Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #27319Integrating Entrepreneurial Mind-set into First-Year Engineering Curricu-lum through Active Learning ExercisesDr. Chad S. Korach, University of Mount Union Chad Korach is an Associate Professor of Mechanical Engineering and Director of Engineering at the University of Mount Union in Alliance, Ohio.Dr. Joshua Gargac, University of Mount Union Joshua Gargac is an assistant professor of mechanical engineering at the University of Mount Union in Alliance, OH, where he advises the mechanical engineering senior capstone projects and SAE Baja team. In addition, Dr. Gargac teaches first-year engineering courses

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

Paper ID #24668EML Indices to Assess Student Learning through Integrated e-Learning Mod-ulesDr. Ronald S. Harichandran, University of New Haven Ron Harichandran is Dean of the Tagliatela College of Engineering and is the PI of four grants related to the development of an entrepreneurial mindset in students by utilizing integrated e-learning modules and experiential learning opportunities. Through these grant entrepreneurial thinking is being integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs, and 75 engineering and computer science faculty at 53 other

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 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; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven

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Entrepreneurship & Engineering Innovation

, respectively. In 2006, she resigned from her faculty job and came to Connecticut for family reunion. Throughout her academic career in Australia and Sin- gapore, she had developed a very strong interest in learning psychology and educational measurement. She then opted for a second Ph.D. in educational psychology, specialized in measurement, evaluation and assessment at University of Connecticut. She earned her second Ph.D. in 2010. Li has a unique cross- disciplinary educational and research background in mechatronics engineering, specialized in control and robotics, and educational psychology, specialized in statistical analysis and program evaluation.Dr. Ronald S. Harichandran, University of New Haven Ron Harichandran is

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa

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Entrepreneurship & Engineering Innovation

. 223–231, Jul. 2004.[6] K. Sheridan, E. R. Halverson, B. Litts, L. Brahms, L. Jacobs-Priebe, and T. Owens, “Learning in the Making: A Comparative Case Study of Three Makerspaces,” Harv. Educ. Rev., vol. 84, no. 4, pp. 505–531, Dec. 2014.[7] C. C. Bonwell and J. A. Eison, Active learning : creating excitement in the classroom. School of Education and Human Development, George Washington University, 1991.[8] Y. Y. Hong, C. S. Dweck, C. Y. Chiu, D. M. S. Lin, and W. Wan, “Implicit theories, attributions, and coping: A meaning system approach,” J. Pers. Soc. Psychol., 1999.[9] C. S. Dweck, “Implicit Theories,” in Handbook of theories of social psychology, V. 2., P. A. M. van. Lange, A. W. Kruglanski, and E. T

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering entrepreneurship education.AcknowledgementsThis project is funded by the U.S National Science Foundation through grant number 1531533.The opinions are those of the authors and do not necessarily represent the National ScienceFoundation.References[1] D. T. Rover, “New economy, new engineer,” J. Eng. Educ., vol. 94, no. 4, pp. 427–428, 2005.[2] T. Byers, T. Seelig, S. Sheppard, and P. Weilerstein, “Entrepreneurship: It’s Role in Engineering Education,” Bridg., vol. 43, no. 2, pp. 35–40, 2013.[3] S. K. Gilmartin, H. L. Chen, and C. Estrada, “Investigating Entrepreneurship Program Models in Undergraduate Engineering Education,” vol. 32, no. 5, pp. 2048–2065, 2016.[4] J. A. Katz, “The chronology and intellectual

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

literature, and the media.Yet, once past the title and initial discussion, the focus invariably is on entrepreneurship – notinnovation. This focus on entrepreneurship is fueled by the excitement of “the start-upexperience,” the aura of its founders as entrepreneurs, and the community for economicdevelopment. “Entrepreneurship leverages innovation to create value” [10] and “entrepreneursneed to search purposely for the sources of innovation” [11] to be successful. Whereas“[i]nnovation – or practical creativity – is mainly about making new ideas useful [and] aninnovator…solve[s] old problems with new ideas…or solve[s] new problems with old ideas usedin radically different ways.” [12] Innovation is possible without entrepreneurship

