Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A. Mallory, Western New England University

Tagged Divisions

Entrepreneurship & Engineering Innovation

technical design and entrepreneurship. This was accomplished using aniterative design process of an electric-generating power plant that compared performance, cost,and environmental effects as key metrics. Additionally, a socio-political aspect is instilledthrough “governmental regulations” introduced throughout the course of the project. The modulewas implemented twice in Thermodynamics II. After each execution, a preliminary study wasconducted via student surveys to determine if students considered the module a valuable additionto the course. These preliminary findings aimed at not only determining if the module should becontinued in the future, but also at evaluating if the module resulted in: (1) increased studentengagement and interest in

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ikhlaq Sidhu, University of California, Berkeley; Ken Singer, CET, College of Engineering UC Berkeley; Charlotta Johnsson, Lund University, Sweden; Mari Suoranta, University of Jyvaskyla, Finland

Tagged Divisions

Entrepreneurship & Engineering Innovation

someone else” to learning i.e., “how information and knowledgeprovided is perceived by the receiver”. This means that the focus has shifted from a teacher-student-transfer focus in which the subject is only the transported goods, to the student-subject-relation focus in which the teacher is only the medium used8, as visualized in Figure 1. Page 26.1030.2Figure 1: An interpretation of the didactic triangle showing a shift from the teacher-student-transfer focus (left) to the student-subject-relation focus (right).The teacher-student-transfer focus (left in Figure 1) is also referred to as deductive teaching,whereas the student-subject-relation

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 11

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victor Taratukhin, Stanford University; Anastasiia Baryshnikova, National Research University Higher School of Economics; Yury V. Kupriyanov, National Research University Higher School of Economics; Jörg Becker

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Entrepreneurship & Engineering Innovation

problems and showcase competencies to potentialemployers. Fig. 1 Design Thinking JamMethodologyDuring a Design Thinking Jam participants apply a respective problem-solving methodologycalled Design Thinking. Design Thinking is a methodology that aims at creating innovativeideas that solves customer- defined problems, and therefore takes into account the customer’sneeds and expectations throughout the whole product development cycle [6]. Namely, DesignThinking represents means of investigation that heavily relies on understanding how theresult of design exercise will be used. While traditional development approaches such as theWaterfall Model follow a procedural approach of different sequential phases, DesignThinking

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E. Moyer, University of Pittsburgh - Johnstown

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Diversity

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Entrepreneurship & Engineering Innovation

University of Pittsburgh at JohnstownAbstractThe goal of this paper is to discuss efforts to engage and inspire engineering students by addingentrepreneurial course content and creating relevant extra-programmatic opportunities. Threeprimary mechanisms discussed in this paper include 1) entrepreneurship-specific coursemodifications to both a first-year engineering course and to a second-year engineering designcourse (including collaboration with business faculty and students), 2) creation ofentrepreneurially-relevant extracurricular clubs, activities, and events for students on campus and3) introduction to extra-university interaction opportunities for engineering students interested inentrepreneurship with both the private sector and with students

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

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Entrepreneurship & Engineering Innovation

project-based course, so students become more inspired with technology development andproduct design.    For Pontificia Universidad Católica de Chile (UC), New Engineering 2030 has been theopportunity to validate existing efforts to create an innovative and entrepreneurial curriculum.Since 2013, the Engineering Design and Innovation major (www.di-lab.cl) has imparted project-based courses that prepare students to:   1. be comfortable with ambiguity and ill-defined challenges, 2. be able to overcome team conflict , 3. acquire critical thinking and problem solving capabilities with a bias on making, 4. focus on people-driven innovation, 5. manage information through visual thinking strategies, 6. and adapt to a fast moving

