Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory W. Davis, Kettering University; Craig J. Hoff, Kettering University; William J. Riffe, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

the entrepreneurial ideas primarily come from the “Need-Approach-Benefits-Competition” or NABC approach espoused by Carlson and Wilmot.1 The successes and failuresof the approaches are discussed. Examples are provided to illustrate how these ideas have beenused to enhance the undergraduate learning experience. Since the university has a strongautomotive focus, many of the examples cited pertain to that industry, but the concepts can beeasily applied to other fields such as aerospace, power production, and alternative energy.In addition to enhancing undergraduate education, there are significant other benefits to thisapproach. For students, these ideas can be much more engaging than traditional classroommaterial and the exposure to the ideas

Conference Session

Entrepreneurship Courses and Outcomes I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald Nelson, Mississippi State University; Melissa L Moore, American Society of Agricultural Engineers; Rodney A. Pearson, Mississippi State University; Robert S. Moore, Mississippi State University; Allison Pearson, Mississippi State University; Abby Lammons Thompson, Mississippi State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

deliver quality presentations.The student teams have realized that the success of their App depends upon the quality of eachteam member in these areas. One student stated, “I enjoyed working with other individuals whohad backgrounds different than mine. This allowed us to the split the tasks based on eachperson’s strengths. As a group, we discussed each task to determine who would be best suited totake on that portion of our project. That person would then take the lead and the rest of the groupwould help out wherever and whenever necessary. I believe it aided in the success of ourproject.”1 If a team is lacking in any of the needed skills, they are allowed to seek out assistancefrom students outside of the course. For example, if a team is in

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy Brett Ross, East Tennessee State University; Keith V. Johnson, East Tennessee State University; Kevin Wade Varney, East Tennessee State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

: Page 22.72.6 Table 1: Approximate Costs per Student $2,475 Program costs (housing, side trips, etc.) $1,000 Airfare $ 795 Tuition $ 500 Food $ 300 Books, passport, entry fees, other $5,070 TOTALFor most of our students, this cost is quite extensive. However, there is some financial aid atETSU which assist in these expenses. Every student at ETSU pays a $10 fee per semester forforeign travel. This money is made available in the form of scholarships to students who desireto travel abroad. For the ETSU at Rome Program, students can apply for up to

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

William D. Schindel, ICTT System Sciences; Samuel N. Peffers, Rose-Hulman Institute of Technology; James H. Hanson, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

beyond an initial creative mental leap. We accept that (1) certaindiscipline-specific technical competencies traditionally addressed by engineering educationalprograms can be important to innovation, and (2) we likewise accept that a collection of non-technical traits are also vital to successful innovators. However, in this paper we argue that thecombination of (1) discipline-specific technical skills and (2) non-technical competencies ismissing an entire dimension. This third dimension is a technical one, but not specific to adiscipline: it is the set of systems competencies. The resulting three-dimensional model providesan integrated view of the competencies of innovation, against which educators can plan, educate,and measure

Conference Session

Entrepreneurship Courses and Outcomes I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ken Vickers, University of Arkansas; Carol Reeves, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

, winning over $1 million in cash, investments, and in-kindprizes, raising several million dollars in funding, and starting four of the companies proposed inthe plans developed for the class. The remainder of this paper will discuss how the teams areformed and difficulties in team formation, strategies to overcome team formation problems, whythe teams have been so successful in student business plan competitions, and the success of twoof the teams subsequent to the competitions.Formation of Inter-disciplinary TeamsStudents who successfully complete the Foundations of Business for Entrepreneurs course in thespring semester are invited to continue in the Entrepreneurship Certificate program. Science,engineering, agriculture, and design students

Conference Session

Entrepreneurship Courses and Outcomes I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald M Reimer, Lawrence Technological University; Ahad Ali, Lawrence Technological University; Sabah Razouk Abro, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

activities, a questionnairewas developed which collected their responses. The following ten questions were used for thesurvey: 1. How did your experience in this competitive activity relate to enhancing your leadership skills? 2. As a result of your experience, to what extent did you have an opportunity to improve your solving problem skills? 3. How much did your experience contribute to improving your team building skills? 4. To what extent did your experience in your competitive team provide an opportunity to sell your ideas to others? 5. What was the extent of your experience in preparing a business plan in your competitive team? 6. As a result of your experience in the competition, how much innovation was

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Calvin C. Jen, Calvin College; Tyler Scott Helmus, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

being in their personal relatedness: their free relation-in-otherness….Allthings are what they are by being particulars constituted by many and various forms of relation.”1 Page 22.1390.2One of the primary thrusts of Gunton’s book is that the individual (the one) must be respectedand therefore cannot be subsumed into the community (the many); but at the same time, thecommunity must be respected as an essential part of the individual’s humanity. We need both.Neither the individual nor the community have primacy, both are key parts of what make ushuman. As just one example, the individual who fears “big government” may respect ademocracy for