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

starting acompany in their assessment process. Such assessment results will help practitionersbetter design course content and pedagogy to meet the desired learning outcomes, andalso simultaneously provide the research community with data to identify whichconceptualizations or constituent constructs of EM are most frequently targeted in currentengineering entrepreneurship programs.AcknowledgementsThis work is supported by the U.S. National Science Foundation through grant number1531533. The opinions are those of the authors and do not necessarily represent theNational Science Foundation. 8References[1] N. Duval-Couetil, M. Ladisch, and S. Yi, “Discovery to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Brock Alexander Hays, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

used at a much higher rate since the late 1990’s. [24]Although the rubric has been viewed solely as an assessment tool for quite some time, recentstudies have suggested that it can also be used as a learning instrument. Arter and McTighesuggest that in collaboration with a formative assessment of student’s current un-finished work,the rubric can highlight areas that students are excelling in, as well as show opportunities wherethey can improve. [25] Jonsson and Svingby also note that a great benefit to using a rubric is thatit can be incredibly consistent in regards to the use of judgment when assessing specific studenttraits in class. [23] A prominent example of rubric use, the VALUE Rubrics developed and published by theAssociation of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Schnell, Stanford University; Johann Elmar Nordhus gen Westarp, Technical University of Munich (TUM); Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

findings, Barba-S´anchez et al. [33] identified Financial Motivation as one of the leadingmotivational factors for industrial and computer engineering students. They further elaborate thatmoney is seen as a synonym for well-being, and reflects safety and a good standard of living forthe society. Having the power to act seems to be a strong factor for engineering graduates. Thegraduates value the power to make their own decisions but also to take responsibility. Previousresearch from Barba-S´anchez (2012)[12] identified ”do things my way” as one of the factors, rep-resenting the possession and execution of power. The participants talked about the reputation ofstarting a company and could appreciate additional visibility. A similar factor has been

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yanjie Xie, Zhejiang University; Wei Zhang, Zhejiang University

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Diversity

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Entrepreneurship & Engineering Innovation

ecosystem.Reference[1] Acs, Z. J., Autio, E., & Szerb, L. (2014). National systems of entrepreneurship: Measurement issues and policy implications. Research Policy, 43(3), 476-494.[2] Zimmer, C. (1986). Entrepreneurship through social networks. The art and science of entrepreneurship. Ballinger, Cambridge, MA, 3-23.[3] Arruda, C., Nogueira, V. S., Cozzi, A., & Costa, V. (2015). The Brazilian entrepreneurial ecosystem of startups: an analysis of entrepreneurship determinants in Brazil and the perceptions around the Brazilian regulatory framework. In Entrepreneurship in BRICS (pp. 9-26). Springer, Cham.[4] Clark, B. K., & Bruno-Jofre, R. D. (2000). Creating entrepreneurial universities: organisational pathways of transformation

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Bruce D. Oestreich, Rowan University; Scott Duplicate Streiner, Rowan University; Kevin D. Dahm, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

items (see Table 2), determine if scores on the 3C’s varied by product choice, andidentify which aspects of an entrepreneurial mindset are most targeted by Product Archaeology(and likewise, which aspects need further development in regards to EML). The results aresummarized in Figures 1 and 2 and Table 3 below. Table 2. KEEN-related Rubric ItemsKEEN 3C’s Rubric Item(s)Mapped to Curiosity Historical Research (information, sources, and research questions)Mapped to Connections Experimental/Technical WorkMapped to Creating Value Analysis Figure 1. Average Rubric Scores for Final Report color coded by general (yellow), Curiosity(blue), Connections (green), and Creating

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jing Guo, Colorado Technical University; John M. Santiago Jr., Freedom Institute of Technology; Pamela Allison Phillips, Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

skills.References[1] J. M. Santiago and J. Guo, "Online Delivery of Electrical Engineering Courses Using the Online Flipped Classroom Approach," in 2017 ASEE Annual Conference & Exposition, Columbus, OHIO, 2017.[2] K. M. S.-L. J. R. Y. Andrea L. Welker, "Weaving Entrepreneurially Minded Learning Throughout a Civil Engineering Curriculum," in ASEE Annual Conference and Exposition, Columbus, Ohio, 2017.[3] S. E. Zappe, R. M. Leicht, J. Messner, T. Litzinger and H. W. Lee, "flipping" the classroom to explore active learning in a large undergraduate course, ASEE Annual Conference and Exposition, Conference Proceedings, 2009.[4] B. Kerr, "The flipped classroom in engineering eductation: A survey of research," in Internation Conerence on

