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

the concept of entrepreneurship whenIngeniería 2030 began, but with time they integrated it. Authorities integrate entrepreneurshipinto their discourse, which mobilized people.When the idea of entrepreneurship is present in the discourse of the highest authority, the ideaflows downwards and transcends faculty members, staff, and students. In our sample, the top-down model is best reflected at the PUC case. Here, the Ingeniería 2030 project strengthened analready existing emphasis already in the dean, increasing its importance among the facultymembers and other actors, who did not necessarily share the vision of the entrepreneurialengineer. One strategy was to make them see that this was a public policy matter and not somewhimsical move on the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder

Tagged Divisions

Entrepreneurship & Engineering Innovation

was administered todetermine skills gains and team accomplishments and to reflect on the participants’ experience inthe program. An alumni survey was administered six months after the conclusion of the summerprogram to check in on Catalyze teams.Survey questions were rated on a one-to-five Likert type scale with a 70% cutoff (a rating of3.5/5) to help evaluate effective program components. Surveys also included open-endedquestions to gather verbal responses to support numerical ratings. Numerical results wereevaluated against a 70% cutoff (3.50/5.00) with activities and ratings above 3.50 considered asevidence of program success for the evaluation of results. Results were presented by theassessment specialist and evaluated at a programmatic

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric G Meyer, Lawrence Technological University; Mansoor Nasir, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

problem or opportunity is it?  What is the potential impact (magnitude of change) if this challenge is addressed?  Specify validation test protocols such as ASTM standard tests that you would use to determine the strength, fatigue life and other mechanical properties of your orthopedic device.Assessment of student work showed that students are comfortable with written assignments, butthe communication of an idea in terms of economic and social aspects was challenging. On theother hand, the survey results were inconclusive with regard to if there was an improvement in thestudent’s perception of their entrepreneurship skills. This may actually reflect that going into themodules the students were over-confident about in their

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Richard J. Freuler, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students and instructors. Relevant assessments must be developed, validated, and tested byeducators before they will gain broad acceptance and be used to leverage curricular changeneeded to transform undergraduate engineering education. Currently, we collect continuousfeedback from students in the form of peer reviews, weekly journal entries regarding a number ofthoughtful topics about the program, and reflection pieces at the end of each course.High quality assessment requires (1) clear learning targets, (2) clear purposes, (3) assessmentmethods that match the targets and purposes, (4) sampling for intended purposes, and (5)minimized bias and distortion [26]. The “assessment triangle” specifies that assessment evidencemust align with the intended

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Topics

Diversity

Tagged Divisions

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 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

potential stakeholders for a new product or service3 Business value creation is the company owner’s concern4 Business risk assessment is the business manager’s responsibility5 I like to learn about entrepreneurship Every time I fail a task, I reflect on why I failed so that I can learn how to do better6 in the future7 I understand why a monopolistic market is usually not favorable to consumers8 I consider how multiple changes affect each other9 I am confident in leading a team to work on a project10 I have had exposure to entrepreneurship concepts before entering college I have the ability to anticipate technical developments by interpreting surrounding11 social trends12 When I see a piece of machinery, I always

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seyed Mohammad Seyed Ardakani, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seyed Mohammad Seyed Ardakani, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

reviews are to be used by your instructor as an aid in determining your individual and group teamwork scores. Do not discuss how you have scored each other. Confidentiality is needed to ensure scores reflect performance and not personal relationships among team members. CATEGORY 4 3 2 1Working with Others Almost always listens to, Usually listens to, Often listens to, shares Rarely listens to, shares shares with, and shares, with, and with, and supports the with, and supports the supports the efforts of supports the efforts of

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra Furnbach Clavijo, Stevens Institute of Technology; Matthew Wade, Stevens Institute of Technology; Kishore Pochiraju, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

judges. We provide tablets, orjudges can use their phones or other electronic devices to rank and score the pitches. The scoresremain hidden during the competition. With anonymity guaranteed, the judges are unafraid touse the entire range of the scoring card: 1 - 10. The scoring form not only lists the category, butalso a small explanation reminder to enable consistent scoring. A score of 10 reflects the highestachievement. The team can get a maximum score of 50. There are five overall categories toevaluate the delivery and content of a pitch. • Presentation: verbal, non-verbal and ownership of the pitch. A “read straight from the script” situation is valued at the lowest score of 1; on the other end, a true “evangelist

