Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Rachel E. Friedensen, Iowa State University; Mani Mina, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology

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Entrepreneurship & Engineering Innovation

Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His education research and activities also include reframing and finding ways to connect Product Design and Engineering Education in synergetic ways.Dr. Benjamin Ahn, Iowa State University c American Society

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University-Purdue University of Indianapolis

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Entrepreneurship & Engineering Innovation

), Verdasco (2) Immersion in Novel Experienced new elements of innovation due to Ella (4), Hannah Innovation Ecosystems substantive involvement in authentic innovation (1), Jessica (2), projects firsthand and reflecting on these new John (1), Sarah facets. Developed a broader understanding of the (3), Verdasco (3) innovation ecosystem. Learning from Acute Failure Experienced a failed prototype or implemented Elon (1), Esteban Failure design due to their natural approaches. They (1), Jerry

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

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Entrepreneurship & Engineering Innovation

forentrepreneurship and innovation. Although studies have analyzed how students perceive this typeof training, few of them have unveiled its influence on behaviors and career goals. The formativeuse of the assessment instruments employed is limited, so more efforts are needed to evaluateentrepreneurial training towards its continuous improvement. This article proposes a methodologyto involve students in curriculum evaluation so they become partners in curriculum delivery andteaching practices. To explore its benefits, we applied it on a Major focused on engineering design,entrepreneurship and innovation. During classroom sessions of three Major courses, a form wasused to generate individual reflections and collective discussions about course methods

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Meagan R. Kendall, University of Texas, El Paso

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Entrepreneurship & Engineering Innovation

engineering design and engineering entrepreneurship. a. Did the things you learned in the course about engineering design and engineering entrepreneurship help you with the designing your life course activities? Please explain. b. Did the designing your life course activities help you in the course about engineering design and engineering entrepreneurship? Please explain.The DYL activities used in the course were taken from the text and minimally modifiedto suit a classroom setting. The activities used in the course included: • Creation of a life-design team • Identification of key mentor(s) • Creation of health/work/play/love dashboard • Descritption of workview • Lifeview reflections • Good

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; William A. Kline, Rose-Hulman Institute of Technology; Cory Hixson, Rowan University

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Entrepreneurship & Engineering Innovation

been combined together.In addition to the survey, at four times during each semester, a full class period was used toproduce open-ended responses to a reflection prompt (n=16 for Fall 2015 and n=16 for Fall2016, a total of 126 reflections). Reflections prompts were not focused on the canvas (e.g.“Explain a struggle you have had during the design process to this point and describe the variousways you overcame that struggle. What might you abstract that you can use in other designexperiences?”). Lastly, a faculty assessment focus group met on May 21, 2015 and consideredtwo prompts: 1) “I like…” and 2) “I wish…” regarding the course as a whole.As mentioned previously and important to our assessment, Crismond and Adams (2012) proposethat students

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University

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Entrepreneurship & Engineering Innovation

students are led through a discussion of heuristics and errors from cognitivebiases. They then self-reflect on their own failures in judgement and self-assess factors thatinfluence their behavior. While students seemed to engage with the content more on commentedfavorably about the content in this module being exciting and relevant, the reduction in emphasisof critical thinking theory coupled with the reduced emphasis on the practice of evolution peersanalyses likely reduced the potential learning gains in critical thinking.2017-2018 – This year brought two more modifications: 1) Digital Storytelling was introduced toimprove communication of innovative ideas and 2) the (PREP)ARE modular structure [16] wasintroduced into the online course

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ian Derk, Arizona State University; Stephanie Sowl, Arizona State University; Natalie Nailor

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Entrepreneurship & Engineering Innovation

cohered assignments include, a weekly reflection assignment that asks students to reflectupon how they have applied what they’ve learned in both classes to their project; a projectplanning assignment; and a final design presentation that addresses both an audience that has thetechnical background and a non-technical audience. There are other various project deliverablesthat are designed to help students work through the design process. For example, in theintroduction to engineering class, students submitted problem definition, project proposal, andfinal report deliverables. In the intercultural communication class, students submitted a culturereport about the community at the beginning of the semester that focuses on the culture’s valuesand rules

