Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 22.622.1 c American Society for Engineering Education, 2011 Enhancing the Entrepreneurial Mindset of Freshman EngineersAbstract:On page 1 of Educating the Engineer of 2020: Adapting Engineering Education to the NewCentury cites the most critical task of engineering educators: “first and foremost, engineeringeducation must produce technically excellent and innovative graduates.” This report furtherstates “it is agreed that innovation is the key and engineering is essential to the task of helpingthe United States maintain its economic leadership and its share of high technology jobs.” Thegoal of our research is to benchmark and identify creativity and innovation skill sets in first-yearengineering

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Randall Brouwer, Calvin College; Aubrey Sykes, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

highlights two commonthemes: 1) the programmatic goals for the courses are quite similar and 2) the detailedimplementations differ as much as the institutions themselves differ. Although duplication of thesuccessful aspects of another program is rarely easy, surveying the range of possible approachesand leveraging the creative ideas in one’s own situation and institution is valuable.Ochs, Lennon, Watkins, and Mitchell1 from Lehigh University present a 5 phase productdevelopment model; they specifically look at how that model supports the ABET outcomes fortheir program. Lehigh’s IBE (Integrated Business and Engineering) program also ties into theircapstone course. The fourth and fifth phases of the product development model, which look

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Ewert, Iron Range Engineering; Ronald R. Ulseth, Iron Range Engineering; Bart M. Johnson, Itasca Community College; Jeff Wandler, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Entrepreneurship & Engineering Innovation

these talented young people to stay in our region. Our immediate goal is to continuedeveloping a hybrid educational/economic development program that converts state tax dollarsinto regional and state-wide wealth. 1. Katz, J.A. ―The chronology and intellectual trajectory of American entrepreneurship education:: 1876- 1999‖, Journal of Business Venturing,18:2, 2003, pp283—300 2. Carlsson, B. and Acs, Z.J. and Audretsch, D.B. and Braunerhjelm, P., ―Knowledge creation, entrepreneurship, and economic growth: a historical review‖, Industrial and Corporate Change, 19:6, 2009 3. Khanduja, D. and Singla, V. and Singh, R, ―Entrepreneurial ambience of engineering education in India‖, 2:4, 2009, pp341—355. 4

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Borchers, Kettering University; Sung Hee Park, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Multi-level Multi-dimensional Perspective with Mental ModelsAbstractEntrepreneurship education programs typically include a large range of student outcomesincluding knowledge, skills, and attitudes as well as outcomes that go beyond the classroom.Because of the extent of inclusions and the broad range of effects, assessing the effectiveness ofentrepreneurship education programs is frequently challenged. Based upon Block and Stumpf[1]’s idea of “hierarchy of criteria” for evaluation, the main purpose of this research is to providea multi-level multi-dimensional perspective that systematically investigates factors related to thesuccess of entrepreneurship education programs. Such programs, in turn, can stimulate and bringsuccess to new

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; David Pistrui, Acumen Dynamics, LLC

Tagged Divisions

Entrepreneurship & Engineering Innovation

enough. He states, “There is no prize for solving correctly what may turn out tobe the incorrect problem. It is important to acquire the skills to solve the correct problem behindthe perceived problem, and this entails more than left-brain thinking alone.”[1] In fact, theseright-brain skills, which include competitive differentiation, business adaptability, innovationand the development of a growth culture, and strategic thinking, are the “key competenciesrequired to differentiate business in the next two to five years.” [2]As engineering programs strive to meet the challenge of “Educating the Engineer of 2020”, wemust acknowledge that the next several decades will offer more opportunities for engineers, andas educators, we must make a shift in

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Allen, Bucknell University; Steven B. Shooter, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, there had not been an university-wide discussion. Amajor impetus behind the initiative described in this paper was to intentionally unite theserelated elements through creating an innovation ecosystem. An innovation ecosystem isthe result of interactions between diverse stakeholders in a community with a vision ofachieving goals through innovation or targeted creativity. Toward this end, facultyleaders in innovation from diverse disciplines gathered in a workshop to explore tactics tonurture, support and promote these activities and new initiatives. Specifically, this groupof faculty from engineering, management, arts, humanities and social sciences met to: 1. Build an awareness of all of the diverse activities and identify how they tie into

