Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

 setting. This paper evaluates whether students involved in the design­based immersive learning experiences developed knowledge pertaining to design and entrepreneurship as evidenced through comparative analysis of student reflections and authoritative literature in the subject area.  Introduction  Since the end of the 19th century, there has been a divide within education between traditionalist and progressive philosophies.  In 1938 John Dewey, one of the most important educational voices of our time, presented his philosophy of education as experience (Dewey, 1998).  In his work he outlines the importance of establishing a firm base that traditionalist forms of education can nurture. He also calls for the progressive style of tying those facts

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Eng.; Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

they sign up in teams of threemembers to compete in a one hour long challenge. To ensure a multidisciplinary experience,participants in a team must be from different majors. The WIC is kicked off with a challengestatement containing the criteria for winning the challenge. Then, teams design, build anddeliver – if necessary – their solution for that week’s challenge. At the end of each competition, ideas are evaluated and the winning team isdetermined. Winning team receive a prize of $100 per member plus a T-shirt with the WIClogo and the words “Winner” on the back. Also, all participants are encouraged to submit awritten reflection. The author with the best reflection wins a $100 prize, regardless if suchauthor was also part of the

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

instruction on different leadership theories (situational,transformational and servant)19,20,21, and were asked to reflect on how their ropes courseexperience related to the different leadership styles they just learned about, and about importantlessons learned during the academy.Purpose of assessmentThe purpose of the assessment plan developed in this study was to investigate how theLeadership Academy activities tied to the outcomes of the KEEN program. Additionally, thisassessment was used to gauge the student perspective on the leadership academy and identifyaspects of the academy that students found important to their current academy pursuits and futurecareers in STEM fields. Outside the context of the KEEN program, the Leadership Academy andthis

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ikhlaq Sidhu, University of California, Berkeley; Ken Singer, CET, College of Engineering UC Berkeley; Charlotta Johnsson, Lund University, Sweden; Mari Suoranta, University of Jyvaskyla, Finland

Tagged Divisions

Entrepreneurship & Engineering Innovation

focus (right in Figure 1) is referred to as inductivelearning12. - Deductive: In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts. The students should demonstrate that they have understood the concepts by repeating what the teacher just told or did. - Inductive: In an inductive classroom, the teacher presents or exposes the students to examples that show how the concept is used. The intent is for students to “notice”, by reflecting around the examples, how the concept works. The students should demonstrate that they have understood by re-inventing the concepts based on their own

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald S Harichandran P.E., University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Cheryl Q Li, University of New Haven; Jean Nocito-Gobel, University of New Haven; Samuel D. Daniels, University of New Haven

Tagged Divisions

Entrepreneurship & Engineering Innovation

can be conducted in class, online or a combination of both. Inthe discussion question shown in Appendix A for the Cost of Production module, the instructorposes an open-ended problem with a clearly stated learning objective. Students are required torespond with an initial post that outlines their planning solution in response to the problemposted. Each student will review the initial responses from peers and reflect on their solution tothe problem. Finally, everyone must respond to the posts and comment on at least two otherposts in the follow-up discussion. Students are requested to follow netiquette protocol and extendan observation or comment on an insight they did not consider.Description of Select Modules The online modules target

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mona Eskandari, Stanford University; Barbara A. Karanian A., Stanford University; Ville Mikael Taajamaa, University of Turku

Tagged Divisions

Entrepreneurship & Engineering Innovation

answer these questions when she teaches some of these methods to engineering, design, business, and law students. Her courses use active storytelling and self-reflective observation as one form to help graduate students and leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping, to prototyping some more - and to delivery. Barbara likes to paint pictures.Mr. Ville Mikael Taajamaa, University of Turku Ville M. Taajamaa, MSc (TECH) is in his fourth year of Ph.D studies focusing on engineering education reform. The main focus in the action based research is to create a new model for global interdisciplinary engineering education: O-CDIO where emphasis is more in the