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic Campus; Ann F. McKenna, Arizona State University, Polytechnic Campus

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Entrepreneurship & Engineering Innovation

well with their desire to have their studentsthinking about customer needs, making an impact, and reflecting on the consequences of theirwork. Dean A at a primarily undergraduate-focused institution remarked: I think as our engineering students think about how they're going to solve world problems and how they're going to make a difference in the world, how do they do that with an entrepreneurial mindset, and how to think about what does it really mean to create value, how do we do that and what are the things that you think about. It's not about just for the technology but really understanding customer needs, and what is the real need. It's not just about developing a really cool hammer and then not looking

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pritpal Singh, Villanova University; Teresa Genevieve Wojcik, Villanova University

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Entrepreneurship & Engineering Innovation

used avariety of methods. First, a survey was developed and sent out to all 96 alumni/ae who had 4graduated from the engineering entrepreneurship minor program over the period 2011 to 2016.There was about a 30% response rate to the survey. The survey questions were similar to theones that had been used in a previous survey to assess how well the program was succeeding ininstilling the entrepreneurial mindset in engineering students. Details of that research effortincluding the questions used in the survey instrument were presented in [1]. The questions usedin the present survey were updated to reflect the KEEN student outcomes [2].Survey data

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Amy Frances Golightly, Bucknell University

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Entrepreneurship & Engineering Innovation

has previously used this instrument to assess andcompare motivation and curiosity among students in a set of elective courses [6].The study was deemed “exempt” by the IRB, and student participation was voluntary. Thefaculty member directing the study invited students to participate; names of participatingstudents were not disclosed to instructors. Aggregate student response to surveys was notdisclosed until after the end of the course and grades had been finalized. Three times throughoutthe semester – within approximately two weeks of the start, end, and middle – students were sentan email with a link to the SIMS/Curiosity survey and asked to complete it while reflecting onthe most recent instance of their course. At the end of the semester

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Bernd Steffensen, University of Applied Sciences Darmstadt

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Entrepreneurship & Engineering Innovation

also tellingly—May 16, 2010 saw the space shuttleEndeavor take off on its last mission, which was also the second to last shuttle launch before theend of the space shuttle program. We hypothesize that these phenomena reflect a change in thecreative and aspirational energies of the United States. To some extent, at least in the U.S.context, entrepreneurship seemed to be becoming the frontier that had previously been occupiedby the space program.These hypotheses are supported by further evidence that 2009-2010 saw the emergence of whatmight be called the “cult of the entrepreneur,” a phenomenon in which entrepreneurship andentrepreneurs are viewed not only as the leading figures in business innovation, but also as Deleted

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Entrepreneurship & Engineering Innovation

, employing the techniques for idea generation presented in the module, and having themconceptualize the meaning of creativity. One instructor had students report via oral presentations(U2); another assessed engineering portfolios (U5); the 5 sections at U1 used student reflections;while the rest (U3, U4) had students submit written reports. Table 3: Summary of assessment results provided from all Thinking Creatively to Drive Innovation deployments Assessment Outcome Mean StDev AO1 Articulate creative component 3.42 1.3

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

faculty to motivate them to continue to participate [21]. Facilitators must alsocontinually ask the reflective questions that will that will help maintain the focus and keep theseminars in the context of the Baylor University mission [19]. The research does support thatthere is a relationship between faculty attending development activities that focus on teaching andthe willingness of a faculty to use non-traditional teaching methods [20]. As long as the seminarsand workshops continue to fill a need, they will be a part of the ECS culture with improvementsand assessment to be made each semester.References[1] Pro Futuris, Baylor Univeristy, https://www.baylor.edu/profuturis/ accessed on January 31, 2018.[2] M. Khedkar, “Role of Universities in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr., Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

presentation and research paper).The discussion boards allow students to have time to reflect more on the topics while serving tobuild students’ interest on developing their entrepreneurial mindset. The discussion boardsprepare students for group discussion in class while understanding the motivations andperspectives of their classmates before meeting in class.In Figure 2, the word ‘aware’ found in the introductory description will be deleted and thesentence will focus on the development on entrepreneurial skills. Students will have morefamiliarity with the entrepreneurial mindset in other courses. The word ‘aware’ was first usedsince this entrepreneurial approach was presented to the senior students for the first time.Students then performed learning

