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

entrepreneurshippractices into the educational change process. The Entrepreneurial Mindset for InnovativeTeaching (EMIT) Academy is based on the tenet that the practices and mindset associated withquality teaching mirror practices of entrepreneurship and the entrepreneurial mindset. As part ofthe EMIT Academy, faculty engage in a series of workshops and activities intended to have themcritically reflect upon a course that they teach. One of the key elements of the Academy is thatfaculty engage in “customer” discovery process in which they collect feedback from keystakeholders of their course, usually students. This paper describes the Academy, discussespreliminary assessment data, and provides information on future directions.IntroductionThis work-in-progress

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

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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

bachelor's degrees of a largeprivate university in Chile during the first semester of the academic year 2020. During thatsemester, education changed from experiential face-to-face teaching to synchronous virtualeducation. In the presented model, we had to reflect on how sessions should be structured toteach content. The Module's design objective was to have the possibility of bringing the value ofthe face-to-face experience -focused on active methods from the constructivist educationalparadigm- to the virtual world. Besides, we had to maintain the expected learning levels andmake them significant. To analyze the students' perception of the Module's success, weadministered an instrument already used before. The tool consisted of a Likert

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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Entrepreneurship & Engineering Innovation

from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

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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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Entrepreneurship & Engineering Innovation

(Curiosity, Connections, Creating Value), as well as the additional areas identifiedin the eKSOs of communication and collaborations.2.1 Makerspaces developing curiosityStudent self-reflection essays have revealed that students feel that the multitude of resourcesavailable in the makerspace inspires curiosity [11], potentially by allowing students to developthe eKSO of Explore multiple solution paths. While no research was found that systematicallyexamined curiosity development due to the makerspace, two of the eKSOs under curiosity areDevelop a propensity to ask more questions and Be able to formulate salient questions. Tomko’scase study analysis of students in the makerspace highlights that a student “asks question afterquestion, and this method

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tim Dallas P.E., Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli M. Frias, American University

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Entrepreneurship & Engineering Innovation

thecompanyStudents are asked multiple questions corresponding to each of the seven areas above. Theiranswers to these questions show the level of intrapreneurial competencies.Intrapreneurial Motivation Scale Survey (IMSS)The IMSS includes questions designed to get at intrapreneurial motivation. This is a 12-questionset designed to get at various levels of motivation.Cohort 1It is important to note that the data reflected for Cohort 1 in this paper shows data collection forthe first components of TIP. Not all data tools were used (for example, interviews) because, atthis time, not all of the components of TIP have been experienced by the students.Students are given multiple experiences, in each course, to develop intrapreneurial dispositionsand competencies

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven

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Entrepreneurship & Engineering Innovation

Project-Based ClassesThe second topic introduced into the first-year engineering program was a single 50-minute classperiod active-learning lesson which introduces various topics related to market research. Theclass started off by asking students to identify the single-most important product that they hadpurchased or received as a gift. This reflection led them to identify that most engineeringdisciplines contribute to product development at some level. In order to have a successfulproduct design, engineers should consider both the users and the competing market during thedesign phase. Students and faculty then discuss tools such as competitive market research,stakeholder identification, and user scenarios through examples, with constant breaks

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David G. Novick, University of Texas at El Paso; Nicholas A. Ramirez, University of Texas at El Paso; Melanie Anne Realyvasquez, University of Texas at El Paso

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Diversity

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Entrepreneurship & Engineering Innovation

lower-division engineering students, of whom 11 were enrolled in an engineeringmajor with a significant emphasis on entrepreneurship and 25 were enrolled in other engineeringmajors. Structured interviews of covered the participants’ family background, their motivations forenrolling in their major, their expectations with respect to career (including startups), their attitudestoward risk, and reflection on the interview. In the course of the interviews, participants were askedto rate their risk tolerance and their interest in pursuing a startup. Analysis of the interviews suggeststhat the principal indicator of entrepreneurial intent was interest in a startup, that most students’perceptions of the desirability of startups are negative, and that

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

in basic humanneeds. Additionally, it is important to implement these innovations through social entrepreneurship andleadership efforts for achieving the desired societal impact. To apply the above principles effectively,students (especially the Gen-Z students) need to have a skill set in understanding the role of engineeringinnovations in a globalized society with an attitude of leadership to serve society [16], which was themotivation behind this class. Selected successful social innovations across the world were studiedthrough the lens of fundamental science and engineering along with the societal impact. At the sametime, students also reflected on how the innovators applied/integrated leadership skills/approacheswith social