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

beneficent students experience in online learning.Central themes emerging from past studies that contribute to a positive student experience inonline learning and a high level of course satisfaction are listed in Table 1 as summarized byPaechter, Maier, and Macher (2010). The relative priority of each category (1 being the highest)based on the Paechter, Maier, and Macher (2010) study is provided in the far right column.Table 1. Students’ expectations of online courses Category Items Sources Priority A. Importance 1. A clear and organized structure of the course Brophy, 1999; 1 of variables and learning material

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Tyler Lewis, Brigham Young University; Paul T Skaggs, Brigham Young University; Bryan Howell, Brigham Young University

Tagged Divisions

Entrepreneurship & Engineering Innovation

focused on measuring divergentideas. In the TTCT, participants are asked to sketch and explain different objects in response tovisual stimuli presented in the test (e.g., circles, lines, abstract drawings) within restricted timelimits. Developed from Torrance’s research on creativity and previous theoretical work byGuilford (1967)4, the TTCT measures the following components of creativity: (1) fluency, theability to generate large numbers of meaningful ideas, (2) originality, the ability to produce ideasthat are statistically infrequent in the normative population (used less than 5 percent of the time),(3) elaboration, the ability to add details to one’s ideas, (4) resistance to premature closure, theability to maintain an open and flexible

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anthony Marchese, Colorado State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 22.477.1 c American Society for Engineering Education, 2011 Development of a New Graduate Course in Sustainable Technology Entrepreneurship for Scientists and Engineers Anthony J. Marchese1, Gregory D. Graff2 and Paul Hudnut3 1 Department of Mechanical Engineering, 2Department of Agricultural Resource Economics, 3Department of Management Colorado State University Fort Collins, CO, 80523-1374Abstract - This paper describes the development of a new graduate level course entitledSustainable Technology Entrepreneurship for Scientists and Engineers (STESE), which wasjointly

Conference Session

New Methods and Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald Reimer, Lawrence Technological University; Margaret Pierce, Lawrence Tech University

Tagged Divisions

Entrepreneurship & Engineering Innovation

of thisexperience by stating that “Students who use their learning to solve real-world problems findthey not only gain a stronger understanding of material they have studied, they are betterprepared to absorb new information when they return to classes [1]. Work integrated learningexperiences allow students to better understand how skills and knowledge will be mostmarketable in assisting them to transition into their professional fields. In addition, students withprofessional experience gained through these types of experiences have a competitive edge overtheir counterparts in the job market. This is particularly important in today’s tight job marketwhere competition for opportunities can be intense and students find themselves

Conference Session

Post BS Entrepreneurship Education Needs

Collection

2010 Annual Conference & Exposition

Authors

Angela Shartrand, National Collegiate Inventors and Innovators Alliance; Phil Weilerstein, National Collegiate Inventors and Innovators Alliance; Mary Besterfield-Sacre, University of Pittsburgh; Katharine Golding, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Entrepreneurship & Engineering Innovation

Page 15.1198.2entrepreneurial mindset. The National Collegiate Inventors and Innovators Alliance(NCIIA), an educational not for profit created in 1995 with support from The LemelsonFoundation, has been contributing to this growth by providing grants and developmentopportunities to faculty who seek to develop new courses, programs, and extracurricularactivities that encourage and support technology-focused entrepreneurship amongstudents[1]. To that end, NCIIA has awarded over 300 grants totaling over $6 million toroughly 200 universities and colleges, leading to the creation of hundreds of new and/ormodified entrepreneurship-related courses, programs, and other educational activities.Given the substantial number of programs established, there

Conference Session

Leadership and Strategic Planning

Collection

2010 Annual Conference & Exposition

Authors

Kirsten Hochstedt, Pennsylvania State University; Elizabeth Kisenwether, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Angela Shartrand, National Collegiate Inventors and Innovators Alliance

Tagged Divisions

Entrepreneurship & Engineering Innovation

interview protocol includedquestions relating to faculty beliefs of entrepreneurship education focusing on the following: 1. How do faculty members define the entrepreneurial mindset, or the characteristics necessary to be entrepreneurs? 2. Do faculty members believe that the entrepreneurial mindset is something that can be developed? Or do they feel that certain characteristics necessary to be an entrepreneur are innate to the person? 3. How do faculty members teach entrepreneurship? Is there a relationship between the faculty beliefs and the way that they teach entrepreneurship?We hypothesize that faculty members’ beliefs will vary and that these beliefs are directly tied tohow courses are taught, influencing both course

