedback from representatives of the university and school corporateand external relations programs, as well as the members of its advisory board to learn more aboutthe overall value the Lab brings to the university and its stakeholders.1. IntroductionEngineering students interested in pursuing careers in the healthcare industry are in want ofexperiential learning opportunities that allow them to test the waters and