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

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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Entrepreneurship & Engineering Innovation

FacultyDevelopmentAbstractFor several years Engineering Unleashed has provided in-person faculty development eventsfocused on expanding an entrepreneurial mindset in undergraduate engineering programs.During Spring 2020, it was decided that ten faculty development workshops scheduled to be in-person multiple-day summer workshops would be delivered in a virtual format due to COVID-19. Workshop teams of facilitators and coaches structured the pivot to remote learningeffectively and efficiently, reflecting the entrepreneurial mindset that infuses the workshops. Thepandemic created an opportunity to build community and connections using new tools.In this paper we share how the workshop teams of 47 facilitators and coaches restructured theirworkshops, creating value for

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

reflection techniques are used. A widely used application of Kolb’s work is to use learningcycles where the students interact with content in both physical and abstract ways, successivelycompleting 1) a concrete experience, 2) reflective observation, 3) abstract conceptualization, and4) active experimentation [9]. One of the most common methods is to use an actual project,where students must produce a final artifact, regardless of whether it takes the form of somethingphysical or virtual. The advantages of physical artifacts are rooted in constructionism, whichsays that physically building something will trigger new thoughts and creativity, creating newknowledge that may otherwise lay dormant and unused [10].Project Significance This project

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific

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Diversity

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Entrepreneurship & Engineering Innovation

foundationalengineering concepts and EML [9]. In particular, incorporating entrepreneurship and businessconcepts together with a design experience when training lower division engineering studentscan lead to higher retention rates and GPAs [10].Emphasizing the EM concept of curiosity among first year engineering students may be welltimed [11]. Design projects at this stage enable students to explore their creativity and practicetheir engineering skills early in the curriculum [12]. Additionally, reflective practice activitiesrevealed that first year engineering students resonated most with the concept of curiosity whenreflecting on themselves as learners, relating it most frequently as a motivator of their learning,part of their learning identity, and a path to

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

frequently complain about this problem. They claim that the elevator waiting time is too long because the elevator is too slow. How can we reduce the elevator waiting time? Provide a solution.”In the in-person delivery, the instructor referred to these test problems during the workshopsession and asked participants to explain their approaches to the problems. This reflective aspectof the workshop was key to effectively delivering workshop topics while engaging participants.Participants were also asked to reflect on why they could not solve the problems. We should alsonote that only a few participants were able to solve the problems correctly. Afterward, theinstructor pointed out the cognitive biases that made each problem challenging to

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

following: • Brief and to the point: simple graphics, several pages, or 10-minute modules • Unified format and context • Materials support key skills in the roadmap, not each item • Focus on a practical, how-to approach • Context and examples in the materials is a competition team or closely related • Materials introduce concepts and templates that can be immediately applied • Presentation reflects a unified, consistent, and professional approach across all materialsTable 2 below suggests several initial training modules/videos that would be useful for facultyadvisors and student leaders. Training Module Title Topic Competition Team EML Overview of diagram and

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

Tech, her MS degree in Biomedical Engineering from the joint program between Virginia Tech and Wake Forest University, and her PhD in Biomedical Engineering from the University of Surrey.Dr. Lauren Lowman, Wake Forest University Lauren Lowman is a Founding Faculty member and an Assistant Professor in the Engineering Depart- ment at Wake Forest University and has served in this role since 2018. In this role, she has developed new interdisciplinary curriculum that bridges engineering fields and reflects the Wake Forest University motto of Pro Humanitate (”For Humanity”). Lauren received a Ph.D. and M.S. in Civil and Environ- mental Engineering with a focus in Hydrology and Fluid Dynamics from Duke University, and a B.A

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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to non-Hispanic White or Asian male genderedpopulations [43]. In the United States, among the students enrolled in undergraduate STEMprograms in 2018, only 18% represented racially minoritized populations [46]. Regardingentrepreneurship, the U.S. Small Business Administration (SBA) reported similar negative trendsin 2012 with racially minoritized business owners only making up 22% of all U.S. businessowners [34] despite reflecting 33% of the U.S. population [48]. These disparities look even morestark when examining the representation of racially minoritized or marginalized populations inSTEM entrepreneurship [4], [5], [24]. These inequalities formed by unequal systems of powercan be further examined through the lens of intersectionality [15

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

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

action; and 4) developing teaching methods with a storytelling focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery.Dr. Ville M. Taajamaa, City of Espoo Ville M. Taajamaa

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University

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Entrepreneurship & Engineering Innovation