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Purdue University, West Lafayette; Genisson Silva Coutinho, Purdue University, West Lafayette; M. D. Wilson, Purdue University, West Lafayette; Stephen R Hoffmann, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

evaluated each item in the original EAO individually for reasonablenessand ease of interpretation by a first-year undergraduate student population. The evaluationsfocused on ensuring alignment between the experiences that items asked subjects to recall andexperiences that first-year undergraduates are likely to have had. In keeping with the goal ofminimal modification, changes did not include any adjustment to item-subscale alignment. Themodified instrument maintained the four original EAO sub scales: innovation, personal control,self-esteem, and achievement. The breakdown of items by subscale and attitude componentappears in Table 1. Subscale Affect Behavior Cognition Total achievement

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Alan R. Peterfreund, SageFox Consulting Group; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, Stanford University

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Entrepreneurship & Engineering Innovation

or other infrastructure and attracting outside and/or internalinvestment to expand I&E offerings on campus.A factor analysis was conducted to measure success at the individual level by using PrincipalComponents Analysis as the extraction method. Items for the success construct, consisting ofthree questions from the UIF annual survey that mapped onto the success model, used a 1-5Likert scale (1 = not at all  5= extremely). The corresponding factor loadings for each questionare shown below (Table 1). Table 1: Factor loading for individual success variable Success measure at the individual level (α=.711) Factor Loadings Q34. How well did/do you understand the I&E landscape on your

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Mansoor Nasir, Lawrence Technological University; Eric G. Meyer, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

implemented in a sophomore level course in biomedicalengineering at Western New England University. Results from assessment using pre- and post-module surveys showed increased student-reported knowledge/ability regarding a variety ofEML concepts, including opportunity recognition and communicating solutions in terms ofsocietal benefits. Additionally, while the present activity used QS to investigate a biomedical-related problem, the module could be tailored to fit the needs of a variety of engineeringdisciplines so as to engage other students in EML.IntroductionRecently, there has been significant interest within the engineering education community toproduce engineers with an entrepreneurial mindset.1-3 Students with this mindset are oftenhighly

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Douglas Muir, University of Virginia; Elizabeth P. Pyle, University of Virginia

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Diversity

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Entrepreneurship & Engineering Innovation

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, 2016 Beyond "The Innovator's DNA:" Systematic Development of Creative Intelligence in an Engineering Entrepreneurship ProgramIn a seminal paper published in the Harvard Business Review in 2009 and titled “The Innovator’sDNA,” Dyer, Gregersen, and Christensen argue that there are "five discovery skills thatdistinguish the most innovative entrepreneurs from other executives." The specific skills theyidentified through their research were (1) associating, (2) questioning, (3

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; R. Alan Cheville, Bucknell University; Erin Jablonski, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Nathan P. Siegel P.E., Bucknell University; Margot A. Vigeant, Bucknell University; Joe Tranquillo, Bucknell University

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Entrepreneurship & Engineering Innovation

, persistence, and a growth mindset. In this paper we describe these seven characteristics, their specific implementation, and why we believe they have an influence on an entrepreneurial mindset.  We conducted a pilot assessment study to determine the effect of these courses and the seven characteristics on intrinsic motivation and curiosity. We provide brief results of the study in this paper, which show that the IDEAS courses positively affect both curiosity and intrinsic motivation.  Keywords: Curiosity, Intrinsic Motivation, Entrepreneurial Mindset 1        Introduction  It is widely recognized that success in professional settings relies on more than technical expertise.  The term “non­cognitive skills” encompasses personal traits other than those

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

mindset important?The Kern Entrepreneurial Engineering Network (KEEN) foundation has set as its objective toestablish an entrepreneurial mindset within engineering programs. This entrepreneurial mindsetencourages engineering students to combine the technical skills learned in their traditionalengineering coursework with a mindset to “create extraordinary value for others.” This mindsetis comprised of three critical factors, including: Curiosity, Connections and Creating value. [1]Curiosity focuses on the rapidly changing environment in which we live. It is important forengineers to have an “insatiable” curiosity reflected in constantly questioning and wonderingabout the world around them. Curiosity is evidenced through Demonstration and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Joseph Victor Sinfield, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

