Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vibhavari Vempala, University of Michigan; Jacob Frederick Fuher, University of Michigan; Heydi L. Dominguez, New Jersey Institute of Technology; Jeremiah Ogunbunmi, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Prateek Shekhar, New Jersey Institute of Technology

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Entrepreneurship & Engineering Innovation

discussed.1. IntroductionModern engineers are now required to not only be technically adept but are also expected topossess creativity and to lead innovation [1]. Specifically, scholars see creativity, innovation,entrepreneurial knowledge, skills, and mindset as essential skills for the new generation ofengineers [2], [3]. Traditionally a domain of business schools, entrepreneurship education hasexpanded to multiple academic disciplines with this realization that students need new skills thatare marketable and valuable [4]. Engineering programs have reconceptualized entrepreneurshipeducation to foster creativity, innovation, and entrepreneurial skills and mindset in engineeringstudents [5]. With over half of ASEE member schools offering some form

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

instructors' opinionsabout the platform and the token learning system.The MOOCIBL platform opens the doors to multi-institution micro-credentialing in a highlytransparent, secure environment.Keywordsinnovation, moocibl, biomedical, engineering, tokens, blockchainIntroductionInnovation is becoming a key component in today's world. There is a societal need to reshapeengineering education with a focus on equipping engineering students with the skills required bya rapidly changing society. The competitiveness of a country and economic growth are highlybased on the education of innovative engineers [1]. Thus, there is a prime interest in cultivatinginnovation and entrepreneurship while developing engineers in higher education [2]–[4].However, limited

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven

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Entrepreneurship & Engineering Innovation

efforts, continuously look for improvementopportunities, and aim to create value that is not only related to the product or service but alsorelevant to their stakeholders. In order to better prepare their students for the increasinglycomplex world, higher education institutions are more and more promoting entrepreneurialmindset (EM) and integrating entrepreneurship elements in their programs [1-3]. Offeringcourses on entrepreneurship, providing extracurricular activities such as pitch competitions anduniversity innovation fellows, and creating physical spaces for innovation and collaboration areamong the popular approaches [4-6]. Promoting entrepreneurial mindset and skills in engineeringcourses is another approach that is gaining momentum. The

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

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Entrepreneurship & Engineering Innovation

Research Assistants. American c Society for Engineering Education, 2021 How well can Makerspaces build an Entrepreneurial Mindset?1. IntroductionIn this paper, we explore if makerspaces can contribute to student development of anentrepreneurial mindset. Makerspaces take prior implementations of hands-on engineering, suchas machine and wood shops, and push a step further to have complete digital tools available toassist with the common goal of creating a final product or solving problems. Often integratedthrough coursework, students usually have access to tools and a maker community both in andout of the classroom. They also allows students to unleash creative potential and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

months, students are rising to the challenge of learning in complexvirtual and physical spaces. The cardiovascular engineering course described is no stranger tocreating an inclusive environment of multi-institutional, multi-disciplinary, long-distancecollaboration, and learning. This undergraduate/graduate course has continuously evolved over thepast decade to support students in their abilities to thrive in non-traditional learning environments.Originally the course started as Project-Based Learning (PBL), then adapted into Discovery-BasedLearning (DBL) and was recently remodeled into Innovation-Based Learning (IBL). Eachadaptation of the course is to meet the course outcomes of 1) promoting professional growth and2) prepare students with

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaby Mohammed, Illinois State University

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Entrepreneurship & Engineering Innovation

technology. Both theorganization haven't explicitly included entrepreneurship and Innovation in their programoutcomes, but one can read between the lines that both the concepts are indeed there within thedefinition of the programs. Exhibit 1: ABET ETAC program education objectives Source: www.abet.org 1 an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics 2 an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors 3 an ability

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deana R. Delp Ph.D., Arizona State University

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Entrepreneurship & Engineering Innovation

fundamental assignment in the course and an integralpart of the class.IntroductionAt Arizona State University, The Polytechnic School, project courses are a critical part of theengineering curriculum. Foundations of Engineering Design II is the second project course forfreshman engineers and a core course for a general engineering degree. During the Foundationsof Engineering Design II class, a team project introduces the students to the entrepreneurialmindset. Project-based learning can increase the motivations and interests for studyingengineering [1]. The author received a KEEN Professorship Mini-Grant to develop a project withthe entrepreneurial mindset. The KEEN entrepreneurial mindset consists of curiosity from thestudents about our changing

