Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Nilsen, Purdue University; Edward F. Morrison, Purdue University, West Lafayette (College of Engineering); Raquel Asencio, Purdue University; Scott Hutcheson, Purdue University, School of Engineering Technology

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Diversity

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Entrepreneurship & Engineering Innovation

importantcontributor to their team’s success. We did not attempt to pursue or resolve this paradox in thisstudy, but it continues to present an opportunity for future research.External events – transitions in university or college leadership or new strategic plans – do seemto have had at least some impact on the teams. High-performing teams, in particular, report thatthese changes were positive developments. We did not explore the extent to which this wasdisproportionately a matter of perception for high-performing teams.AreasforcontinuingandadditionalresearchThere is much yet to learn about the dynamics of making change in engineering education. Whilethe data presented here shed some light on some of the factors that may have an impact onwhether a change

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Ville Mikael Taajamaa, University of Turku; Christopher Andrew Parlier, Stanford University; Mona Eskandari, University of California, Riverside

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Diversity

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Entrepreneurship & Engineering Innovation

planning course goalsmight continue to consider the value of adding new course competencies for technologyinnovators [48] like ‘communicate effectively about career dreams’ and ‘develop abilities toanalyze and enjoy emotional experience.” Do modern students equate a high need to performwith innovative endeavors?Revealing stories indicate gender alliance: Participants show gender alliance in the way theyanswer the prompt, each gender projects themselves onto their storytelling counterpart withimages of motivation. Interestingly, writing a story through the perspective of the gender thatyou identify with increases the amount of affiliation themes.Affiliation responses in general suggest respondents need to be relatable and care about

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Darren C. Olson, Central Washington University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students gain a higher-level understanding of the designand development process, while also increasing the level of student interest and making theproject more challenging.Innovation and the Mechanisms by Which It OccursFor the purposes of this course, the working definition of innovation was that it is the use ofideas, tools, materials, and processes to achieve desired outcomes. Radical innovations weretreated as ones that achieve outcomes in fundamentally new ways, or that achieve unprecedentedoutcomes. This is opposed to incremental changes, which were treated as evolutionaryimprovements to existing solutions.The instructor impressed upon students the notion that innovations can be planned for and thenachieved by following a methodical series

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Atkins, University of Illinois, Urbana-Champaign; Julian Ernesto Martinez-Moreno, University of Illinois, Urbana-Champaign; Lalit Patil, University of Illinois at Urbana-Champaign; Kimber J Andrews, University of Illinois Urbana Champaign ; Maryalice S. Wu, University of Illinois Urbana-Champaign; Debasish Dutta, Purdue University, West Lafayette; Barbara Hug, University of Illinois, Urbana-Champaign; Liora Bresler

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Entrepreneurship & Engineering Innovation

the university. JohnRogers from the University of Illinois at Urbana-Champaign uses it to provide his students withthe relevant experience. He explains: I always tell my students you’ve got to be in the lab. You absolutely have to be in the lab. You can plan, you can do computer design and such, but until you get your hands dirty and really get a feel for what’s going on, you’re not going to have a good sense of what’s going to work and what’s not.Several participants noted an increasing connectivity between industry and academia, the resultof which was viewed by many innovators as good for the competitiveness of the nation and onethat helps both students and industry. According to David Morse, CTO of Corning

Conference Session

New Methods and Tools

Collection

2010 Annual Conference & Exposition

Authors

Andrew Gerhart, Lawrence Technological University; Donald Carpenter, Lawrence Technological University; Melissa Grunow, Lawrence Technological University; Katie Hayes, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, and resources. At Lawrence Tech, the grant provided thefunding to integrate the existing entrepreneurial programs into a new innovative interdisciplinaryprogram focused on developing the “entrepreneurial mindset” on campus. The skills associatedwith the entrepreneurial mindset are communication, teamwork, leadership, ethics and ethicaldecision-making, opportunity recognition, persistence, creativity, innovation, tolerance forambiguity, risk analysis, creative problem solving, critical thinking, and business skills(including marketing, financial analysis, and strategic planning).1, 2LeadershipA leadership education program was initiated at Lawrence Tech in 2007 based on assessmentand program evaluation. First, a survey of employers of Lawrence