: 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 with McKinsey & Company and also worked as a geotechnical engineer for Haley & Aldrich. Dr. Sin- field is a frequent speaker on the management principles that can be employed to more predictably drive innovation and serves on the innovation advisory boards of multiple companies. He is the co-author of The Innovator’s Guide to Growth: Putting Disruptive Innovation to Work (Harvard Business Press, 2008), and has published in business periodicals such as Sloan

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 11

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael S. Lehman, Lehigh University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, twelve-monthprogram that differentiates itself in the market via its “dedicated approach” to entrepreneurialengineering education - a dedicated curriculum, a dedicated space and a dedicated faculty.This dedicated model, as detailed in the sections below, has been designed as the foundation foreducating students with a variety of undergraduate backgrounds in engineering (includingmechanical, electrical and chemical), business (including finance, accounting and marketing),and arts and science (such as design, physics, biology, psychology and anthropology) (see Fig.1). 65Figure 1: Undergraduate degrees of students in first three TE cohortses Majors Business

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

behavior. Implications of these findings for improvingengineering students’ innovative behaviors are explored. Page 26.338.2IntroductionWithin the context of engineering, innovation is the process of developing novel and functionalproducts, processes, or systems that appropriately address key user needs. Innovation has beendescribed as the “lifeblood of all organizations”1 and as the central factor contributing to thesuccess of the United States in an increasingly global marketplace.2 The innovation process isdriven by people, and innovative solutions lead to projects or processes that are linked totangible, real-world outcomes.1 These outcomes of

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

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Entrepreneurship & Engineering Innovation

wide variety of students, of course centered around technology, butfostering the “creative collisions” that lead to taking innovations to the next step.1 Infrastructureincludes the requisite 3D Printers and similar tools for early physical ideation, but also“hackable” hardware which can link computer-controlled systems to users (e.g. Oculus Rift, aMyo Armband, a NeuroSky Brainwave Kit, Leap Motion Controller, Arduinos, Android & iOS-based hardware, etc). Fundamentally, Innovation Sandbox is a clubhouse where students acrossall majors and academic levels can meet to explore modern technology and apply it to extremelybroad topics. Any development beyond early exploration and play is better served in othercampus machine shops and laboratories

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Qianlong Lan, Texas Southern University; Ning Wang; Xuemin Chen, Texas Southern University; Gangbing Song, University of Houston (CoE); Hamid R. Parsaei, Texas A&M University at Qatar

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Entrepreneurship & Engineering Innovation

, smartphones) for M-Learning, thereare two common approaches to achieve the goal. 1) Web application for mobile devices: webapplications normally based on the web browsers can implement cross-platform interfaces toperform the remote experiments, but it is difficult to achieve better user experience. 2) Nativeapplication for mobile devices: Although the native remote laboratory applications developed fordifferent mobile platforms (such as Apple iOS, Android, Window Mobile, etc.) can achieve betterinteractive user experience, it is hard to implement the cross-platform interface13,14. How todesign and implement a mobile optimized and easy-to-use application for M-learning alreadybecomes a hot topic15,16. Consequently, it is an essential issue how to

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso

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Entrepreneurship & Engineering Innovation

of patents, with particular attention to issues of patentability ofsoftware. The course concludes with the law of copyright, including fair use. Some of the casesare more fun for the students than others. The classroom session on the fair-use case of Campbellv. Acuff-Rose Music, which involved 2 Live Crew’s parody of Roy Orbison’s recording of“Pretty Woman,” featured excerpts of both recordings. Table 1 presents an outline of thecourse’s content. Table 1. Outline of Course Content 1. IP overview and common-law misappropriation of “hot news” (1 week). The case law on misappropriation (e.g., INS v. AP (1918); National Basketball Ass’n v. Motorola, Inc. (1997)) provides a basis for understanding the nature of