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

William A. Kline, Rose-Hulman Institute of Technology; Timothy Chow, Rose-Hulman Institute of Technology; Tony Ribera, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

, Table 6 shows that for the three years studied, Wednesdaysconsistently have the most number of visits from students followed by Tuesdays and Thursdays.These results reflect that some capstone design classes meet and work at the center onWednesdays. Tuesdays and Thursdays are often workdays for competition teams. These resultsalso show the importance of weekend hours with 20% of visits occurring on Saturdays andSundays. Day of Week AY 2014-15 AY 2015-16 AY 2016-17 Mon 1166 14% 2021 13% 2984 14% Tue 1445 17% 2944 18% 3583 16% Wed 1752 21% 3434 22% 5286 24

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton

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Entrepreneurship & Engineering Innovation

60 seconds, it significantly helped developing student interest inbusiness entrepreneurship (80% compared to 62% for the engineering field trip); and helpedstudents understand the connection between STEM and entrepreneurship (79% compared to 72%for the engineering field trip).Figure 4. Student responses to “Please indicate the degree the event/activity helped you in the following:” for a field trip to a fast-pitch competition in year 3Summative Results Across the years, student interest towards subjects and fields in Engineering, ComputerScience or Entrepreneurship was tracked by student self-surveys. Each field interest constructwas measured using items on a 0 to 10 scale, with 10 reflecting the highest positive

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noelle K. Comolli, Villanova University; Jacob James Elmer, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineers to theentrepreneurial mindset. This paper will review in depth three different modules created and presented to students.The projects vary from elective courses (intro to biotechnology and polymer science) to requiredcourses (heat transfer operations and process design). The projects included an attempt to explorea contrarian viewpoint by evaluating “bad” plastics, design of a shower without electricity and thedesign of a heat exchanger for commercial scale brewery. The projects were all evaluated usingstudent surveys and post implementation reflection by the faculty. The authors believe these samemodules can be implemented in similar classes at other institutions with equal success.Background The National Academy of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Buffardi, California State University, Chico; William Zamora, Califonia State University, Chico; Colleen Robb, California State University, Chico; David Rahn, California State University, Chico

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Entrepreneurship & Engineering Innovation

formteams with entrepreneurs who learn Lean Startup in concert. This paper describes theexperiences and observations while adopting the Tech Startup model in its first two academicterms. We summarize how the Tech Startup model is applied to a Software Engineering courseand reflect on the lessons learned. We supplement the instructors’ observations with datacollected from surveys on students’ attitudes and experiences. We also describe a formativeevaluation and compare how our adaptations to the courses’ implementation of the Tech Startupmodel affected students’ learning experiences. Finally, we recommend best practices andadditional learning activities based on our findings.Background. Active learning pedagogy contrasts with traditional

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

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Diversity

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Entrepreneurship & Engineering Innovation

opportunities. In “reflexivity”, individuals observe social andeconomic arrangements in the environment, and through reflection, they are able see possibilitiesof new and creative social realities. They thus create opportunities rather than discover them. Despite calls for more qualitative research and specifically exploring the stories ofentrepreneurs to generate theories, there have been virtually no studies within engineeringentrepreneurship education that focus on analyzing the narratives of engineering studententrepreneurs. There is one qualitative study that looks at engineering students perceptions ofstudying entrepreneurship during a specific course or program (Taks, Tynjala, Toding,Kukemelk, & Venesaar, 2014). This study adopted a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samarth Gupta, Purdue University; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation

through commercialization of technology and launchingstartups at universities as mode 2. While mode 1 is assumed to be known because universitieshave contributed to basic research for a long time, mode 2 is new and unknown with manyuniversities still struggling to incorporate innovativeness through commercialization as a part ofmainstream research efforts.To test the hypothesis that Bimodal transformation of STEM research at US universities leads toa distraction from core principles of STEM research, the authors collected funding related datafrom National Science Foundation, National Institutes of Health, and US Patents and Trademarkoffice. The data collected is expected to reflect the following principles of Bimodaltransformation: 1. Mode 1