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Scott A. Starks P.E., University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; David G. Novick, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso

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Entrepreneurship & Engineering Innovation

Paper ID #34901 Center for Innovation and Commerce. His research focuses on college-level engineering education for entrepreneurship and leadership. He has authored or co-authored over 135 refereed publications and over $16 million in funded grant proposals.Dr. Cole Hatfield Joslyn, University of Texas at El Paso Cole Joslyn is an Assistant Professor of Practice in the Department of Engineering Education and Lead- ership at The University of Texas at El Paso. His research emphasizes humanizing engineering education, particularly 1) increasing Latinx students’ sense of belonging in engineering by a) integrating holistic, socio-culturally responsive practices and Latinx cultural assets and values into educational

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo ; Sarah E. Zappe, Pennsylvania State University; Noa Dunevich, California Polytechnic State University, San Luis Obispo ; Lauren Gase, VentureWell

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Entrepreneurship & Engineering Innovation

STEM education “to guide research aimedat understanding how STEM students develop challenge-engaging disposition and the ability toadaptively cope with failure.” This framework focusing on academic STEM failures forundergraduate students could be readily applied to failures of students in an engineeringentrepreneurial context. Figure 1 shows the general framework to be applied from Henry et al.which is a combination of four distinct mini-model frameworks. The framework suggests thatjust as prefailure disposition can be predicted based on mindset, goal orientation and fear offailure, post-failure attributions, responses and coping styles can also be predicted. It wasconstructed based on research at the K-12 levels of education and in

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

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Entrepreneurship & Engineering Innovation

in STEM Entrepreneurship Jocelyn Jackson , Aileen Huang-Saad , Joi-Lynn Mondisa 1 2 1 The University of Michigan & Northeastern University 1 2AbstractIn the 1980s, businesses in the United States (U.S.) experienced an increased interest inentrepreneurship which created a significant growth in innovation through entrepreneurshipeducation and programming. This growth influenced the creation of new federal policies (e.g.,the Bayh–Dole Act) and federal government agencies’ programming (e.g., SBIR, STTR and I-Corps) that sparked

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

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2021 ASEE Virtual Annual Conference Content Access

Authors

Chad E. Kennedy, Arizona State University

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Entrepreneurship & Engineering Innovation

consult- ing firm in automation and testing systems. Dr. Kennedy was the Co-founder and CEO of the start-up company, Restorative Biosciences Inc., an early-stage company that focused on developing anti-fouling, anti-inflammatory coatings, and therapeutics for ophthalmic applications. Dr. Kennedy was formerly the Chief Strategy and Innovation Officer for OraVu LLC., developer of the DeVA-1 Dental Vision Assistant system designed to provide microscopic live HD vision between the tooth and gum. Dr. Kennedy is currently a faculty member in the Technology Entrepreneurship and Management (TEM) Department in the Fulton School of Engineering at Arizona State University and former National Chair and Professor of Biomedical

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside

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Entrepreneurship & Engineering Innovation

Paper ID #33509To Inhibit or Invite: Collaboration from Far AwayDr. Barbara A. Karanian, Stanford University Barbara A. Karanian, Ph.D. , Lecturer, formerly visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group at Stanford University. Barbara’s research focuses on four ar- eas: 1)grounding a blend of theories from social-cognitive psychology, engineering design, and art to show how cognition affects design; 2) changing the way people understand the emotion behind their work with the intent to do something new; 3) shifting norms of leaders involved in entrepreneurial-minded

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea T. Kwaczala, Western New England University; Robert Gettens, Western New England University; Denine A Northrup, Western New England University