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

forimprovement. Similar to typical engineering classes, the instructor tends to assess the activity byquizzing the technical content but often ignores the instant feedback about the activity itself aswell as the emotional aspects, i.e. “Do you enjoy this activity?” We solicit information fromstudents about improvement of teaching towards the end of semester, but this would seldom focuson one particular activity and thus not add on much value. We recognize the importance of timelyfeedback after the activity. If a student notices his/her input is valued and taken into redesign theactivity, the feeling of ownership [22] may enhance the engagement.Student response to active learning is reflected in the question set 2[1] summarized in Table 4.Overall

Conference Session

Entrepreneurial Leadership and Non-traditional Ways to Engage Students in Entrepreneurship and Innovation

Collection

2007 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Paul Rossler, Oklahoma State University; Martin High, Oklahoma State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students then watched an engaging video about the California-based productdevelopment company, IDEO that set out to redesign the shopping cart. The following isthe out of class assignment. “Using Microsoft Word or other computer document software, write a brief summary of the IDEO video. Did they follow the design process as outlined in class? What did you like or not like about the video? What other comments do you have? This should be about 200 words.”The students wrote some very intriguing reflections of the IDEO video. Commentsincluded: “IDEO’s approach to design and production may seem way out of line to some, but I, personally, think that it is genius. By creating a creative environment, workers no

Conference Session

Entrepreneurial Leadership and Non-traditional Ways to Engage Students in Entrepreneurship and Innovation

Collection

2007 Annual Conference & Exposition

Authors

Russell Dinardi, Lafayette College; Sharon Jones, Lafayette College

Tagged Divisions

Entrepreneurship & Engineering Innovation

increasingdue to the increases in innovative technological advancementsCreative Thinking - The ability to think of original, diverse, and elaborate ideas.Critical Thinking - The intellectually disciplined process of actively and skillfullyconceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or generated by, observation, experience, reflection, reasoning, orcommunication, as a guide to belief and actionEntrepreneurship - Innovation; the process of starting or growing a business orventureEntrepreneurship Education – Programs, schools, and other ways to informpotential entrepreneurs about the tools necessary for a successful small businessLeadership - “The only definition of a leader is someone who has followers

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Alex Kotlarchyk

Tagged Divisions

Entrepreneurship & Engineering Innovation

precipitation values calculated by converting radar images to rainfall amount accurately reflected ground truth. If this could not be accomplished, then the project would be a non-starter. Therefore the students matched actual rain collected by rain gauges to our calculated precipitation values from the radar images. They discovered that there are not only “official” governmental weather stations (often located at airports), but also an ad hoc network of rain gauges reported on by volunteers. The students had an opportunity to travel and see the data collection process of the volunteer network first-hand (Fig. 6). They discovered that some municipal sites apply quality control measures to their data

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Rajiv Ramnath, Ohio State University; Bruce W. Weide, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Teaching Presence (Structure/Process) Fig. 1. Community of Inquiryeducational systems, it is also appropriate for learning environments that are (mostly or entirely)face-to-face. The three principal elements of the CoI model are social presence, cognitive presenceand teaching presence. Social presence may be defined as the degree to which participants in thelearning environment feel affectively connected one to another; cognitive presence represents theextent to which learners are able to, via interactions with each other, construct and refine theirunderstanding of important ideas through reflection and discussion; and teaching presence is the

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

further research and analysis within and across GlobalInstructional Objectives to understand the relative importance of topics and how to measurequality. It is also important to study how this may vary across academic disciplines.There are limitations to focusing on business plans as the basis for such analysis. First, is theextent to which a business plan is truly an experiential learning activity versus a traditionalacademic assignment. In the literature, experiential learning has a precise definition and itsmajor characteristics have been well agreed upon (Kolb & Fry, 1975; Kolb, 1984). When donecorrectly, it consists of 4 phases: 1) providing an action for students to experience, 2) havingstudents reflect on the action and experience, 3

Conference Session

Student Entrepreneurial and Innovative Mindset

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Michael Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

were not based on the initial question structure. The coding process wasrecursive and it involved all members of the research team in multiple rounds of coding, codingreviews, strength testing, and the review of previous coding decisions. Within-interview analysisof interview data was done and then cross-interview analysis of data was done, resulting in acombining of data codes. Prototype assertions were tested based on strength of evidence andrevised to reflect the strongest evidence.5 The conventions used in quoting participants are asfollows: Statements by interviewees are presented in italics with quotations followed by theirpseudonym. Words in brackets were added by the researchers to clarify context.ParticipantsInterviewees were