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Raber, Michigan Technological University; Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

an important part of who I am Jaussi, et al. Overall, my creativity has little to do with how I see myself. Jaussi, et al. My ability to be creative is an important reflection of who I am. Jaussi, et al. Being creative is important to me personally. 69. Rate your degree of confidence (i.e. belief in your current ability) to perform the following tasks byrecording a number from 0 to 100. (0 = cannot do at all; 50 = moderately can do; 100 = highly certain cando) 0 10 20 30 40 50 60 70 80 90 100 Conduct engineering design Identify a design need

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathias J. Klenk, Technical University of Munich; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

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Entrepreneurship & Engineering Innovation

address these questions, we interviewed 13 new engineering graduates within 1-2 years ofcompleting their bachelors degree, analyzing participant-produced critical work-relatedincident narratives against a framework of transformative learning [20]. As one of theprominent theories of adult learning, transformative learning describes learning as “theprocess of using prior interpretation to construe a new or revised interpretation of themeaning of one’s experience in order to guide future action” [20]. It offers a usefulframework for examining events that have been meaningful for the participants themselves[21] distinguishing between five different dimensions in these experiences: 1) meaningful events in actions, reflected in the behavior of the

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

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Entrepreneurship & Engineering Innovation

(Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. 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 Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Craig G. Downing, Rose-Hulman Institute of Technology; Thomas P. James P.E., Rose-Hulman Institute of Technology; Diane Evans, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

. entrepreneurial mindset (e.g., Fry,2011; Kriewall and Mekemson, 2010; Condoor and McQuilling, 2009; Bilan et al., 2005).Finally, educators are thrusting experiential exercises into the curriculum, i.e. methods teaching(Cadotte, 2014; Greene and Neck, 2011). From our perspective, this mixed modality approachoffers students a dynamic learning environment and an equally exciting opportunity for facultymembers to conduct research related to student experiences and behaviors.In this dynamic classroom setting, which includes historical context, reflection on one’s mindset,process learning, and methods teaching, we developed a relevant research question, which is thebasis for this paper: Does an entrepreneurial mindset assessment predict a student’s behavior

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Entrepreneurship & Engineering Innovation

3 4 Business risk assessment is the business manager’s responsibility 4 5 I like to learn about entrepreneurship comparison 6 Every time I fail a task, I reflect on why I failed so that I can learn how to do better in the future 6 7 I understand why a monopolistic market is usually not favorable to consumers 7 8 I consider how multiple changes affect each other 8 9 I am confident in leading a team to work on a project

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn Weed Jablokow, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Ilya Avdeev, University of Wisconsin, Milwaukee; Brian D. Thompson, University of Wisconsin, Milwaukee; Mohamed M. Megahed, Pennsylvania State University; Pratik Subhash Pachpute, Pennsylvania State University,Great Valley

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Entrepreneurship & Engineering Innovation

style: Sufficiency of Originality, Efficiency, and Rule/GroupConformity. These sub-factors are also normally distributed within the following theoreticalranges: SO (13–65), E (7–35), and R/G (12–60) [26, 27]. Sufficiency of Originality (SO)highlights differences between individuals in their preferred ways of generating and choosingideas. The more adaptive tend to generate more highly detailed ideas that remain more closelyconnected to the original constraints of a problem, while more innovative individuals tend togenerate ideas that challenge the problem definition and constraints. Efficiency (E) reflects anindividual’s preferred methods for managing and organizing ideas as they solve problems. Themore adaptive prefer to define problems and