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Gettens, Western New England University; Harlan E Spotts Jr., Western New England University; José Antonio Riofrío, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

understand the appropriate behaviors to observe and questions toask. The process then moves to observing the client’s pain point experience. Observing is not Page 26.1208.2enough, students need to at least talk with the client and, if possible, experience the pain pointthemselves. All through this process students are framing and re-framing their problemstatements as they collect additional information. The Thinktank concludes with a final revisionand refinement of the problem statement that reflects their empathetic understanding of theirclient’s pain point and preparation for the next phase of the process, ideation.Why is an entrepreneurial

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian A., Stanford University; Ateeq Junaid Suria, Mechanical Engineering Department, Stanford University, Stanford, CA; Jonathan Summers

Tagged Divisions

Entrepreneurship & Engineering Innovation

that they can use again and again on future projects. She also helps students answer these questions when she teaches some of these methods to engineering, design, business, and law students. Her courses use active storytelling and self-reflective observation as one form to help graduate students and leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping, to prototyping some more - and to delivery. Barbara likes to paint pictures.Mr. Ateeq Junaid Suria, Mechanical Engineering Department, Stanford University, Stanford, CA Ateeq Suria is currently a fifth year Ph.D. candidate in the Mechanical Engineering program at Stanford University located in Stanford, CA. He is

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheri Sheppard, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mary E. Besterfield-Sacre, University of Pittsburgh; Nathalie Duval-Couetil, Purdue University, West Lafayette; Angela Shartrand, VentureWell; Laurie Moore, National Center for Engineering Pathways to Innovation (Epicenter); Emanuel Costache, SageFox Consulting Group; Andreea Mihaela Fintoc; Qu Jin, Stanford University; Calvin Ling, Stanford University; Florian Michael Lintl, Stanford University; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, VentureWell; Anna K Breed

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Diversity

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Entrepreneurship & Engineering Innovation

ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Mary E. Besterfield-Sacre, University of Pittsburgh Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

effective innovation areoften anxiety producing. To make matter worse, an engineer’s performance in these same areasis directly diminished by the resulting fear and insecurity. These areas include creativity,ethnographic research (which involves observing and talking with strangers), presenting one’sideas to peers and superiors, accepting and objectively reflecting on constructive (and non-constructive) criticism, and working on teams with people whom you did not select (and may notlike). The more confident and competent one is in performing these tasks, the more effective aninnovators he/she is. However, if the inherent anxiety of these tasks diminishes one’s confidence,the reduction of competence will follow, leading to yet lower confidence.An

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

university mandated evaluation. Students were asked to reflect onthe strong and weak points of the course in open-ended questions. Product Archaeology was notspecifically targeted in any questions. Below are representative comments, grouped by theme.In general, students found the approach to be somewhat disorienting, but found the focus on valueand the use of a real device to be helpful. • “I found 408 to be extremely helpful in determining and thinking about value. Throughout the semester I kept referring back to this in order to gain a clearer understanding of the components of a company”. • “It was helpful to have an actual physical device to work with”. • “We had to do a lot of this ourselves, which led to strong

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Paul D. Mathis, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

useful interaction  Not enjoyable  Not as efficient  Need interesting as other discovery and present peers behaviors  Need instructors  Did not realize to encourage benefits collaborationObserving  Not reflective or  Lack ability to  Unstructured –  Not emphasized attentive to associate from benefits not in many classes everyday

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University; Paula Gangopadhyay, The Henry Ford (museums)

Tagged Divisions

Entrepreneurship & Engineering Innovation

information see Reference 11.The second and third days were dedicated to exploring ingenuity and innovative progress whilealso visiting innovative sites as the students toured the Henry Ford Museum, Greenfield Village,and the Ford Rouge Factory where F-150 trucks are assembled. While each of the three sitesrequires a full day or more to explore, the students used self-guided itineraries focused oninnovation and developed by The Henry Ford to allow efficient exploration in a shortenedformat, with questions and reflections. The Henry Ford Museum includes areas focused on“Made in America – Manufacturing and Power” which showcases some of the earliest Wattsteam engines and allows participants to fabricate an actual Model T (Figure 2). Also on displayis