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert S. Crockett, California Polytechnic State University; Daniel W. Walsh, California Polytechnic State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

large,established companies, however, and has the potential to result in “safe” project topics that arenot of significant scope and relevance. For every company that is willing to work within theconstraints of the current mechanisms for funding student projects, there are likely a muchgreater number who would very much like to offer challenges to student teams, if there were astreamlined process that adequately protected their commercial interests, had a contractdeliverable that they were purchasing, and reduced the project risk to an acceptable level.Current Funding Mechanisms & LimitationsAt Cal Poly, there are three primary mechanisms for industry support of student projects: 1. As a donation to the College or Academic Department. 2

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Beverly Radloff, Indiana University Purdue University, Indianapolis; Nancy Lamm, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 22.1172.3The goal of this paper is to answer three research problems: 1) Identify if students are receivingeverything they need during school in order to enter the real world after graduation; 2)Determine if students from the dual degree program are more successful during their first timejob search than those in the traditional program; 3) Confirm that there is a need for engineers tohave a well-rounded education. If gaps are identified in either group which deserve attention,proper measures can be taken. If areas are identified as being useful with one group and lackingin the other, this can also be addressed.Literature ReviewDual DegreeSome research attention has been focused on traditional three-two programs orBachelors/Masters

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judith Giordan, National Collegiate Inventors & Innovators Alliance (NCIIA); Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Joseph Steig, National Collegiate Inventors & Innovators Alliance (NCIIA) and VentureWell; Phil Weilerstein, VentureWell

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovator's personal and professional aspirations.I. The innovation challengeOverviewOne of our hopes is that… there will be full employment, and that the production of goods andservices will serve to raise our standard of living… Surely we will not get there by standing still,merely by making the same things we made before and selling them at the same or higher prices.We will not get ahead in international trade unless we offer new and more attractive andcheaper products… There must be a stream of new scientific knowledge to turn the wheels ofprivate and public enterprise. -- Vannevar Bush, 1945 [1]The translation of basic scientific research to practical and deployable innovations that benefitpeople and the planet is as old as human history itself

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University-Pueblo

Tagged Divisions

Entrepreneurship & Engineering Innovation

couple of examples from Altshuller19.The ProblemThe problem consists of developing the pneumatic punch press system shown in Figure 1. Thesystem is to operate in the following manner: 1. When an operator presses two pushbuttons at the same time (pushbuttons not shown in Figure 1), the clamping plate pushes down clamping the part to be punched. 2. The punch ram punches through the clamped part and then retracts back to its original position. 3. When the punch ram is fully retracted, the operator releases the two pushbuttons, removes the punched part, inserts the next part, and repeats the process.A near “closed world” solution is desired, i.e. only minimal modifications to the hardwarespecification are allowed. This

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; William M. Jordan, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

: o one-day summer workshop o Implementation plan developed and submitted, including assessment plan From the ten implementation plans provided, four will be selected for further funding: o Analysis of end-of-course assessment (raw data and analysis) o Travel to Annual KEEN Winter ConferencePart of this one-year planning grant will be to develop assessment measures for the learningobjectives of this aspect of the courses through which students will be taught. We feel stronglythat the seven key attributes/outcomes of an engineer, developed at the December 2010 KEENAssessment meeting, and presented nationally8, need to be included in the ongoing assessmentdone on all of our classes. These outcomes are: 1

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik Sander, University of Florida

Tagged Divisions

Entrepreneurship & Engineering Innovation

, students take investment in theircompanies and invest in each other’s companies at three points during the semester in which theyhave the opportunity to present to their student colleagues: 1. Early in the semester when they present their company vision and value proposition 2. Midway through the semester when they present their company execution plan and financial projections 3. Late in the semester when they present their company summation through a business plan presentationThe presentations above provide each company executive team with a chance to gage theirperformance and company attractiveness compared to the other companies in the course at threepoints in the semester. Typically 7-9 companies are formed each

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 22.622.1 c American Society for Engineering Education, 2011 Enhancing the Entrepreneurial Mindset of Freshman EngineersAbstract:On page 1 of Educating the Engineer of 2020: Adapting Engineering Education to the NewCentury cites the most critical task of engineering educators: “first and foremost, engineeringeducation must produce technically excellent and innovative graduates.” This report furtherstates “it is agreed that innovation is the key and engineering is essential to the task of helpingthe United States maintain its economic leadership and its share of high technology jobs.” Thegoal of our research is to benchmark and identify creativity and innovation skill sets in first-yearengineering

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randall Brouwer, Calvin College; Aubrey Sykes, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

highlights two commonthemes: 1) the programmatic goals for the courses are quite similar and 2) the detailedimplementations differ as much as the institutions themselves differ. Although duplication of thesuccessful aspects of another program is rarely easy, surveying the range of possible approachesand leveraging the creative ideas in one’s own situation and institution is valuable.Ochs, Lennon, Watkins, and Mitchell1 from Lehigh University present a 5 phase productdevelopment model; they specifically look at how that model supports the ABET outcomes fortheir program. Lehigh’s IBE (Integrated Business and Engineering) program also ties into theircapstone course. The fourth and fifth phases of the product development model, which look