Conference Session

Improving Student Entrepreneurial Skills

Collection

2010 Annual Conference & Exposition

Authors

McRae Banks, Worcester Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation

worked well, what did not work well and should be changed, what was omitted and shouldhave been included, and what was included and should be eliminated.We made the decision not to promote the course actively in the first offering, thinking that asmall enrollment while we tested the structure and content would be most appropriate. Webelieved that the course would populate, probably in the range of 8-10 students, in both theengineering and science disciplines. In fact, only five engineering students enrolled in the course(1 MS Chemical Engineering, 3 MS Civil Engineering, 1 PhD Manufacturing Engineering), andone of them, the doctoral student, dropped out after the first week. Additionally, only one of theremaining students had any professional

Conference Session

Improving Student Entrepreneurial Skills

Collection

2010 Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; David Barbe, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

toVenture” (I2V), and more recently the “Advanced Invention to Venture” (AI2V). The proposedworkshop is based on a need for an additional type of workshop modeled in part after the I2Vand AI2V: an innovation-focused workshop. The new workshop can be offered independently,or as an add-on to (or part of) I2V or AI2V workshops. The program consists of two parts: 1. Traits of Innovative Individuals Participants will learn about: (a) Traits of innovative individuals, and (b) enhancing individuals’ innovative skills. Innovators share some common traits, many of which can be learned and enhanced. Inparticular, this part of the workshop will present traits such as observing, thinking,experimenting, teaming, dreaming, persisting

Conference Session

Post BS Entrepreneurship Education Needs

Collection

2010 Annual Conference & Exposition

Authors

James Green, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation education offeringsis presented in table 1, along with the fit of the Entrepreneurship and Innovation Program (EIP).Table 1. Mtech’s entrepreneurship and innovation education offerings High School • Young Scholars Summer Program Juniors & – ENES140: Discovering New Ventures Seniors – ENES141: Tech. Marketing & Product Development • Young Scholars Spring Program – Spring course offering to students of Whitman and Walter Johnson high schools in Bethesda General Activities • Technology Freshmen • Freshmen

Conference Session

Post BS Entrepreneurship Education Needs

Collection

2010 Annual Conference & Exposition

Authors

Jerome Schaufeld, Worcester Polytechnic Institute; Gretar Tryggvason, Worcester Polytechnic Institute; McRae Banks, Worcester Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation

proposition, its commercial feasibility, the various risk factors, and the resourcesrequired. The class was divided into five separate groups, but all groups worked on the sameoverall problem. Additionally, excerpts from the writings of thought leaders on innovation, suchas Carlson, Christensen, and Porter, were included. To give us more time for extendeddiscussions, the class met twice a week, for two lecture hours each time. The syllabus for the fallof 2009 is shown in figure 1.Our institution operates on a somewhat unusual academic calendar where each semester is splitinto two seven-week terms. Terms A and B are taught in the fall (September to December) andterms C and D are taught in the spring (January to April). During each academic term

Conference Session

Entrepreneurship and Design

Collection

2010 Annual Conference & Exposition

Authors

William Hornfeck, Lafayette College

Tagged Divisions

Entrepreneurship & Engineering Innovation

interest for sponsoring agencies or businesses. The currentTech Clinic involves six undergraduate students and two faculty members working as aconsulting team over a one academic year period. The team is charged with developingideas to promote economic development and jobs creation in a region seeking toreestablish a business/industrial base. Long-term outcomes are expected that lead to theestablishment of commercially successful enterprises. Bibliography[1] The Lexus and the Olive Tree, Thomas L. Friedman, May, 2000, Anchor Books[2] Hot, Flat, and Crowded: Why We Need a Green Revolution—and How It Can Renew America, Thomas L. Friedman, Farrar, Straus & Gireaux, New York, 2008[3

Conference Session

Entrepreneurship and Design

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Cook, Lawrence Tech University; Jerry Cuper, Lawrence Tech University

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurial mindset? There aremany definitions of the entrepreneurial mindset. The author of The Entrepreneurial Engineer,David E. Goldberg, states that “. . . today’s engineers . . . requires a more venturesome attitudeand approach. Increased competition places enormous pressure on companies to continue toimprove and innovate in creating new product lines, acquiring new customers, adopting newtechnology and implementing better business practices.” 1 The Entrepreneurial Mindset is bestdefined by Donald Kuratko in his book “Entrepreneurship: Theory, Process and Practice. Hestates the Entrepreneurial Mindset is when an individual exhibits the behavior of an entrepreneur,where this behavior consists of some of the following characteristics: opportunity

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Jon Down, University of Portland