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech Department of Engineering Education; Julia M. Williams, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

teamwork are defined as importantfactors in developing and assessing entrepreneurial skills in engineers10,11 and in general.12,13Additionally, communication, teamwork and problem solving are essential components ofABET’s a-k outcomes.14 The development of programs for 15, 16 and assessments of17. 18 theseskills continues to be a focus on engineering education publications.MethodsMultiple methods were used to assess the Leadership Academy. An overview of all of thesemethods is shown on Table 1. Two surveys were given to students who participated in theacademy before and after the completion of academy activities. The first was a survey with itemstailored to each of the most recent KEEN outcomes called the Entrepreneurial Minded Learning(EML

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

NSF Pathways to Innovation Faculty Fellow. When not working Joe enjoys improvisational dance and music, running trail marathons, backpacking, brewing Belgian beers and most of all enjoying time with his children and wife. Page 26.287.1 c American Society for Engineering Education, 2015 Blending Entrepreneurship and Design in an Immersive Environment  1​ 2  Bryan Boulanger​ and Joseph Tranquillo​1​  ​ Department of Civil Engineering, Ohio Northern University, 525 S. Main St, Ada, OH 45810

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

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Entrepreneurship & Engineering Innovation

competitive pressures for U.S. industry, generating the need for an ever-increasing level of broadly-educated engineering students entering the workplace. This notionhas been communicated through the NAE [1] and more recently by ASEE's "TransformingUndergraduate Engineering Education [2] (TUEE)" workshop where industry and academicparticipants “seek a T-shaped engineering graduate who brings broad knowledge across domainsand the ability to collaborate within a diverse workforce as well as deep expertise within a singledomain”. These and other industry feedback encourage us to rethink the way we deliverengineering education. Recent engineering graduates continually find themselves learning on-the-job business acumen, struggling with open-ended problem

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 9

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Jeffrey E. Froyd, Texas A&M University; James L. Wilson, Texas A&M University; Peter Seth Hamilton; Rodney Boehm, Texas A&M University; Prasad N. Enjeti, Texas A&M University

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Entrepreneurship & Engineering Innovation

partnerships form the local community. In thislarge public institution, the college of engineering established a 20,000 square-footmakerspace in 2013 solely dedicated to engineering undergraduates. The facility offersstudents access to: 1) fabrication equipment such as 3D Printers, CNC and manual lathesand mills, and electronic circuit board fabrication; 2) microcontrollers and sensors; 3)collaborative spaces which include studio, conference and meeting rooms; 4) wide rangeof software tools to support engineering analysis, and 5) experienced professional staffable to guide student’s use of equipment and tools. Students utilize facility resources forcurricular activities such as capstone design projects, multidisciplinary project basedelective courses

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

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Entrepreneurship & Engineering Innovation

). Emanuel also works closely with Epicenter’s Fostering Innovative Generations Studies (FIGS) research group and the Designing Education Lab at Stanford Univ. He lives in Portland, Ore.Dr. Helen L. Chen, Stanford University 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). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology

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Diversity

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Entrepreneurship & Engineering Innovation

ignite their curiosity as theyinvestigate the Grand Challenges proposed by the National Academy of Engineering (NAE).Students from various majors work together in teams using their creativity to design a solutionthat solves the stakeholders’ needs. Students are motivated to produce a high quality design notonly through the intrinsic motivation of meeting stakeholders’ needs, but also by the requirementof holding a press-conference with local media, who will need to be convinced of both the needfor and the value of the students’ design.Background: About our ProgramThe program investigates the Grand Challenges proposed by the National Academy ofEngineering (NAE)1 in a multidisciplinary course providing credit in Communication, Physics,and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 11

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry G. Richards, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

architecture. Teams of students addressed threeproblems (1) they reinvented the telephone using the technologies available in the time of Belland his competitors, (2) they had to design and prototype a new consumer product, and (3) theyhad to design a system to solve and environmental or social problem. For project 1, students hadto study the writings and patents of Bell, Grey, and Edison. For the consumer product, weemphasized the importance of human factors and required the students to study the work of DonNorman.6, 7 The development of this course was funded by the National Science Foundation andFIPSE.The National Inventors and Innovators Alliance (NCIIA) had been founded in 1995, and we haveparticipated in most of their annual conferences. Several