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven B. Shooter, Bucknell University; Seth Orsborn, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

willing to share their time and knowledge. The quality of their“lectures” was outstanding. We held several meetings with the guests to plan out their “lectures”.These meetings led to broader discussions about innovation and formed closer interdisciplinaryrelationships. The faculty then recognized that we have more in common then we had beforerealized. These relationships have led to other collaborations with guest lectures occurring in anumber of different courses. For example, one of us has given a guest lecture on kinematics andmechanisms to the sculpture class assigned to create mechanistic art. And Joe Meiser, professorin studio art, is team teaching a class for the MIDE program. Additionally, we have faculty nowworking together on

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Enrique Alvarez Vazquez, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Stanley Shie Ng, Biola University; Dan Ewert, Minnesota State University, Mankato

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Entrepreneurship & Engineering Innovation

for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Mary Pearson, North Dakota State University Mary is a Ph.D. candidate in biomedical engineering with research focused in the area of bioelectromag- netics, specifically designing electronics that can be used as medical devices. She obtained her B.S. and M.S. degrees at NDSU in electrical and computer engineering. Mary is also interested in STEM education research.Ellen M. Swartz, North Dakota State University Ellen Swartz is currently pursuing a M.S. degree in Biomedical Engineering at North Dakota State Univer- sity. Her research interests include

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y. Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Ryan James Milcarek, Arizona State University

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Diversity

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Entrepreneurship & Engineering Innovation

investigates: What is therelationship, if any, between team dynamics and innovation effectiveness? Can a team achievehigh innovation effectiveness if it has low team dynamics?Literature reviewTeamwork is recognized as a critical engineering skill. ABET devotes a student outcome toteamwork skill: “an ability to function effectively on a team whose members together provideleadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meetobjectives” [4]. Transforming Undergraduate Education in Engineering suggested that“Teamwork should be embedded everywhere – as part of authentic design experiences, ifpossible – and needs to become a meta-skill for every student.” [5, p.21]. Teamwork is valued atthe workplace because it

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University; Agnieszka Kwapisz, Montana State University ; Kregg Aytes, Montana State University; Scott E. Bryant, Montana State University; Brock J. LaMeres, Montana State University; Elizabeth B. Varnes, Montana State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

literature, the nature of responses raised someconcerns. Specifically, concerns that respondents were gaming the system to meet thequalification criteria and receive their payment led to elimination of over 20% of responses.Proposed approaches to further alleviate this concern are discussed in plans for future research.Conclusion and Direction for Future ResearchThis study represents the beginning of a multi-year effort to understand and improve EML acrossthe Norm Asbjornson College of Engineering, Jake Jabs College of Business andEntrepreneurship, and the College of Arts and Architecture at Montana State University. While itprovides interesting insight into the similarities and differences between engineering studentsand working entrepreneurs, it

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Garett Young, Arkansas Tech University

Tagged Divisions

Entrepreneurship & Engineering Innovation

understanding. The plan is to continue tooffer the CUE-CMR in subsequent semesters to assess student understanding of electrostaticscontent.Future work will involve attempting to have the course split into two sections, one taught with abaseline guided-inquiry pedagogy, and the other taught with the guided-inquiry pedagogy butwith EML added in order to measure if any knowledge gain occurs due to EML specifically.References[1] Notaroš, Branislav M. "Geometrical approach to vector analysis in electromagneticseducation." IEEE Transactions on Education 56, no. 3 (2012): 336-345.[2] Voltmer, David R., and D. Garner. "A new direction for undergraduate electromagnetics."In FIE'98. 28th Annual Frontiers in Education Conference. Moving from'Teacher

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jackson Otto, Purdue University, West Lafayette; Greg J. Strimel, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

students across different majors, which is situated to helpbring the diversity of thought and capabilities to the innovation experience and better preparestudents for the future of work. Co-learning occurs primarily within design teams, which areassigned by the instructors in the first core integrated course, and students decide their owngroups in the second core integrated course. The program overall is designed to augment the wayin which students learn across multiple semesters and plans-of-study rather than just serving asadditional courses to add to their course load. Therefore, the program is designed to provide allstudents, regardless of their major, a multi-semester learning experience focused on the actualpursuit of innovation. By doing so

