Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jagadish Torlapati, Rowan University; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker, P.E., University of Wisconsin, Platteville; Kauser Jahan, Rowan University; Moira Kelly Smith

Tagged Divisions

College Industry Partnerships Division (CIP)

Paper ID #39419Building Action-Oriented Collaborations with Industry Advisory Boards toPromote Entrepreneurial Mindset Learning (EML)Dr. Jagadish Torlapati, Rowan University Dr. Jagadish Torlapati is currently a Senior Lecturer at the Civil and Environmental Engineering De- partment at Rowan University in Glassboro. His primary areas of interest are environmental and water resources engineering.Dr. Jodi F. Prosise, University of Wisconsin, Platteville Jodi Prosise is Chair of Engineering and Physics and an Associate Professor of Industrial Engineering and Mechanical Engineering. She earned her PhD in Biomedical

Conference Session

College Industry Partnerships Division (CIP) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erik Backus, Clarkson University; Paul Edward Dougall; Shane W. Rogers, Clarkson University; Jennifer S. Atchison, Drexel University; JoAnn W. Rogers; Philip J. Parker P.E., University of Wisconsin - Platteville

Tagged Divisions

College Industry Partnerships Division (CIP)

engagements that happen betweenengineering programs and their advisory boards. The results provide a more detailed view of thelandscape and context of current advisory boards and engineering program interactions andinform the framework and playbook development. We discuss further how programs cantransform their IABs into Industrial Partnership Boards (IPBs) that are co-creators of thecurricular and/or co-curricular student experience. It is our belief that these deeper interactionswill drive transformational change at adopting institutions towards production of students withan entrepreneurial mindset that embraces the volatile, uncertain, complex, and ambiguous natureof future engineering practice.Introduction & BackgroundIndustrial advisory

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli M. Frias, American University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

Education Theory & Practice 21.7 (2021).[18] D. Rae and D. E. Melton. "Developing an entrepreneurial mindset in US engineeringeducation: an international view of the KEEN project." The Journal of EngineeringEntrepreneurship 7.3 (2017).[19] O. Ugweje, and H. Tritico, "Preparing Students for the Global Engineering Workforce: ACase Study of International Engineering Field Experience at the University of Mount Union."Proceedings of the Future Technologies Conference (FTC) 2021, Volume 3. SpringerInternational Publishing, 2022.[20] C. Elliott, C. Mavriplis, and H. Anis, "An entrepreneurship education and peer mentoringprogram for women in STEM: mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent." International

Conference Session

College Industry Partnerships Division (CIP) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr., Oklahoma Baptist University; Christopher T. Jones; Jeffrey Anderson; Larinee Dennis; Steve Fendley

Tagged Divisions

College Industry Partnerships Division (CIP)

ultimately go out of business. However, that isnot the case in engineering education. Innovation is harder to evaluate in academia. In industry,businesses often quantify the amount of revenue generated from new products and serviceswhich can be directly measured. Teaching students to have an entrepreneurial mindset is muchmore challenging to assess. The longer-term measure is the productivity of a program’sgraduates as practicing engineers. Besides measuring innovation, it is difficult to incorporate intothe curriculum, other than in capstone projects. However, it is too late in the curriculum to saveinnovation for the final year of a program. It needs to be taught regularly throughout theprogram, although not necessarily in every course.An aspect