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

Paper ID #25235Expanding and Evolving an Innovation ConcentrationDr. Karl D. Schubert FIET, University of Arkansas Dr. Karl D. Schubert is a Research Professor and Director of Research for Innovation and Data Science Initiatives for the College of Engineering and the Sam M. Walton College of Business in the College of Engineering at the University of Arkansas. His academic research focuses on providing Innovation programs for STEM education; and, student, faculty and industry innovation engagement. Schubert also serves as a consultant specializing in innovation, entrepreneurship, technology and organizational opti

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Rose Morehouse, Rose-Hulman Institute of Technology ; Thomas P. James P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

education.Today’s traditional-aged college students belong to Generation Z, which is the generationalcohort following the Millennial Generation. Generation Z begins with those born from 1995 to1998 depending on the reference consulted (Vision Critical, 2016; Patel, 2017; Beall, 2017;Tullier & Paris, 2018). They currently represent 25% of the population in the United States andare the fastest growing generation to be represented in the US workforce (Beall, 2017; Tullier &Paris, 2018).Generation Z’s career-related goals and aspirations do not immediately illuminate their desire topursue an entrepreneurial path. According to one study, when considering their future careers,members of Generation Z reported they care about work life balance, job

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #25949Why Don’t Commuter-school Students Pursue Start-ups?Dr. David G. Novick, University of Texas, El Paso David G. Novick, Mike Loya Distinguished Chair in Engineering and Professor of Engineering Education and Leadership, earned his J.D.at Harvard University in 1977 and his Ph.D. in Computer and Informa- tion Science at the University of Oregon in 1988. Before coming to UTEP he was on the faculty of the Department of Computer Science and Engineering at the Oregon Graduate Institute and then Director of Research at the European Institute of Cognitive Sciences and Engineering. At UTEP he has served in a number

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

use of sustainable economic development and (4) that faculty members andengineers, together, undertake an effort so that engineering education addresses the challengesand social opportunities of the future.In seeking to respond to these demands, universities have been encouraged to play a more activerole in economic development by supporting policies and funding programs forcommercialization of technology and entrepreneurship education [4]. This occurs wheneconomic news shows how global competition, downsizing, decentralization, re-engineering,mergers, and new technologies have made careers more complex and uncertain for graduatesfrom all sectors [5,6]. In this context, political, economic and academic leaders conceiveentrepreneurship as one

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

, the researchers found that student characteristics such as gender, nationality andGPA are influential in determining the type of EEPs (curricular and co-curricular) students selectto participate in. Furthermore, the researchers found that curricular EEPs act as a gateway toinvolvement in entrepreneurial activities outside of the classroom and women are more likely toparticipate in curricular EEPs than co-curricular programs. In another recent work, Yi & Duval-Couetil (2018) developed an entrepreneurial motivation scale to study motivation behindengineering students’ decision to select entrepreneurial careers [14]. The researchers identifiedthree sub-factors contributing to entrepreneurial motivation: motivation for creating and findinga

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

strategy consists of students completing an online module outsideof class, participating in online or in-class discussions, and completing an activity or assignmentrelated to the module content. Each element of this integration approach provides students aplatform and experiences to build knowledge and competencies resulting in increasing levels oflearning at each step. The integration of these e-learning modules into courses first took place inspring 2015, and since then 14 modules have been fully integrated. Four new modules will bedeployed in fall 2019, which will complete the integration of all eighteen modules. Our focusgroup of spring 2018 graduates in this study completed 4-11 e-learning modules (see Appendix 2),since the integration of the