Conference Session

Entrepreneurship Education: Assessment and Integrating Entrepreneurship into the Curriculum

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

.255 .529 .323 .157 .176 Reduce risk/uncertainty 3 .217 .186 .207 .487 .304 Perform strategic planning 3 .025 .388 .503 .224 .164 Manage time by setting goals 3 .150 .059 .807 .021 -.004 Est/achieve goals & obj 3 .227 .045 .800 .107 .257 Define org roles/resp/policy 3 .173 .072 .736 .131 .186 Take calculated risks 4 .265 .122 .268 .183 .639

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathalie Neve, Portland State University; Shannon K. Keith-Marsoun, Portland State University

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

nothelped by peers. Similarly, nearly all students (96 percent) agreed or strongly agreed they had tried tohelp their peers, that they had listened to other group members’ ideas and that their peershad listened to their ideas. Two students, however, disagreed that they had worked wellwith the other members of their group (Figure 2). We administered a brief survey to the eight mentors. All mentors (100 percent) saidthey would probably or definitely recommend being a mentor for Invention Bootcamp toa friend, and all but one (87 percent) said that they would probably or definitely considerreturning to Invention Bootcamp as a mentor again, if offered. Half of mentors (50percent) indicated that they did or planned to spend time socializing with

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laine E. Rumreich, Ohio State University; Faith Logan, Ohio State University; Zachary Dix, Ohio State University; Nicholas Rees Sattele, Ohio State University; Krista M. Kecskemety, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

ambiguity of many of the objectives from each analyzed set was identified during theanalysis process for this study. Some of this lack of clarity resulted from the fact that many of theobjectives were deemed too difficult to objectively measure in a course, such as to “demonstrateconstant curiosity about our changing world.” The solution to this current lack of clarity is toimprove specificity and measurability in EM objectives. Measurable course outcomes ofteninvolve observable criteria, time frames, and numerical goals. For example, rather than “Studentswill develop and demonstrate proficiency in writing and verbal skills,” an effective objectivemight be "Present an original business plan at a design showcase."Many other objectives, although

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic Campus; Ann F. McKenna, Arizona State University, Polytechnic Campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

businessschools as well as the business and technology enterprise communities” [3]. The efforts to support entrepreneurship in engineering programs often come in the formof entrepreneurship experiential learning activities such as creating a business plan, consultingwith practicing entrepreneurs, interviewing potential customers, delivering pitches, applying togrants, and prototyping a minimal viable product (MVP). Entrepreneurship programs and centersalso assist students in taking their projects and ideas beyond the scope of the classroom throughaccelerator programs that help students start businesses or with commercialization. To manychange agents associated with these efforts, the success of these entrepreneurship activities andprograms is not

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-Marie Jacob Job, Tulane University; Rebecca Zarch, SageFox Consulting Group; Alan R. Peterfreund, SageFox Consulting Group; Donald P. Gaver, Tulane University

Tagged Divisions

Entrepreneurship & Engineering Innovation

forward. Not so much with my research, but my business plan.” Fellows also report thatthe internship has helped to “demystify” the typically intimidating regulatory process, since theynow understand the procedures as well as the willingness of the FDA to work with companies tohelp them succeed.Several fellows commented that they have learned the language of the FDA, making it easier forthem to find answers to regulatory questions than it is for their colleagues. For several fellowsthis also has helped them participate in discussions with professionals and representatives fromthe FDA at conferences and seminars. Many attribute the internship with exposing the “blackbox” of the FDA. One student explained that because he could be a “fly on the wall

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Pontificia Universidad Catolica de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

-layered. Nonetheless, the instructionof these new design abilities is not always organized or methodic.    In Chile, engineering design has recently become crucial regarding the New Engineering 2030initiative, launched by the National Agency for Innovation and Development (CORFO) in201315. By financing strategic plans of the country’s leading engineering schools, CORFOintends to transform engineering education towards national competitiveness and productivity. Inorder to educate future engineers that are more prepared to address the challenges of the industry,engineering schools need to incorporate more teamwork, hands on learning, and practicalexperience within the industry15. Moreover, an entrepreneurial spirit is supposed to be developedin any

