Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University

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Diversity

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Entrepreneurship & Engineering Innovation

 setting. This paper evaluates whether students involved in the design­based immersive learning experiences developed knowledge pertaining to design and entrepreneurship as evidenced through comparative analysis of student reflections and authoritative literature in the subject area.  Introduction  Since the end of the 19th century, there has been a divide within education between traditionalist and progressive philosophies.  In 1938 John Dewey, one of the most important educational voices of our time, presented his philosophy of education as experience (Dewey, 1998).  In his work he outlines the importance of establishing a firm base that traditionalist forms of education can nurture. He also calls for the progressive style of tying those facts

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Eng.; Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

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Diversity

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Entrepreneurship & Engineering Innovation

they sign up in teams of threemembers to compete in a one hour long challenge. To ensure a multidisciplinary experience,participants in a team must be from different majors. The WIC is kicked off with a challengestatement containing the criteria for winning the challenge. Then, teams design, build anddeliver – if necessary – their solution for that week’s challenge. At the end of each competition, ideas are evaluated and the winning team isdetermined. Winning team receive a prize of $100 per member plus a T-shirt with the WIClogo and the words “Winner” on the back. Also, all participants are encouraged to submit awritten reflection. The author with the best reflection wins a $100 prize, regardless if suchauthor was also part of the

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Gettens, Western New England University; Harlan E Spotts Jr., Western New England University; José Antonio Riofrío, Western New England University

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Entrepreneurship & Engineering Innovation

understand the appropriate behaviors to observe and questions toask. The process then moves to observing the client’s pain point experience. Observing is not Page 26.1208.2enough, students need to at least talk with the client and, if possible, experience the pain pointthemselves. All through this process students are framing and re-framing their problemstatements as they collect additional information. The Thinktank concludes with a final revisionand refinement of the problem statement that reflects their empathetic understanding of theirclient’s pain point and preparation for the next phase of the process, ideation.Why is an entrepreneurial

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheri Sheppard, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mary E. Besterfield-Sacre, University of Pittsburgh; Nathalie Duval-Couetil, Purdue University, West Lafayette; Angela Shartrand, VentureWell; Laurie Moore, National Center for Engineering Pathways to Innovation (Epicenter); Emanuel Costache, SageFox Consulting Group; Andreea Mihaela Fintoc; Qu Jin, Stanford University; Calvin Ling, Stanford University; Florian Michael Lintl, Stanford University; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, VentureWell; Anna K Breed

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ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Mary E. Besterfield-Sacre, University of Pittsburgh Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Paul D. Mathis, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

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Diversity

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Entrepreneurship & Engineering Innovation

useful interaction  Not enjoyable  Not as efficient  Need interesting as other discovery and present peers behaviors  Need instructors  Did not realize to encourage benefits collaborationObserving  Not reflective or  Lack ability to  Unstructured –  Not emphasized attentive to associate from benefits not in many classes everyday

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University; Qu Jin, Stanford University

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Entrepreneurship & Engineering Innovation

Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Helen earned her undergraduate degree from UCLA and her PhD 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

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Dean Wheadon, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

their institution is (andwhat it is not).Alignment of objectives is an important element of effective education practice. In any course,the course content, assessments, and pedagogical practices should be aligned to improve learningand to have valid understanding of the students’ progress. This is more difficult across a wholeprogram with multiple instructors and course offerings, but it becomes almost impossible if theoutcomes are not clearly defined. The multiple definitions of entrepreneurship create many moreopportunities for confusion and misalignment across programs. By articulating the particulartype of entrepreneurship education being offered, administrators can better ensure thatcoursework across the program reflects the desired

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Florian Michael Lintl, Stanford University; Qu Jin, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Entrepreneurship & Engineering Innovation

Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Helen earned her undergraduate degree from UCLA and her PhD 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. Mark Schar, Stanford University Mark