Tagged Divisions

Entrepreneurship & Engineering Innovation

300 have some type of center for entrepreneurship [4]. In 1996 the GlobalConsortium of Entrepreneurship Centers (GCEC) [9] was established and has become the leadingorganization for faculty and staff of university-based entrepreneurship centers to collaborate,share ideas and discuss ongoing challenges and opportunities. Of the 200 GCEC members, 152of these universities have engineering programs (see Appendix 1). Drawing on the 15-yearhistory of having a Center for Entrepreneurship (now expanded to the Center for Leadership,Entrepreneurship, and Innovation) at University of Portland, we describe how curricular and co-curricular programs developed by experts in entrepreneurship education can be successfullyutilized by engineering students to

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Christina Seimetz Wade, Virginia Tech; Bevlee A. Watford, Virginia Tech; Joseph Ariel Cuadrado-Medina, Virginia Polytechnic Institute and State University; Juan Carlos Folgar-Lopez; Stephanie Nicole Lewis, Virginia Tech

Tagged Divisions

Entrepreneurship & Engineering Innovation

her B.S. in Mechanical Engineering and her M.S. in Biomedical Engineering from Virginia Tech.Dr. Bevlee A. Watford, Virginia TechMr. Joseph Ariel Cuadrado-Medina, Virginia Polytechnic Institute and State University Joseph is a Graduate Student in the Mechanical Engineering and Nuclear Engineering departments at Virginia Tech in Blacksburg. While studying for his Master’s Degree, he had the privilege of working at the Center for the Enhancement of Engineering Diversity (CEED) as a graduate assistant. In his time working at CEED, he became a co-director of inVenTs Studio 1 & 2 located in a residential hall on campus. There, he taught students how to use the equipment, facilitated company interactions to make

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor; Francine K. Schlosser, Odette School of Business, University of Windsor

Tagged Divisions

Entrepreneurship & Engineering Innovation

. How such a profile in terms of educational experience should be achieved, is still amatter of an ongoing debate. For the past decade various efforts have been under way to definewhat is referred to as 21st Century Skills2,3 and also align teaching and learning approachesaccordingly4. Multiple frameworks have been proposed that are well summarized in Fig. 1. It can be noted (see Fig. 1) that traditional engineering education concentrates ondeveloping students’ foundational knowledge, and only recently started paying attention todevelopment of meta-skills (e.g., creative and communication skills), but still poorly connectsthese two areas with humanistic knowledge. The 21st Century Skills movement also emphasizesthe need to develop skills

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emil H. Salib, James Madison University; Eric Vincent Walisko, James Madison University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Undergraduate Course as one possibleeffective approach and present the results of a survey to quantitatively measure the effect of thecourse on preparing the students and graduates for this new work environment. We also describethe course design, the hypothesis of effect, the survey design, the data collection, and analysis.Based on the participants’ responses and the quantitative analysis presented in this paper, weconfirmed quantitatively that the course has achieved its goal of preparing our undergraduates forthe ever changing and challenging environment for developing technology applications andservices. Overall, they believe that the impact on their career is worth the “value of contribution”they have exercised and estimated.1. IntroductionDue to

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte

Tagged Divisions

Entrepreneurship & Engineering Innovation

development”2. Our second goal wasto train students on developing a nice marketing strategy while building a knowledge base ofmethods and grants opportunities to support new invention fund.Literature ReviewPast research shows the need for an educational shift in the general engineering curricula from apurely technical focus to one that will add entrepreneurial skills to complement theirundergraduate engineering major. Angela Shartrand, et al.1, in “Technology Entrepreneurshipprograms in U.S. Engineering Schools: An Analysis of programs at the undergraduate level”examined programs and courses offered at 340 ASEE member schools in the U.S. Theirresearch showed that “entrepreneurship education is available in at least half of the engineeringprogrammed

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Joseph V. Sinfield, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

- versity, Lewisburg, PA, and M.S. and Sc.D. degrees in civil and environmental engineering from the Massachusetts Institute of Technology, Cambridge, MA. He is an Associate Professor in the School of Civil Engineering at Purdue University in West Lafayette, Indiana and a Senior Partner at Innosight, LLC, an innovation consulting and investment firm based in Lexington, Massachusetts in the United States. His research, teaching and professional activities address two focal areas: 1) experimental methods, instru- mentation, and sensor design, and 2) innovation management, particularly in the context of entrepreneur- ship and engineering education. Prior to Purdue and Innosight, he spent five years as a strategy consultant