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University; Qu Jin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Helen earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Atkins, University of Illinois, Urbana-Champaign; Julian Ernesto Martinez-Moreno, University of Illinois, Urbana-Champaign; Lalit Patil, University of Illinois at Urbana-Champaign; Kimber J Andrews, University of Illinois Urbana Champaign ; Maryalice S. Wu, University of Illinois Urbana-Champaign; Debasish Dutta, Purdue University, West Lafayette; Barbara Hug, University of Illinois, Urbana-Champaign; Liora Bresler

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovators and asking them to reflect on their education andcareers and their perceptions on what would work and what would not. We believe that thisapproach yields significantly richer information that would be used for this research.3 MethodsThe data analyzed here is based on interviews conducted with 60 innovators over the course ofseven months between April 2013 and October 2013. These data emerge from the broader studyof innovation and education mentioned above. The research methods for the broader studyincluded a workshop held on October 22-23, 2013, at the NAE Washington, D.C. The workshopbrought together over 75 innovators and leaders from several fields to share insights oninnovation and its education in focus-group style sessions

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Thema Monroe-White, SageFox Consulting Group; Ari Turrentine, VentureWell; Angela Shartrand, VentureWell; Amit Shashikant Jariwala, Georgia Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

project around a topic that appeals to them. When students follow theirpassions, the passions of their teammates, or work on a topic that, for them, will make a Page 26.990.4difference in the world, their intrinsic motivation increases.8,12 Experimentation and iteration inthe context of the project, and reflecting (in a safe environment) on the failures that ensue,completes what Neck et al. refer to as a “virtuous cycle,” that equips students with confidenceand knowledge that they can apply next time.8,12By integrating entrepreneurship into engineering, students are likely to be more connected totheir learning and thus are more likely to

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Nilsen, VentureWell; Victoria Matthew, VentureWell/Epicenter; Angela Shartrand, VentureWell; Thema Monroe-White, SageFox Consulting Group

Tagged Divisions

Entrepreneurship & Engineering Innovation

example.The overarching purpose of the landscape analysis process is to have teams consider thestrengths and gaps on their campuses. This process provides team members with a sharedunderstanding of the unique opportunities and challenges on their campus, and forms afoundation on which to develop plans for growing their entrepreneurial ecosystem.The tool was originally designed as a spreadsheet for teams to document “assets” on theircampus (e.g., courses, extra-curricular offerings, spaces, champions). The tool alsodefined the terms “innovation”* and “entrepreneurship”† to support shared understanding.Finally, the tool guided teams in reflecting on various dimensions of their schools’ecosystem as a whole – the balance between electives and required

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

David R Mikesell, Ohio Northern University; Tailian Chen, Gonzaga University; Jianfeng Ma, Aerospace and Mechanical Engineering, Saint Louis University; Ahad Ali, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Figure 1. This type of product has become popular inrestaurants, but its limited lifespan and recyclability present some opportunities for improvingsustainability. The numbers in the table were not intended to reflect reality, only to providestudents with an example of what the analysis might look like. Figure 1: Disposable, non-refillable pepper grinder used for sample sustainability analysis9Business measures such as cost, profit, and marketability were included in the table. Theentrepreneur must also understand that a product must be “sustainable” in an economic sense aswell; an extremely “green” product which no one would buy due to cost or inconvenience is nota sustainable one.Students were also required to conduct a market

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert A Heard, Carnegie Mellon University; J F Whitacre, Carnegie Mellon Univerisity

Tagged Divisions

Entrepreneurship & Engineering Innovation

responsibilities, and market cycle economics.Course FormatIn this course, information on relevant innovation topics is delivered by traditional lecture, classdiscussion, and through readings. The learning strategy keys on the operationalization of thegained knowledge. In our approach, each topic is presented in a lecture or a series of lectures.Students then receive assignments consisting of two parts, the first asks them to reflect on andexplain the implications of the topic within the framework of innovation in materials or materialintensive industries. This ensures the students have completed the suggested readings and haveunderstood the content of the lecture(s). The second portion of an assignment asks the student tooperationalize the knowledge of