4 2.2 Total 186 100.0Individual Skill Development. Table 6 reports mean scores and their standard deviations foreach of the skills/scales assessed at the beginning (Week 1), middle (Week 6), and end (Week10) of the internship. These results reflect self-assessment by the students at the beginning,middle, and end of the summer program. Mean scores for the group increased for every skillarea. Scores for growth mindset and creative mindset remained stable. They were not explicitlytargeted by the curriculum for the program.Table 6. Individual Skills Assessments at the Beginning, Middle, and End of InternshipSurvey of Intern Team Effectiveness

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

helps you learn how to work with others an employee for the company. and, like, especially people who, like, you don't work well with or who you never worked with before"Personal Being able to create the best version "You're going to apply to a lot of jobs. Itgrowth of yourself through self-reflection, might take a while for something to stick, marketing yourself efficiently, and and you can't just say, "No, no, nobody being able to recognize and wants me." You gotta, you gotta keep improve upon

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

chance to reflect on their improvements and progressand realize where designs might fail. This is a critical piece in the engineering self-efficacy development[13]. Second, it allowed the professor the opportunity to understand which students required moreindividual support and design coaching in the classroom. Those that were independently problem solvingand constructing could be left to their own devices. Those that were stuck were offered more guidance andprompting to help move the activity along. If the activity were done in teams, those that struggled to getstarted might not get the opportunity to independently construct limited fidelity prototypes due to the natureof team dynamics and would miss this critical part of the design realization

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

, which can leadto discoveries of new knowledge and innovations. These learning outcomes can impact classmates,community members, and/or society. Figure 1. The progression of active learning pedagogies employed within the Cardiovascular Engineering course.Overview of the Innovation-Based Learning PedagogyAs with many active learning pedagogies, IBL works between two frameworks Constructivist andCynefin. The IBL pedagogy uses aspects from the traits of constructivism: student-centeredlearning, interdisciplinary lessons, collaborative lessons, reflection, and assessments [4

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

taught in sequence, one per semester, across four years.The catalog was updated to reflect these changes. In 2019, the UTEP catalog was updated toestablish common language usage across the College Engineering (terms such as tracks,emphases, specialties, etc.), confusing persons unfamiliar with the program. These changes areexpected as the program moves towards a stable profile.Other US Innovation and Entrepreneurship Offerings Programs in entrepreneurship, innovation, and leadership are beginning to blossom in theUS. The Technology Entrepreneur Center at the University of Illinois offers studies leading tothe Bachelor of Science in Innovation, Leadership, and Engineering Entrepreneurship (ILEE)[13]. The BS in ILEE degree is intended and

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

declined due to scheduling constraints and business travel. Additionally,the pool of judges was expanded to notable alumni that were living outside the immediate tri-state area.The extended Q&A period allowed a true due diligence phase often utilized in business plancompetitions and helped mimic how investors might make investment decisions with time forproper reflection [14]. Judges had the ability to ask thorough questions like "How do you plan togo to market at scale?" or "Have you done an initial assessment of the Intellectual Propertylandscape." There were 11 judges for the competition, and each team was asked between 15 to18 questions between all the judges, with all judges being able to read the responses to thequestions. The answers to

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

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

Singapore: Beliefs, attitudes and background.” Journal of Enterprising Culture 10, no. 02 (2002): 151-174.17. Liang, K., and P. Dunn. “Exploring entrepreneurial characteristics and reflections on learning among small manufacture entrepreneurs.” In Proceedings of the Association for Small Business and Entrepreneurship 2004 Annual Conference, pp. 21-40. 2004.18. Seet, P., and L. Seet. "Changing entrepreneural perceptions and developing entrepreneurial competencies through experiential learning: Evidence from entrepreneurship education in Singapore's tertiary education institutions." (2006).19. Blau, D. M. "Self-employment and self-selection in developing country labor markets." Southern Economic Journal (1985): 351-363.20. Wang, C

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Entrepreneurship & Engineering Innovation

of creating an impact in the world, specificallythrough business. (so, it’s a step beyond just innovation)”. Another student expressed, “Findingways to make you/others’ lives better through a product/service/or idea”. As a result, there arestudents who believe creating an impact in the community or in their field is a greater aspect ofentrepreneurship.Self-perceptions of being entrepreneurialWhen engineering students were asked to reflect on their self-perception of entrepreneurship,students’ responses are focused on the general “yes” or “no” question, “Do you see yourself asentrepreneurial? If you answered YES, please indicate why? If you answered NO, please indicatewhy?” Out of the total number of respondents (n=194), 62% (N=121) of the