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Ewert, Iron Range Engineering; Ronald R. Ulseth, Iron Range Engineering; Bart M. Johnson, Itasca Community College; Jeff Wandler, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Entrepreneurship & Engineering Innovation

these talented young people to stay in our region. Our immediate goal is to continuedeveloping a hybrid educational/economic development program that converts state tax dollarsinto regional and state-wide wealth. 1. Katz, J.A. ―The chronology and intellectual trajectory of American entrepreneurship education:: 1876- 1999‖, Journal of Business Venturing,18:2, 2003, pp283—300 2. Carlsson, B. and Acs, Z.J. and Audretsch, D.B. and Braunerhjelm, P., ―Knowledge creation, entrepreneurship, and economic growth: a historical review‖, Industrial and Corporate Change, 19:6, 2009 3. Khanduja, D. and Singla, V. and Singh, R, ―Entrepreneurial ambience of engineering education in India‖, 2:4, 2009, pp341—355. 4

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Borchers, Kettering University; Sung Hee Park, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Multi-level Multi-dimensional Perspective with Mental ModelsAbstractEntrepreneurship education programs typically include a large range of student outcomesincluding knowledge, skills, and attitudes as well as outcomes that go beyond the classroom.Because of the extent of inclusions and the broad range of effects, assessing the effectiveness ofentrepreneurship education programs is frequently challenged. Based upon Block and Stumpf[1]’s idea of “hierarchy of criteria” for evaluation, the main purpose of this research is to providea multi-level multi-dimensional perspective that systematically investigates factors related to thesuccess of entrepreneurship education programs. Such programs, in turn, can stimulate and bringsuccess to new

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; David Pistrui, Acumen Dynamics, LLC

Tagged Divisions

Entrepreneurship & Engineering Innovation

enough. He states, “There is no prize for solving correctly what may turn out tobe the incorrect problem. It is important to acquire the skills to solve the correct problem behindthe perceived problem, and this entails more than left-brain thinking alone.”[1] In fact, theseright-brain skills, which include competitive differentiation, business adaptability, innovationand the development of a growth culture, and strategic thinking, are the “key competenciesrequired to differentiate business in the next two to five years.” [2]As engineering programs strive to meet the challenge of “Educating the Engineer of 2020”, wemust acknowledge that the next several decades will offer more opportunities for engineers, andas educators, we must make a shift in

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Allen, Bucknell University; Steven B. Shooter, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, there had not been an university-wide discussion. Amajor impetus behind the initiative described in this paper was to intentionally unite theserelated elements through creating an innovation ecosystem. An innovation ecosystem isthe result of interactions between diverse stakeholders in a community with a vision ofachieving goals through innovation or targeted creativity. Toward this end, facultyleaders in innovation from diverse disciplines gathered in a workshop to explore tactics tonurture, support and promote these activities and new initiatives. Specifically, this groupof faculty from engineering, management, arts, humanities and social sciences met to: 1. Build an awareness of all of the diverse activities and identify how they tie into

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

beneficent students experience in online learning.Central themes emerging from past studies that contribute to a positive student experience inonline learning and a high level of course satisfaction are listed in Table 1 as summarized byPaechter, Maier, and Macher (2010). The relative priority of each category (1 being the highest)based on the Paechter, Maier, and Macher (2010) study is provided in the far right column.Table 1. Students’ expectations of online courses Category Items Sources Priority A. Importance 1. A clear and organized structure of the course Brophy, 1999; 1 of variables and learning material

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Tyler Lewis, Brigham Young University; Paul T Skaggs, Brigham Young University; Bryan Howell, Brigham Young University

Tagged Divisions

Entrepreneurship & Engineering Innovation

focused on measuring divergentideas. In the TTCT, participants are asked to sketch and explain different objects in response tovisual stimuli presented in the test (e.g., circles, lines, abstract drawings) within restricted timelimits. Developed from Torrance’s research on creativity and previous theoretical work byGuilford (1967)4, the TTCT measures the following components of creativity: (1) fluency, theability to generate large numbers of meaningful ideas, (2) originality, the ability to produce ideasthat are statistically infrequent in the normative population (used less than 5 percent of the time),(3) elaboration, the ability to add details to one’s ideas, (4) resistance to premature closure, theability to maintain an open and flexible

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anthony Marchese, Colorado State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 22.477.1 c American Society for Engineering Education, 2011 Development of a New Graduate Course in Sustainable Technology Entrepreneurship for Scientists and Engineers Anthony J. Marchese1, Gregory D. Graff2 and Paul Hudnut3 1 Department of Mechanical Engineering, 2Department of Agricultural Resource Economics, 3Department of Management Colorado State University Fort Collins, CO, 80523-1374Abstract - This paper describes the development of a new graduate level course entitledSustainable Technology Entrepreneurship for Scientists and Engineers (STESE), which wasjointly