Conference Session

Entrepreneurship Teaming and Collaboration

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Pistrui, Acumen Dynamics, LLC; John K. Layer, University of Evansville; Sandra L. Dietrich, Eastern Michigan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

benchmark of undergraduate engineeringstudents. The goal is to better understand EMEs in relation to students, and to use these insightsand wisdom to empirically redefine the skills and educational methods necessary to reshapeengineering education.Entrepreneurially minded engineers (EMEs) are the drivers of U.S. innovation andcompetitiveness and are unique and distinctive [11]. EMEs have not necessarily started newbusinesses although they may have; they do, most often, work in established small- and medium-sized enterprises, and many work in Fortune 1000 firms [12]. The EME reflects a mindset, notspecifically an entrepreneur; they are the type of engineers who can think entrepreneurially. It isimportant to note that there is not a single type of

Conference Session

Entrepreneurship and Design

Collection

2010 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; William Riddell, Rowan University; Tom Merrill, Rowan University; Leigh Weiss, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

open-endedprojects that reflect professional practice in the Junior and Senior years. Indeed, most Junior-and Senior-year projects are externally sponsored. The College of Engineering faculty believesthat this progression is logical, taking full advantage of project-based learning and allowingstudents to develop toward professional practice throughout their studies.Like many engineering programs, Rowan University is also striving to develop a sense ofentrepreneurship in their students. The College of Engineering has established a venture capitalfund that allows undergraduate students to pursue entrepreneurial ideas, and has been developingcontacts with faculty from the College of Business Administration. A recently developed techpark that is

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Qu Jin, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

contributions of Philipp Müller and Adam Probst of the TechnicalUniversity of Munich, Shanon Gilmartin, and the support of all of our colleagues in theDesigning Education Lab at Stanford University. This work was supported by the NationalScience Foundation as a collaborative research grant (NSF-DUE-1020678, 1021893, 1022024,1022090, and 1022644). Any opinions, findings and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of NSF.Bibliography1. Byers, T., Seelig, T., Sheppard, S., & Weilerstein, P. (2013). Entrepreneurship: Its Role in Engineering Education. Summer Issue of The Bridge on Undergraduate Engineering Education, 43(2), 35-40.2. Bonnett, C., &

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

S. Jimmy Gandhi, California State University, Northridge; Dale S. Deardorff, Rocky Peak Leadership Center

Tagged Divisions

Entrepreneurship & Engineering Innovation

organize tasks into step-by-step processes, and strive for perfection.  Abstract Sequential (left brained) – thinkers like to think in concepts and analyze the Page 24.165.7 information.  Abstract Random (right brained) – thinkers organize information through reflection and thrive on unstructured, people oriented environments.  Concrete Random (right brained) – thinkers are based in reality and have an experimental attitude.This basic but flawed brain modality model has been used to describe learning styles andseparations by many authors but most agree there is a flow between these styles and thateveryone’s thinking

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Gardner promotes what is known aseducation for understanding. Further, one should make sure that the assessment and evaluationis completely holistic (Gardner, 1993). This ensures that student success outcomes are exactlydetermined and is measured accurately (Armstrong, 1994). Many scholars have alsorecommended and supported a value-added concept of education by doing assessments before,during, and after a course (Barr & Tagg, 1995). In his book Learning Paradigm College JohnTagg identifies essential features for generating such a paradigm and provides a flexible guideand a blueprint for implementing specific changes (Tagg 2003). It is important that the aims and objectives of discovery approach are reflected in everyaspect of the

Conference Session

Leadership, Design, and Entrepreneurship

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ahad Ali, Lawrence Technological University; Donald M. Reimer, Lawrence Technological University; Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 25.1113.18 • Students should be encouraged to take entrepreneurial courses prior to senior capstone activity. • Although each student will be charged with a specific task, they should be aware of and understand the “big picture” of the project and its entrepreneurial content.The above recommendations reflect the findings of the data and the analysis of the informationgathered from students in the surveyed schools.References1. Wells, D. (2010) “A model for integrating entrepreneurial innovation into an engineering capstone.” Proceedings of the 2010 American Society for Engineering Education Annual Conference and Exposition, Louisville, KY.2. Ochs, J., Lennon, G., Watkins, T., and