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert S Crockett, California Polytechnic State University; Jonathan L. York, Cal Poly San Luis Obispo; Thomas M. Katona, California Polytechnic State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

realities. Come and play.”Organic Growth Across CampusInnovation Sandbox was prototyped during the 2012-2013 academic year. The development ofthis program is a mirror of the innovation process itself -- much of the development was organicand focused on the evolving needs of the constituents. A NCIIA Planning Grant2 served as thecatalyst for this effort; this grant was leveraged into a targeted donation from an alumnus, andsupplemented by an additional match from the College of Engineering through an industrialpartner. In addition, the Center for Innovation & Entrepreneurship contributed significant timethrough leadership and technical support to enable this as a university-wide program.The early supporters of the program concept in the College

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

they suggested. The sponsors identifiedand contacted the appropriate level representative, and worked out the plan and logistics for theIntrapreneurship Study Team visit. Alumni and development groups at the colleges wereengaged and kept informed as appropriate. Once all the individual company representatives wereidentified, a formal charter was developed for this group that was named the Industry Team(called IT). The Intrapreneurship Study Team leader, Leo Hanifin, made personal contacts toeach for a kick off meeting to lay out the reason for the study, and the engagement of eachcorporation in the Intrapreneurship Study Team visits. The critical elements of thecollaborative process to engage industry were thus: 1. Choosing a cross

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan R. Peterfreund, SageFox Consulting Group; Emanuel Costache, SageFox Consulting Group; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University & SKG Analysis; Sheri Sheppard, Stanford University

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

and many have elective courses focused on I&E. •   Only a few had I&E as part of the core curriculum. •   There was almost universal interest in increasing the presence of extracurricular and elective course offerings and a majority view that I&E should be part of the core curriculum. •   On most campuses, the number of faculty engaged in supporting I&E education was said to be limited. •   Most saw their university leadership as supportive of I&E, and engaged in early or more advanced stages of strategic planning. •   Common challenges included finding space in the engineering curriculum, overcoming faculty and, to a lesser degree, administrative resistance

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Lawrence Technological University; Heidi Lynn Morano, Lawrence Technological University

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. By the end of the semester, students will be able to: 1. Generate, screen, and select promising design opportunities. 2. Organize, plan, and manage a long term engineering project within a team environment. 3. Identify and communicate the value of a design in terms of economic, professional, personal, and societal value. 4. Translate customer feedback into design specifications. 5. Utilize a systematic design process in order to bring a project to fruition. 6. Identify and utilize technical tools and skills needed to create a viable design solution. 7. Account for cost, value, and market implications at all stages of development. 8. Communicate design status and results to all

Conference Session

Exploring the Entrepreneurial and Innovation Mindset

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miles J, Mabey, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

other people and can communicate effectivelyCross-team effectiveness Shows they can work with people who have different skill sets and backgrounds than themUnderstanding of the role of *Planning, organizing, directing, and controllingmanagementUnderstanding the engineer’s Asking the experts when needed to solve problemsrole within the organizationAbility to resolve conflict Demonstrates the ability to end conflict with an effective resolutionUnderstanding Customer NeedsResearch Emphasis DefinitionIntuition The ability to understand something immediatelyAwareness Aware of what customers

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas Rees Sattele, Ohio State University; Krista M. Kecskemety, Ohio State University; Kadri Akinola Akanni Parris, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

). Students use knowledge of MATLAB taught in the lectureportion of the course to design a game. Students choose one or more games from a provided listto design or invent their own. Each game carried a point value and students could exceed thepoint requirements for extra credit. Students then conducted two user interviews to determinerequirements for the game and created a team working agreement. Before coding began, studentscreated a flowchart, algorithm, or pseudocode draft. Students then coded their chosen game(s).Additionally, students created a project notebook including a project schedule, business plan,advertisement, and project pitch video. Software documentation was also prepared including auser manual. Students were given multiple class

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Barnes, James Madison University; Susan Kubic Barnes, James Madison University; Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