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah Giersch, Broad-based Knowledge; Flora P. McMartin, Broad-based Knowledge, LLC; Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA); Sheri Sheppard, Stanford University; Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

change. The Pathways programdirectly addresses the need to work with the primary deliverers of content by teaching faculty atparticipating institutions to create programs that integrate innovation and entrepreneurshipcontent in order to reach a substantial number of their engineering undergraduate students.This paper describes the research-based process for designing the Pathways program, which ispart of the pre-planning phase of activities (Table 1). First, we report the methodology, findingsand recommendations from an independent literature review for an annotated bibliography thatwas conducted by Broad-based Knowledge, LLC, in Summer 2013. Then the following sectionsprovide a synthesis of the recommendations from the literature review with

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anthony Joseph, Pace University

Tagged Divisions

Entrepreneurship & Engineering Innovation

both graduate and undergraduatestudents was 3.20 with the undergraduate average rating being 3.08 and the graduate averagerating being 3.31. A rating of 3 represents the following: We have mostly resolved but not allaspects of this factor.On the pre- and post-SALG surveys 39, there were 18 common Likert scale items. The scaleanswer options on the pre-survey were in the range of not applicable, not at all, just a little,somewhat, a lot, and a great deal. The overall number of students’ responses on the pre-surveywas 216 with 92% reporting somewhat to a great deal (see Table 1). Moreover, an overall 27%of student pre-survey responses indicated that they had a great deal of understanding, skills,attitudes, and abilities to integrate learning

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

betweenleadership and management, understand and develop ethical principles of entrepreneurialleadership, and recognize various entrepreneurial strategies and apply them as appropriate.MethodsThis course provides an analytical framework to improve understanding of individual and sharedownership models in entrepreneurial organizations, and the way alternative ownership decisionsaffect organizational dynamics. It also looks at the mechanisms that entrepreneurs can use tocreate specific ownership structures and organizational cultures.This course is a half-semester long (7 weeks) covering: 1. Introductions a. Present current state of equity for your project b. Introduction to the pluses and minuses of equity dilution for founders c

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Michael Ferguson, Purdue University, West Lafayette; Wendy C. Newstetter, Georgia Institute of Technology; Eden Fisher, Carnegie Mellon University; Paula Gangopadhyay, The Henry Ford (museums); James Edwin Cawthorne Jr., Purdue University, West Lafayette; Sridhar S. Condoor, Parks College of Engineering, Aviation and Technology, Saint Louis University; Edward J. Coyle, Georgia Institute of Technology; Donald Wroblewski P.E., University of California, Berkeley; Cornelia Huellstrunk, Princeton University

Tagged Divisions

Entrepreneurship & Engineering Innovation

2Stanford Sierra Camp initial focus group discussionThe focus group discussion at the Stanford Sierra Camp (FGSSC) in October 2012 wasscheduled for 90 minutes after a 60 minute brainstorming session designed to discover topics ofinterest. Our FGSSC discussion group defined this goal: Focus on [defining] a framework around which the education of engineers in the knowledge, skills and attributes (KSAs) of innovative engineering can be designed, delivered and assessed.Participants in FGSSC are listed in Table 1. FGSSC participants also decided that our currentand future deliverables included: • A description of each innovative stage in the development of a new innovation and • Identification and definition of the unique KSAs

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

William A. Kline, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovationcompetencies and illustrate the proposed interactions in the educational system.This paper is based on three main themes:1. Effective innovation is facilitated by the Innovation Competencies, and these are in turn supported by the model-centric Systems Competencies, along with the Discovery Page 24.1230.3 Competencies and the Discipline Competencies;2. Effective learning of the Innovation Competencies is facilitated by experiences during the learner’s interactions either (a) with the explicit system models used by the System Competencies, or (b) with other actors, catalyzed by those system models;3. In addition to their effectiveness in

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Michael Ferguson, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Kathryn Jablokow, Pennsylvania State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Page 24.1247.2a grounded theory analysis approach for integrated data collection and analysis. Traditional ornon-innovative engineers were described by engineering innovators as people who do notchallenge the status quo and are not collaborators. Traditional or non-innovative engineers areengineers who minimize risk, think short-term and focus on a narrow domain of knowledge orexpertise.IntroductionInnovation in all aspects of modern life is seen as a socioeconomic cure for many of the troublesof modern societies (1-3). "Acting as the translators of new or existing technology intoinnovations that benefit society (4) is the Olympic torch that engineers are expected to carry" (5-8). The goal of this study was to identify the unique