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Entrepreneurship & Engineering Innovation

importantfor realizing design functionality, and to aid in the communication of engineering design ideas to others.The constructionist theory identifies that the act of creating an external artifact which can be shared andreflected upon will promote learning and lead to the generation of new ideas [1-2]. As engineering designinstructors, it is often difficult to get students out of the conceptual design space and into the mindset ofprototyping and building physical artifacts. To evaluate the student experiences, engineering self-efficacycould help to understand the intrinsic motivation as well as their academic performance [3-4], especiallywhen evaluated in a making environment that utilizes the constructionist framework in the designclassroom.The

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

“roadmap,” the skillset can provide bothstudents and their advisors a clear picture of the skills necessary to conduct a successfulcompetition project, from the early stages of recruiting and retaining a competition team to thefinal work of communicating the value of the team’s work during the competition event itself.Our goal is to share the roadmap and encourage faculty advisors to employ it with their students.Student Development and Entrepreneurial MindsetAs we have noted elsewhere, engineering competition team projects provide students with theopportunity to apply learning from the technical classroom to real world, open-ended designprojects. [1] Examples of competition team activities include Formula SAE, Human PoweredVehicle, Concrete Canoe

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

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Entrepreneurship & Engineering Innovation

overlook professional skills suchas teamwork [1, 2], creative problem-solving skills, leadership, interpersonal skills, and globalawareness, and self-regulation. These “twenty-first century” professional skills are required to besuccessful in today’s knowledge-based economy, and the importance of preparing students with21st Century skills has widely been emphasized in the literature [3]. As the long-term effects ofthis sudden transition of millions of students to remote learning on students’ professional skillsdevelopment are yet to be investigated, instructors and administrators are tirelessly searching forways to enhance students’ remote learning experiences and continue providing students withopportunities to practice and develop their

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sandra Furnbach Clavijo PE P.E., Stevens Institute of Technology (School of Engineering and Science); Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science)

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Entrepreneurship & Engineering Innovation

phase into the semi-final and the final rounds of our elevator pitch competition forengineering students.BackgroundThe Capstone Design experience is the culmination of the engineering educational experience.Several authors have identified that the senior design project is the perfect opportunity to applyentrepreneurship skills and further develop the entrepreneurial mindset ([1], [2], [3]). Whilemany definitions of entrepreneurial mindset persist, many authors include communication skillsas one of the specific skills relevant in acquiring an entrepreneurial mindset ([4], [5], [6]) [7]).ABET student outcome #3 also focuses on "an ability to communicate effectively with a range ofaudiences" [8]. These specific outcomes are typically met with

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Kelsey Z. Musa, Saint Louis University; Shannon M. Sipes, Indiana University, Bloomington; Scott A. Sell, Saint Louis University; Michelle B. Sabick, Saint Louis University

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Entrepreneurship & Engineering Innovation

Project for Civil Engineering Freshmen to Enhance Their Entrepreneurial MindsetIntroduction In a 1972 article entitled, “Mickey Mouse for Mayor!” [1] Peter Blake said, “…it is WaltDisney Productions, and not our innumerable U.S city planning agencies and experts, that hasreally created the first, great, vibrant New Towns in America.” Walt Disney Imagineering,which is responsible for the design and construction of Disney projects, seems to understand thedesign process better than most. One might say they are particularly entrepreneurial in theirmindset and approach. They exhibit curiosity and creativity; they connect various disciplines toaccomplish major tasks; and they undoubtedly create value with nearly every project

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria-Isabel Carnasciali, University of New Haven; Cheryl Q. Li, University of New Haven; Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven

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Entrepreneurship & Engineering Innovation

among engineering students. Theargument in favor of this has been that engineers, with their critical thinking and problem-solving skills, if equipped with an entrepreneurial mindset, will be better suited to “createpersonal, economic, and societal value through a lifetime of meaningful work” [1]. The practiceof promoting and developing entrepreneurial thinking of engineering students extends beyondthe KEEN institutions, and the collective efforts appear well documented. For instance, a simplesearch for the phrase “Entrepreneurial Mindset” within the Papers on Engineering EducationRepository (PEER) reveals a steadily increasing appearance within ASEE-related conferenceproceedings [2]. Figure 1 depicts the count of papers related to these

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachana Ashok Gupta, North Carolina State University at Raleigh; Marshall Brain, North Carolina State University at Raleigh