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University

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Entrepreneurship & Engineering Innovation

narrow theirscope as they traverse the design challenge. Future research should investigate this approachacross different design challenges, using a larger subset of students, and incorporatequantitative and explanatory data analysis.6. References[1] L. Bosman and S. Fernhaber, Teaching the entrepreneurial mindset to engineers. Switzerland: Springer International Publishing, 2018.[2] J. Seddon and S. Caulkin, "Systems thinking, lean production and action learning," Action Learning: Research and Practice, vol. 4, pp. 9-24, 2007.[3] T. Brown, Change by design: how design thinking transforms organizations and inspires innovation New York, NY: Harper Collins, 2009.[4] A. Osterwalder, Y. Pigneur, G

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University; Deborah M. Grzybowski, Ohio State University; Monica Farmer Cox, Ohio State University

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Entrepreneurship & Engineering Innovation

enhancements to come in our engineeringcurriculum.References[1] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A review of literature on teaching engineering design through project-oriented capstone courses,” J. Eng. Educ., vol. 86, no. 1, pp. 17–28, 1997.[2] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering design thinking, teaching, and learning,” J. Eng. Educ., no. January, pp. 103–120, 2005.[3] C. Charyton and J. A. Merrill, “Assessing general creativity and creative engineering design in first year engineering students,” J. Eng. Educ., vol. 98, no. 2, pp. 145–156, 2009.[4] S. P. Nichols and N. E. Armstrong, “Engineering entrepreneurship: Does entrepreneurship have a role

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

on three criteria, per established guidelines of critical incident technique [27]: 1. Detailed description of an experience or series of experiences that are directly attributable to the aspect(s) of their way of understanding or approaching innovation. 2. Description or demonstration of one or more aspects of understanding or approaching innovation. (Note: Direct connections to innovation were preferred, but this connection could be inferred from a participant’s way of experiencing innovation (as seen in the previous study [9]) or contextual cues in the excerpt or elsewhere in the interview.) 3. A clear change, refinement, or crystallization in one’s view of innovation, especially as it addressed aspects of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Ville Mikael Taajamaa, University of Turku; Christopher Andrew Parlier, Stanford University; Mona Eskandari, University of California, Riverside

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Diversity

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Entrepreneurship & Engineering Innovation

theworkforce [6]. There are many explanations of individual excellence and entrepreneurialmindset [7,8, 9] and multiple studies about engineering students [10,11,12] with an emphasison a high need for achievement and potential for break-through innovation [13]. Since the late1990’s engineers and designers have been exploring moods and feelings and their connectionto better solutions [14]. And while research links entrepreneurial status to personality theory[15] and personality to leadership [16], few studies focus on the impact of emotion oninnovative success. This paper aims to begin filling that gap with a preliminary experiment toshow how students experience a story of innovation. The experiment is inspired by Radcliffe President Mattina

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso

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Diversity

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Entrepreneurship & Engineering Innovation

: • Course(s) enrolled • Employment during university enrollment, • Factors leading students to not pursue their project as a startup, and • Suggested measures for increasing the rate of startup formation from course projects3. ResultsThe study’s three hypotheses were assessed using the interviews and the coded data. On average,each of the 16 participants provided 2.2 reasons for not launching their project as a startup. 3.1. Hypothesis 1Hypothesis 1 was that students do not continue with their projects because they cannot take timeaway from the paying jobs that are supporting their education. The data suggest that this is true.As shown in Fig. 1, students most frequently mentioned lack of time as a factor discouragingpursuing a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, Texas A&M University; Rodney Boehm, Texas A&M University

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Diversity

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Entrepreneurship & Engineering Innovation

affiliates.References[1] J. M. Bekki, M. Huerta, J. S. London, D. Melton, M. Vigeant, and J. M. Williams, “Opinion: Why EM? The potential benefits of instilling an entrepreneurial mindset,” Advances in Engineering Education, vol. 7(1), 2, 2018.[2] C. J. Creed, E. M. Suuberg, and G. P. Crawford, “Engineering entrepreneurship: An example of a paradigm shift in engineering education,” Journal of Engineering Education, vol. 91(2), pp. 185-195, 2002. https://doi.org/10.1002/j.2168-9830.2002.tb00691.x[3] National Science Foundation, NSF Innovation Corps (I-Corps™), 2019. Available: https://www.nsf.gov/news/special_reports/i-corps/index.jsp[4] A. Huang-Saad, J. Fay, and L. Sheridan, “Closing the divide: Accelerating technology