Conference Session

Student Entrepreneurial and Innovative Mindset

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

/intrapreneurial mindset is increasingly important as the U.S. competes to maintainits economic position in a global marketplace based on innovation. The Department ofMechanical Engineering at Baylor University has even changed its mission and objectivestatements to reflect this changing engineering environment and is shown below: The Mechanical Engineering Program at Baylor University exists to educate and equip Page 25.1246.3 servant-leaders who are: 1. motivated by Christian ideals and a vocational calling to improve people's quality of life worldwide 2. enabled by fundamental technical, communication, and

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Beverly Radloff, Indiana University Purdue University, Indianapolis; Nancy Lamm, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

OfferThis section evaluates the number of graduates that received at least one full-time offer and whenthat offer was received in relation to the graduation month. Full-Time Offer % Grads with Avg. months Yes No no offer to offer* EDDP 21 3 8.70% 2.24 IUPUI 51 8 13.56% -4.86 U Indy 2 2 50.00% -0.5 *Average months to offer is based upon date of graduation, a positive number reflects an offer x number of months prior to graduation

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarvesh S. Kulkarni, Villanova University; Frank Klassner, Villanova University; Vijay Gehlot, Villanova University; E.J. Dougherty III, Villanova University; Sue McFarland Metzger, Villanova University; William P. Wagner, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

controlled.” 9 After discussing several casestudies, students were then invited to identify opportunities within the mobile app arena: whatneeds do they think that they, their peers, or their families have, that could be addressed withapps; how could existing apps be improved to better meet consumers’ needs? In the first twocourse offerings, students discussed their ideas and formed their own teams within the groupmembership policy presented earlier in this section. In the third and fourth course offerings, weformalized the team creation process by encouraging students to post their reflections on an“Idea Bounce” blog; the students then “pitched” their app ideas in class, and listed their threebest ideas in order of preference. The instructors then

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

transferrable skills in contrast to the content andknowledge-based approach taken in most classes where the emphasis is on facts, memorization,and rote problem-solving that reward correct (and singular) answers. The need for 21st centuryskills has evolved to focus on “learning progressions (that) reflect typical trajectories of specifiedlearning domains that describe how skills or concepts might be demonstrated, both in their earlyforms and in increasingly advanced forms.” [16, p. 19] Important in this approach is acombination of “scaffolding” – providing a means to deal with knowledge or skills not yetavailable to the students – and guided learning transition from “unknown” to “known” or“inexperience” to “experienced.” What is then rewarded is the

Conference Session

Approaches to Teaching Entrepreneurship

Collection

2006 Annual Conference & Exposition

Authors

William Sherrill, University of Houston; Thomas Duening, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

competition is added to the simulation with significantrewards for the top competitors.Pre-packaged simulation curricula for use in the technology entrepreneurship classroom come ina wide range of options. In some ways, they reflect the variety of approaches to teachingentrepreneurship discussed in this paper. That is, some simulations use the business plan as thecenterpiece, requiring students use live data to gather, collate, and present information aboutmarkets, industries, and customers within the context of a business plan. Other simulations focuson small business settings, where students are required actually to make decisions aboutmerchandise mix, pricing, cost allocation, and other core business decisions.Some of the leading technology

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

Plan Review and Annual Business Forum Committees. In addition, she has served on the Charlottesville Business Innovation Council and as a founding Director for the Business Growth Network. She also served on the board of the Division of Professional Affairs Advisory Council for the American Association of Petroleum Geologists. Known for her candor and high ethical standards, positive energy and astute people skills, she has become a valued resource for business incubator programs throughout Virginia and her success as a business consultant is reflected in the successful outcomes of her clients. c American Society for Engineering Education, 2017 The Social Mechanisms of Supporting

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

James K. Nelson Jr. P.E., Texas A&M University; John A. Barton PE, Texas A&M University System; James R. Hallmark, Texas A&M University System; Billy C. Hamilton, The Texas A&M University System

Tagged Divisions

Entrepreneurship & Engineering Innovation

higher education. Although Texas is improving at increasing college completions for students from groups that traditionally have not earned certificates or degrees in large numbers, the state has not improved quickly or broadly enough to keep up with the changes in demographics. Completions in Higher education must reflect the population as a whole. (THECB, 2015)The report continues to state that: While continuing to pursue increased knowledge and higher standards of excellence in teaching, research and innovation, two- and four-year colleges in Texas will need to consider more explicitly the primary reason most students attend college: to get a better job and achieve a better life