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Entrepreneurship & Engineering Innovation

-semester sequence (offered Fall-Spring) where studentslearn about launching new technology products/services, start-up companies, and designing andbuilding new products. The broader goal is to develop an entrepreneurial mindset in students.Students form teams themselves, choose an idea together, prove a market for their idea,prototype the idea, and build a viable business plan and financial model. At the end of theprocess, the teams own the core concept and intellectual property for a valuable start-upcompany to take with them after they graduate. The core deliverables for EEP students are (i)Product Development Plan, (ii) Business plan, (iii) Financial model, (iv) Prototypes 1 and 2, (v)Project status reviews (v) Senior design day public

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia A. Scott, Santa Clara University; Evangelia Bouzos, Santa Clara University; Matthew Philip Hendricks, Santa Clara University; Prashanth Asuri, Santa Clara University

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Entrepreneurship & Engineering Innovation

. In addition, we gatheredqualitative data to ascertain the successful delivery of the value propositions. Recent lab alumniand industry partners were surveyed to determine whether they received the value that waspromised and expected, as well as to discover why the lab was important to them, and what theyvalued most. We invited feedback from representatives of the university and school corporateand external relations programs, as well as the members of its advisory board to learn more aboutthe overall value the Lab brings to the university and its stakeholders.1. IntroductionEngineering students interested in pursuing careers in the healthcare industry are in want ofexperiential learning opportunities that allow them to test the waters and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tim Dallas P.E., Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli M. Frias, American University

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Entrepreneurship & Engineering Innovation

in engineering can be achieved through a combination ofcurricular and real-world experiences. Thus, this project incorporates faculty and industrymentorship, workforce development seminars, an industrial internship, and entrepreneurshipprograms.introductionThe Tech Intrapreneurs Program (TIP) at Texas Tech University responds to a needs analysisand industry requests to hire a more diverse workforce [1] with individuals from traditionallyunderrepresented groups (women and ethnic minorities) advancing to managerial positions. Theprogram is designed to produce intrapreneurs with a particular focus on bolstering therepresentation of underrepresented minorities. Intrapreneurship is the practice of developing anew venture, product, or service

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg West, Ohio State University; Meagan Eleanor Ita, Ohio State University; Laine Rumreich, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M. Kecskemety, Ohio State University

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Entrepreneurship & Engineering Innovation

scores on concept maps developed bystudents for the course. This result supports moving forward with the concept map scoringmethodology without the need for a correction factor related to grades. That said, other resultsindicated the need for modifications to the concept map instructions and scoring method thataccounted for intra-hierarchy connections. In future studies, we will explore these findingsfurther including the possibility of creating a new concept map scoring method with a strongerfocus on measuring connections.IntroductionMany engineering programs are introducing entrepreneurial concepts based on evolvingemployer expectations as well as student and instructor interests [1]. The benefits of introducingentrepreneurial concepts into

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heydi L. Dominguez, New Jersey Institute of Technology; Vibhavari Vempala, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Jacob Frederick Fuher, University of Michigan

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Entrepreneurship & Engineering Innovation

education has been widely noted. Thishas been driven by the need to develop a wide range of skills such as innovativeness, creativity,and problem-solving in engineering students to succeed in today’s technology-driven economy.Increasingly, graduates are expected to adapt their complex problem-solving skills to align withthe modern-day multidisciplinary practice of engineering [1], know how to integrate theirscience and technical training to enhance industrial practice [2], and successfully navigate futurechallenges through continued innovation [1]. As noted by Torres, Velez-Arocho, and Pabon [3],“The contemporary engineer must be able to (a) effectively communicate orally as well as [in]writing, (b) be capable of working in multidisciplinary teams

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David G. Novick, University of Texas at El Paso; Nicholas A. Ramirez, University of Texas at El Paso; Melanie Anne Realyvasquez, University of Texas at El Paso

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Entrepreneurship & Engineering Innovation

undergraduate student majoring in Computer Science.Mrs. Melanie Anne Realyvasquez, Melanie Realyvasquez is an undergraduate student majoring in Civil Engineering American c Society for Engineering Education, 2021 1 Entrepreneurial intent in commuter-school students AbstractThis paper reports the results of a mixed-methods study of the factors leading students at a largepublic Hispanic-serving university, with a student body comprising primarily commuters, to choosean entrepreneurially oriented engineering major and to choose to pursue a startup. The studyinterviewed 36