) National Incident Management Systems, An Introduction; (2) National Response Plan, An Introduction; (3) Introduction to the Incident Command System; (4) ICS for Single Resources and Initial Action Response; and (5) Intermediate Incident Command Systems. As Director of Research and Business Development, Dr. Barnes oversees all proposal development and re- search design. He coordinates all needs assessment and benchmarking studies. Dr. Barnes is the former Assistant Economic Development Director for Technology for the City of Harrisonburg, and is currently Professor of Integrated Science and Technology at James Madison University. He has worked in the science and technology field for over thirty-five years. Dr. Barnes is

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christy L. Bozic, Purdue University; Nathan W. Hartman, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

24.264.4conceptual understanding and critical thinking skills that are needed in the engineeringprofession, often engineering educators are hesitant to adopt the use of cases within their owninstructional plans. Research supports a wide variety uses for case-based instruction for allfaculty members – regardless of their comfort level with this method[14]. A survey of facultymembers who use case studies in STEM education revealed varied applications for cases. Oneprofessor uses directed and highly-structured cases to reinforce content knowledge andconceptual understanding, while another professor uses open-ended, problem-based cases toencourage team building. A third educator detailed in this study uses project-based cases in hisphotonics course to provide

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

were planning to declare a mechanical engineering major (but at this stage of their education many have not officially declared a major) and other students expressed interest in civil engineering, physics and mathematics.• Case Study Method Curriculum: The two-part case study was developed to involve two lab experiences – analysis of beams (referred to as Longboard - Trucks) and elasticity of materials (referred to as Longboard - Deck). The case study incorporated 12 engineering concepts drawn from the undergraduate engineering course text20 and 10 entrepreneurial concepts selected from a popular graduate-level textbook on entrepreneurship21. Each part of the case study involved 4-6 pages of text, 1-2

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory W. Davis, Kettering University; Craig J. Hoff, Kettering University; William J. Riffe, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

”Engineering Creativity” that was designed to bring out the creative side of engineering and business students. Well over 1000 students passed through this course. Because of this background, he was selected to be part of a team to teach the ”Innovations and New Ventures” class on entrepreneurship that began in the summer of 2006, with him concentrating on the innovation side of the course. To date, over one hundred and eighty students have learned how to develop a product and put together a basic business plan. He led a team to develop ”Entrepreneurship Across the Curriculum” at Kettering University where faculty members attended workshops designed to help put innovation projects into their classrooms. This effort resulted

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

between institutions where entrepreneurial interventions exist and where theydo not.Regardless of the value of the interventions toward changes in mindset, the interventions areseen as very valuable in increasing creativity and innovation in projects completed in the firstyear. As such, the interventions are planned as permanent components within the first yearcurriculum. Page 22.622.8References1. Menzel HC. On the way to creativity: Engineers as intrapreneurs in organizations. Technovation 2007; 27 (12):732-743.2. Ferrari A, Cachia R, Punie Y. Innovation and Creativity in Education and Training in the EU Member States: Fostering

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

. Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage Publications; 2002.16. Ferguson DM, Cawthorne JC, Ahn B, Ohland M, editors. Engineering innovativeness. ASEE 2012International Conference on Engineering Education; 2012; San Antonio, Texas American Society of EngineeringEducation.17. Creswell JW. Educational Research: Planning, Conducting, and Evaluating Quantitative and QualitativeResearch. Upper Saddle River, NJ: Pearson; 2008.18. Gladwell M. The Tipping Point: How Little Things Can Make a Big Difference. ISBN 0-316-31696-2 ed:Little Brown; 2000.19. Charmaz K. Constructing Grounded Theory: A practical Guide Through Qualitative Analysis. LosAngelos, CA: Sage Publications, Inc.; 2006.20. Lincoln YS, Guba EG

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Entrepreneurship & Engineering Innovation

plan competition Verdasco Mechanical Junior Male Service learning, First-year course project Elon Mechanical Senior Male Co-op, Internships, Sophomore design, Design Category 6 competition club team, Personal projects Sarah Chemical Senior Female Service learning, Internships Sharon Biomedical Junior Female Co-op, Service learning Summer Electrical Junior Female Internships, Service learning