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

. Page 26.1275.2Introduction and 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.1 Angela Shartrand, et al.2, 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 examined and has been integrated within the engineering program in approximately25% of these programs”2. We asked ourselves the question “do engineer

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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Diversity

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Entrepreneurship & Engineering Innovation

diversity, and understand their effects in students performance. Isabel received her professional degree in biological engineering at the Pontificia Universidad Cat´olica de Chile and her MA in policy, organizations and leadership studies at Stanford Graduate School of Education. c American Society for Engineering Education, 2016 Redesigning engineering education in Chile: How selective institutions respond to an ambitious national reformIntroductionIn 2012, the Chilean government launched the “Nueva Ingeniería para el 2030” program, whichaims to redesign engineering education, enhance applied research, technology development,innovation and entrepreneurship around engineering campuses.1

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tobias Haertel, TU Dortmund University; Claudius Terkowsky, TU Dortmund University; Dominik May, TU Dortmund University

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Entrepreneurship & Engineering Innovation

recent years. They need to “understand andcontribute in the context of market and business pressures.”4 Furthermore, entrepreneurshipskills are relevant for career success; students with these skills are expected to be better preparedto support their employers as innovators, act as managers and competent team workers4. Thisraises three essential questions: 1. What is and what means creativity and entrepreneurship in engineering contexts? 2. What are the implications for engineering education? 3. Are creativity and entrepreneurial thinking competences which can be learned by students, or are they a result of a life-long socializing process that cannot be influenced, at least not in the small period of an engineering

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

José Antonio Riofrío, Western New England University; Robert Gettens, Western New England University; Anthony D. Santamaria, Western New England University; Thomas K Keyser, Western New England University; Ronald E. Musiak, Western New England University; Harlan E Spotts Jr., Western New England University

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Entrepreneurship & Engineering Innovation

outlines a comprehensive first year engineering program that incorporates innovationand entrepreneurship over a two semester span. Innovation and Entrepreneurship skills aredelivered to students using Problem Based Learning (PBL), Entrepreneurial Minded Learning(EML) and Active and Collaborative learning (ACL). Students perceived mastery of innovationand entrepreneurial skills were assessed using a set of pre and post-program surveys.Entrepreneurship expertise was further assessed through an independent judging of open endeddesign projects on such criteria as novelty of opportunity and assessment of market.Course StructureThe first year engineering program course structure is outlined in Figure 1. The primary courseoutcomes are listed for each

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 9

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cristi L Bell-Huff, Lawrence Technological University; Donald D. Carpenter P.E., Lawrence Technological University; Andrew L. Gerhart, Lawrence Technological University

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Entrepreneurship & Engineering Innovation

process and guidelines for assessing these reviews were gleaned from thesearchitecture studio visits. Finally, the design of the new entrepreneurial engineering studio coursebenefitted greatly from the input of faculty at other KEEN schools, and instructors ofentrepreneurship courses, freshman introductory courses, and senior design courses on the LTUcampus. Best practices gleaned from all of these benchmarking sources have shaped the designof the new sophomore studio course at Lawrence Tech.Learning ObjectivesUsing the data gathered through the benchmarking activities, the goals of the LTU engineeringcurriculum, and the KEEN framework shown in Figure 1, learning objectives were identified forthe sophomore studio course. As mentioned previously

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Douglas E. Melton, Kern Family Foundation

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Entrepreneurship & Engineering Innovation

. For direct assessment, students’ EML assignments were evaluated by theinstructor to verify inclusion or exclusion of a set of entrepreneurially minded attributes. Forindirect assessment, students were surveyed to determine their perceived extent of usingparticular entrepreneurial mindset skills during an EML assignment. The results have thus faryielded positive results for students incorporating mindset skills into subject-based matter.1. IntroductionIncreasing emphasis has been placed on the engineering education community to implementstudent-centered pedagogies which will allow the students a more authentic (“real-world”)experience. Many highly effective pedagogies have proven to be more effective than thetraditional “chalk-and-talk