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific

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Entrepreneurship & Engineering Innovation

, whenchallenged, has developed elegant solutions through evolutionary processes [1]. We can learnfrom nature, borrowing its features and characteristics to advance technology. Nature can serveas a model, measure, and mentor [2].Engineers and designers have a constant curiosity to improve the quality of life. One source ofcuriosity and inspiration is nature. Biomimicry introduces what we can learn from nature and notjust extract from her. Recognizing that pollution and environmental destruction as well aslimited natural resources will impact human survival, Hwang et al.[3] proffer that biomimicrycan produce better outcomes for engineering and technology development compared withsynthetic methods and those that are guided by nature.Biomimicry as a

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

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2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Maheswaran, Northeastern University

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Entrepreneurship & Engineering Innovation

idea to a testable prototype. In this paper, we will show innovativeexperiential learning approaches and their outcomes. This includes samples of studentdemonstrations and projects, and several learning activities used as part of the experiential andentrepreneurial education. We will also present prototypical course requirements, such as customersurvey, market analysis, proposals for projects, project reports, and designingand building prototypes. This work will be beneficial to other educators to style their experientiallearning approaches.IntroductionNortheastern University (NU) Global Experience Office (GEO)1 set up several special programsavailable to all students to provide intellectually challenging and culturally enriching

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University

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Diversity

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Entrepreneurship & Engineering Innovation

outside of the classroom. Reacting tothis emergency, within three weeks, the President of SEC and Professors of the Practice from theengineering entrepreneurship program developed a summer instruction program which focusedon professional skill development through a virtual implementation. All faculty involved hadimplemented internship programs in their companies and were convinced that a program couldbe offered, not to completely replace an internship at a company, but to build the professionalskills students would need in their jobs. Ultimately, the virtual internship program involved over350 students, almost 60 mentors, and seven faculty. It was divided into two 6-week phases – 1)professional skill training and 2) teamwork project

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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Entrepreneurship & Engineering Innovation

Course: An Entrepreneurial Mindset SimulationIntroductionTeamwork is essential to engineering work, and the assumption is that greater team dynamicswill lead to greater innovation outcomes. When entrepreneurs pitch their ideas to angel investorsor venture capitalists, one of the top considerations is the quality of team dynamics [1, p.244],[2]. In addition, technological innovation and entrepreneurship have been promoted as“fundamental drivers of American prosperity and global economic leadership” [3, p.1]. Capstoneprojects, for example, can be essential opportunities to prepare engineering students to beinnovative and entrepreneurial in order to succeed in a globally competitive workforce [3, p.3].Research is extensive

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yaxin Huang, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

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Entrepreneurship & Engineering Innovation

thespecific activities in the context of innovation and entrepreneurship competitions that may berelevant when exploring students’ entrepreneurial intention. Next, the report proposeshypotheses of possible pathways of how the constructs of PBT may have an impact onengineering students’ entrepreneurial intention for later verification.IntroductionInnovation and entrepreneurship, as major driver and new engine for economic developmentand growth, have been regarded as critical by counties around the world to facilitate nationaleconomic transformation and upgrading as well as international competitiveness [1].Accordingly, world-class universities devote to cultivating innovative and entrepreneurialtalents and current innovation and entrepreneurship

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

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Entrepreneurship & Engineering Innovation

comparing them using t-tests.Analysis to answer the question of predicting intent (RQ5) required more complex analysis.First scores for all instrument measures were collected. These measures were combined with themeasures calculated for the other instruments and information on participant demographics intoan Ordered Logit Regression model for overall Entrepreneurial Intent and a Logit Regressionmodel for whether the respondent started a business while in college. Each individual regressorwas then reviewed for its contribution to elements of intent or engagement. Regressors includedall elements of the instruments described above, a flag for student or entrepreneur, gender, andprior exposure to entrepreneurs through a family member. Figure 1 provides