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

by (a) introducing students to legal reasoning, which would have been assumed in asecond- or third-year law-school course, (b) providing students with an overview of the U.S.federal legal system and the differences between common law and statutory law, (c) providingindividual feedback and encouragement for legal argument, and (d) asking students to work onreal projects in their project results that would actually affect the outcome of university decisionsabout protection of IP. Page 26.207.7The students’ post-course evaluation comments reflected both the unusualness of the course asan experience for students in technical majors and the

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

José Antonio Riofrío, Western New England University; Robert Gettens, Western New England University; Anthony D. Santamaria, Western New England University; Thomas K Keyser, Western New England University; Ronald E. Musiak, Western New England University; Harlan E Spotts Jr., Western New England University

Tagged Divisions

Entrepreneurship & Engineering Innovation

photo. The dashed lines on the schematic represent areas that were designated to not change from the time of the problem definition to the competition. The path between cargo and drop target therefore could change necessitating students to develop a sensor-based closed-loop programming approach. The black line represents a line that the ‘bot could follow using line tracking methodologies. In addition to the base ‘bot, students were given a set of sensors including an IR distance sensor (GP2Y0A21YK0F, Sharp), a bump sensor (snap action switch , Pololu) and two line tracking reflectance sensors (QTR-1A, pololu). The IED challenge required a major mechanical design in the mechanism used to grab the IED cargo

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

-shaped skills. These involved cross discipline classes with cross discipline projects and instructors. A particularly 10 striking example is a learning experience in a traditional signals and systems biomedical engineering class that required a cross discipline twist: producing a musical instrument from biological signals. The cross discipline induced constraints forced students to engage and dramatically learn from cross discipline subject matter experts. Other elements include the ability to learn from reflection, and being evaluated according to the metrics of the cross discipline vs. one’s own discipline. Cited references

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Dean Wheadon, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

their institution is (andwhat it is not).Alignment of objectives is an important element of effective education practice. In any course,the course content, assessments, and pedagogical practices should be aligned to improve learningand to have valid understanding of the students’ progress. This is more difficult across a wholeprogram with multiple instructors and course offerings, but it becomes almost impossible if theoutcomes are not clearly defined. The multiple definitions of entrepreneurship create many moreopportunities for confusion and misalignment across programs. By articulating the particulartype of entrepreneurship education being offered, administrators can better ensure thatcoursework across the program reflects the desired

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Mansoor Nasir, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

problem or opportunity is it?  What is the potential impact (magnitude of change) if this challenge is addressed?  Specify validation test protocols such as ASTM standard tests that you would use to determine the strength, fatigue life and other mechanical properties of your orthopedic device.Assessment of student work showed that students are comfortable with written assignments, butthe communication of an idea in terms of economic and social aspects was challenging. On theother hand, the survey results were inconclusive with regard to if there was an improvement in thestudent’s perception of their entrepreneurship skills. This may actually reflect that going into themodules the students were over-confident about in their

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students and instructors. Relevant assessments must be developed, validated, and tested byeducators before they will gain broad acceptance and be used to leverage curricular changeneeded to transform undergraduate engineering education. Currently, we collect continuousfeedback from students in the form of peer reviews, weekly journal entries regarding a number ofthoughtful topics about the program, and reflection pieces at the end of each course.High quality assessment requires (1) clear learning targets, (2) clear purposes, (3) assessmentmethods that match the targets and purposes, (4) sampling for intended purposes, and (5)minimized bias and distortion [26]. The “assessment triangle” specifies that assessment evidencemust align with the intended

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Florian Michael Lintl, Stanford University; Qu Jin, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Helen earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Mark Schar, Stanford University Mark

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Purdue University, West Lafayette; Genisson Silva Coutinho, Purdue University, West Lafayette; M. D. Wilson, Purdue University, West Lafayette; Stephen R Hoffmann, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

Education Explorer's Fellowship and Dr.Daniel Radcliffe. The authors wish to thank them for their support. Any opinions, findings, andconclusions or recommendations expressed in this publication are those of the authors and do notnecessarily reflect the views of those who funded this project.Bibliography1. Pittaway, L. & Cope, J. Entrepreneurship Education: A Systematic Review of the Evidence. Int. Small Bus. J. 25, 479–510 (2007).2. Matlay, H. & Carey, C. Entrepreneurship