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas Rees Sattele, Ohio State University; Krista M. Kecskemety, Ohio State University; Kadri Akinola Akanni Parris, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

). Students use knowledge of MATLAB taught in the lectureportion of the course to design a game. Students choose one or more games from a provided listto design or invent their own. Each game carried a point value and students could exceed thepoint requirements for extra credit. Students then conducted two user interviews to determinerequirements for the game and created a team working agreement. Before coding began, studentscreated a flowchart, algorithm, or pseudocode draft. Students then coded their chosen game(s).Additionally, students created a project notebook including a project schedule, business plan,advertisement, and project pitch video. Software documentation was also prepared including auser manual. Students were given multiple class

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Ferrar, Temple University; Dustyn Roberts P.E., Temple University

Tagged Divisions

Entrepreneurship & Engineering Innovation

corresponding means of assessment. We plan to submit a full paper in a year with more details on our progress towards these outcomes. Acknowledgments This work was made possible in part by a Faculty Grant from VentureWell to the authors. The authors would also like to acknowledge the rest of the senior design teaching team (AP, BT, RR, JG) and our college’s administration for the ongoing support. References[1] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” Journal of Engineering Education, vol. 86, no. 1, pp. 17–28, Jan. 1997.[2] “Criteria for Accrediting Engineering Programs, 2019 – 2020 | ABET.” [Online]. Available

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University Of Indianapolis

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Diversity

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Entrepreneurship & Engineering Innovation

 Pracetice: Part 1 ‐ The Entrepreneurial Mindset.  Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A. (2008). Persistence,  Engagement, and Migration in Engineering Programs. Journal of Engineering Education, 97, 259‐ 278.  Reid, K., & Ferguson, D. (2011). Enhancing the Entrepreneurial Mindset of Freshman Engineers. Paper  presented at the American Society for Engineering Education.  Ricco, G., Silliman, S., & Girtz, S. (2017). Exploring Engineering Mindset. Paper presented at the American  Society for Engineering Education.   Appendix 1 – Combined Curiosity and Creativity Survey QuestionsCuriosity_1 I spend a great deal of time researching areas that I wish

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Emre Selvi, Jacksonville University; Adele Hanlon, Jacksonville University

Tagged Divisions

Entrepreneurship & Engineering Innovation

] H. Zukin and M. Szeltner, Talent Report: What Workers Want in 2012, Rutgers University,New Brunswick, NJ: John J. Heldrich Center for Workforce Development, 2012.[2] PASCO Product Catalog, “Materials Stress-Strain Experiment -- EX-5515A,” PASCOScientific, Inc. [Online]. Available: www.pasco.com/prodCatalog/EX/EX-5515_materials-stress-strain-experiment/index.cfm. [Accessed November 14, 2017].[3] M. J. Traum, E. Selvi, S. A. Aponte, C.-D. R. Bayran, D. J. Diaz Sanchez, K. J. Lyles, D. D.Norwood, J. R. Pruitt, and L. J. Scroggins, “Developing Engineering Education Products viaProject Ownership Oriented Learning in an Undergraduate Mechanics of Materials Course,”Proceedings of the American Society for Engineering Education (ASEE) Southeastern

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew J. Czuchry, East Tennessee State University; Shawn A. Carson, University of Tennessee; James H. Lampley, East Tennessee State University; William H. Knight, East Tennessee State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

4.94 Founders and Management Team Factors - Founder(s) commitment to startup 4.89 Relationship Factors - Integrity 4.89 Relationship Factors - Coachability 4.82 Founders and Management Team Factors - Perseverance 4.76 Relationship Factors - Character 4.72 Intellectual Property Factors - Competitive Advantage 4.71 Relationship Factors - Passion 4.67 Competitive Factors - Understanding of Competitive Landscape 4.67 Exit Factors - Potential for

