Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Antti Oskari Surma-Aho, Aalto University; Tua A. Björklund, Aalto University; Katja Holtta-Otto, Aalto University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

-sectionally [1], but also showed an increase in innovativeness when it wasmeasured before and after a project course [2] as well as when measured longitudinally for thesame group of students [3]. These mixed results indicate that a deeper understanding is neededabout the factors influencing the development of innovativeness in engineering students.Recently, two constructs have received special attention with regards to engineer innovativeness:empathy and self-efficacy, i.e. feeling and understanding the experiences of others and believingin one’s own ability to perform tasks. Research suggests that empathy in engineering and designcomprises of intrinsic skills, observable actions, and a holistic mindset [4], and can helpdesigners understand and care

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leon Szeli, Stanford University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

) patterns of predicted external correlates, and (d) convergence betweenself and observer ratings“[1]. The TIPI is asking the following question on a 7-point likert-scale(1 = disagree strongly; 7 = agree strongly): I see myself as… • Extraverted, enthusiastic. • Critical, quarrelsome. • Dependable, self-disciplined. • Anxious, easily upset. • Open to new experiences, complex. • Reserved, quiet. • Sympathetic, warm. • Disorganized, careless. • Calm, emotionally stable. • Conventional, uncreative.For Entrepreneurial Self-Efficacy, we used the 4-item measure (α = .792) developed by Zhaoet al. [14], which is asking the participants how

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

measures focus on student learning outcomes, as well as student attitudestoward science and engineering and self-efficacy. This paper examines the overall STEM-Inc project design and outcomes, especially the yearover year changes in project implementation based on both research needs and findings fromprior year. Results from three years of project implementation showed positive indicators in bothformative and summative data, which supported the use of business entrepreneurship practicesfor engaging middle school students, especially those from underrepresented groups, in STEMlearning.IntroductionSTEM workers drive America’s innovation and competitiveness by generating new ideas,companies and industries. The National Science Board (2010) cites

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Khalifa University of Science and Technology; Ali Bouabid, Khalifa University of Science and Technology; Sami Ainane, Khalifa University of Science and Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneur. Figure 1. KEEN Pyramid [7]An added benefit of EE is that as students develop innovation and entrepreneurial skills,competencies and mindsets, they also enhance a number of non-cognitive aspects of competencesuch as perseverance, self-efficacy, life-long learning skills, and social skills. Thesecompetencies align with those promoted by the Organization for Economic Co-operation andDevelopment (OECD) [8] as necessary for participation in a knowledge-based society. Thesecompetencies are a) using tools (language, symbols, texts, knowledge, information andtechnology) interactively, b) being able to interact well in heterogeneous groups and work inteams, including managing and resolving conflict, and c) acting

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Louis A. DiBerardino III, Ohio Northern University; Lawrence Funke, Ohio Northern University; David R. Mikesell, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

-Olimat, K., 2013. “Inculcating an entrepreneurial mindsetin engineering education: Project approach”. ​Proceedings - Frontiers in Education Conference,IEEE​, pp. 121–126.[16] Duval-Couetil, N., Shartrand, A., and Reed, T., 2016. “The Role of EntrepreneurshipProgram Models and Experiential Activities on Engineering Student Outcomes”. ​Advances inEngineering Education, ​5(1), pp. 1–28.[17] “KEEN Framework,”https://keenwarehouse.blob.core.windows.net/keen-downloads/KEEN_Framework_spread.pdf​.[18] Carberry, A. R., Lee, H. S., and Ohland, M. W., 2010. “Measuring Engineering Design Self-Efficacy”. ​Journal of Engineering Education, ​99(1), pp. 71–79.[19] Hylton, J. B., France, T., and DiBerardino III, L. A., 2017. “Impact of Various Pedagogieson

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering students. The results indicate students who had taken one or moreentrepreneurship courses were more likely to have the desire to start their own business or workfor a small business or startup. They were also significantly more confident in specificentrepreneurial self-efficacy measures including their ability to ‘write a clear and completebusiness plan’ and ‘recognize when an idea is good enough to support a major business venture’.These students also possessed statistically significant higher levels of risk tolerance. Another recent quantitative study called the Entrepreneurship Education Projectinvestigates the motivational processes of three groups of undergraduate students participating inentrepreneurship (entrepreneurship