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Consciousness Competency. In the United States entrepreneurial training was starting toget introduced across colleges and universities in the 1970’s. Since then entrepreneurshipeducation and training programs have expanded and been adopted in several more college anduniversity curricula in recent years. It is estimated that 80% of all U.S. colleges and universitiesat present implement such programs [3]. Entrepreneurship for most of the students is a newexperience. The benefits it offers includes the opportunity to acquire new skills and experience,access to knowledge and tools related to establishing and operating companies, decision makingand negotiations, project management and team working and bearing consequences of undesiredoutcomes. Self

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marissa Mary Martine, Rowan University; Lia X. Mahoney, Rowan University; Christina M. Sunbury, Rowan University; John Austin Schneider, Rowan University; Cory Hixson, Colorado Christian University; Cheryl A. Bodnar, Rowan University

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Entrepreneurship & Engineering Innovation

Proceedings of the Annual ASEE Conference & Exposition, New Orleans, LA,USA, June 26-29, 2016.[2] C. Bodnar, J. Tranquillo, V. Matthew, and A. Turrentine, “Iteration by design: developmentof a game-based workshop for teaching innovation and entrepreneurship concepts,” ExperientialEntrepreneurship Exercises Journal, vol. 1, no. 4, pp. 28–33, 2015.[3] M. Davies, “Concept mapping, mind mapping and argument mapping: what are thedifferences and do they matter?” Higher Education, vol. 62, no. 3, pp. 279-301, 2010.[4] S. Ferguson and R. W. Foley, “Assessment of Student Learning Outcomes and ABETAccreditation: A Pilot Study of Fourth-Year Engineering Students using Longitudinal ConceptMaps,” in Proceedings of the Annual ASEE Conference & Exposition

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan John Washuta P.E., The Citadel; Patrick Bass, The Citadel

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Entrepreneurship & Engineering Innovation

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

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Diversity

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Entrepreneurship & Engineering Innovation

- On Creativity, www.chebucto.ns.ca/Philosophy/Sui- Generis/Berdyaev/qc.htm.[3] Barron, F., and D.M. Harrington. “Creativity, Intelligence, and Personality,” Ann. Rev. Psych., 32, 439 (1981).[4] Guilford, J.P., The Nature of Human Intelligence, New York, McGraw-Hill (1967).[5] Guilford, J.P., Way Beyond the IQ: Guide to Improving Intelligence and Creativity, Buffalo, Creative Education Foundation (1977).[6] Rogers, C.R., “Toward a Theory of Creativity,” in S. J. Parnes and H. F. Harding, eds., A Source Bookfor Creative Thinking, New York, Charles Scribner's Sons (1962).[7] Stein, M.I., “Creativity as an Intra- and Inter-personal Process,” in S. J. Parnes and H. F. Harding, eds., A Source Book for Creative Thinking. New York

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Macarena Zapata P.E., Universidad de Chile ; Sergio Celis, Universidad de Chile

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Entrepreneurship & Engineering Innovation

global challenges of the 21 st Century. World Economic Forum: A Report of the Global Education Iniciative, (April), 184. https://doi.org/10.2139/ssrn.13967047. Duval-Coetil, N., Reed-Rhoads, T., & Haghighi, S. (2011). The Engineering Entrepreneurship Survey : An Assessment Instrument to Examine Engineering Student Involvement in Entrepreneurship Education. The Journal of Engineering Entrepreneurship, 2(2), 35–56.8. Graham, R. (2012). Achieving excellence in engineering education: the ingredients of successful change. The Royal Academy of Engineering (Vol. 101). Recuperado a partir de http://epc.ac.uk/wp-content/uploads/2012/08/Ruth-Graham.pdf9. Astin, A. W. . A. O. (1966). A Program of Longitudinal Research on the Higher

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

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Diversity

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Entrepreneurship & Engineering Innovation

these tablesare collected and sent to a Tomra commercial recycling unit where their labels are scanned andthe items crushed. The throughput of the Tomra is much slower than our counting tables. Sincethey have such variety, cans are either sent to a large table (~12’ X 12’) for hand sorting and bag-ging, or they are put through the Tomra machine. Using an Omega LC101 S-beam load cell anda Red Lion Strain Gage Conditioner (LD2SG5P0) that has a large 2.25” high 5-digit LEDdisplay, the students constructed a hanging scale with a calibrated 1 to 1000 gm range to weighfilled can bags. It was a good idea but we soon found that can weights varied widely from onebrand to another and even within a brand, so the scale idea was abandoned after a center