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Displaying results 31 - 60 of 74 in total

Using Business Entrepreneurship Practices to Engage Middle School Students in STEM Learning: Three Years' Perspective

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 8
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jidong Huang, California State University, Fullerton
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

measures focus on student learning outcomes, as well as student attitudestoward science and engineering and self-efficacy. This paper examines the overall STEM-Inc project design and outcomes, especially the yearover year changes in project implementation based on both research needs and findings fromprior year. Results from three years of project implementation showed positive indicators in bothformative and summative data, which supported the use of business entrepreneurship practicesfor engaging middle school students, especially those from underrepresented groups, in STEMlearning.IntroductionSTEM workers drive America’s innovation and competitiveness by generating new ideas,companies and industries. The National Science Board (2010) cites

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Developing a Conceptual Framework to Understand Student Participation in Entrepreneurship Education Programs

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 5
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University
Tagged Divisions: Entrepreneurship & Engineering Innovation

EEPs – entrepreneurial self-efficacy, desirability, entrepreneurial intent, life transitions,information and resources, opportunities and barriers. Recommendations for engineeringeducation researchers and implications for entrepreneurship education research are offered.IntroductionWith the advent of a technology-driven global economy, institutions of higher educations areincreasingly investing in providing undergraduate engineering students with learningenvironments that assist in their professional formation. In addition to technical skills, academiahas recognized the importance of developing domain-general skills needed to solve futureproblems [1]. Engineering entrepreneurship education has been noted as a platform fordeveloping 21st century

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Students as Change Agents: Leveraging Students to Infuse Innovation & Entrepreneurship into the Campus Ecosystem

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
Tagged Divisions: Entrepreneurship & Engineering Innovation

5% Doctor’s 80%* Percentages reflect some rounding errorEQ1: Factors associated with individual Fellows’ successStudents are exceptional upon entryA partner arm of the Epicenter project has been conducting national research on the entrepreneurialmindset of engineering students through a survey of junior or senior engineering majors1.Constructs were developed for Innovation Self-Efficacy, and Career Goals: Innovation work(Figure 1). Figure 1: Engineering Major’s Survey Constructs Innovation Self Efficacy Construct Career Goals: Innovation work construct How confident are you in your ability to do How important is it to you to be involved in the each of the following at this

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Extracurricular Fieldtrips to Theme Parks to Teach Creativity and Innovation

Conference Session: Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mark M. Budnik, Valparaiso University
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

trainingorganization.Results22 undergraduate engineering students participating in the 2014 semester-long class participatedin pre- and post-class surveys. As mentioned above, self-efficacy has been shown to be anexcellent tool for measuring students for our key objectives. Figure 5 shows the results of the2014 semester-long class in comparison to the 2011, 2012, and 2013 fieldtrip classes and thecontrol group. Table 4 summarizes the improvements in the student survey’s following theclasses. Table 5 shows the standard deviation for each question and year. No, Not at All Yes, Definitely 3.4

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Using Entrepreneurial Mindset Constructs to Compare Engineering Students and Entrepreneurs

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

-curricular [11]), and applications in specific courses, both traditional engineering[12] and those with a more specific EML focus [13].Outside of these more application-oriented areas, there have been workshops to contextualizewhat entrepreneurial education should look like in engineering [14], comparisons betweenengineering and business students’ interest in entrepreneurship [15], and exploration of thepredictors of entrepreneurial self-efficacy [16]. In addition, there is a rapidly growing literatureexamining the development of instruments to measure various conceptualizations ofentrepreneurial mindset in engineering students [8, 17-21]. What seems to be lacking in any ofthese studies is an investigation of the alignment between these measures and

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Work in Progress: Comparison of the Entrepreneurial Mindset of Engineering Faculty and Undergraduate Students

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
Tagged Divisions: Entrepreneurship & Engineering Innovation

effectiveness of those efforts and as part of abroader effort to measure the self-efficacy of engineering faculty to teach EM concepts, facultycompleted a similar survey instrument to the one administered to first-year and fourth-yearstudents. This work in progress paper presents the preliminary comparison.MethodsOur version of the Entrepreneurial Mindset Instrument for students contains 50 statements andstudents are asked to indicate their level of agreement with each based on a 5-point Likert scalefrom Strongly Disagree to Strongly Agree. In addition, an option to indicate that they Do NotUnderstand the statement is included to reduce bias or forcing them to randomly select anoption. As published in 2018 [6], of the 50 statements, 49 are loaded onto

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To Start or Not: Impact of Engineering Students’ Engagement in Entrepreneurship Competitive Activities on Their Entrepreneurial Intentions

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
Tagged Divisions: Entrepreneurship & Engineering Innovation

exception is that Huang (2017) conducted quantitative surveyon students who participated in “Creation Youth” National University StudentEntrepreneurship Competition, and found that entrepreneurship practice education includingentrepreneurship competitions had significant positive impacts on mediating variable ofentrepreneurial self-efficacy and therefore can improve college students’ entrepreneurialintention [23]. Although the prior study has proven the promoting effect of entrepreneurialcompetition on entrepreneurial intention, it remains to explore which specific learningexperiences in entrepreneurship competitions function. This current study shall continue toexplore the specific impact of engaging in TIECs on engineering students

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Entrepreneurial Motivations for High-Interest Students

Conference Session: Entrepreneurship and Innovation: The Student Experience
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Benjamin James Call, Utah State University - Engineering Education; Wade H. Goodridge, Utah State University; Melissa H. Scheaffer, Utah State University; Tyler Reed Milliken
Tagged Divisions: Entrepreneurship & Engineering Innovation

Control refers to a participant’s perception that they have the ability toparticipate and succeed in entrepreneurship if they so choose, or their self-efficacy with regard toentrepreneurship (Carr & Sequeira, 2007). We measured Perceived Behavioral Control usingthree questions from Ajzen (2002) as cited in Solesvik (2013) (“If I wanted to, I could easilybecome an entrepreneur”, “As an entrepreneur I would have sufficient control over mybusiness”, “It is entirely up to me whether or not I become an entrepreneur”). Question “PBC3”from Solesvik (2013) was left out per Solesvik (2013). We believe that Perceived BehavioralControl is an important topic for research in this field, connected to self-efficacy, but it appearedthat many students

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Entrepreneurial Intent in Commuter-school Students

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
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

andhow students formed their attitudes toward entrepreneurship. What circumstances and factorsinfluenced the extent of their entrepreneurial intent? And what circumstances and factors influencedtheir choice of an entrepreneurial engineering major?Expectancy theory [2], applied to entrepreneurial intent, suggests that choice of an entrepreneurialcareer is a function of perceived desirability, perceived feasibility, and propensity to act [3]. Asubsequent study [4] validated this model and each of its three constituent components. Perceiveddesirability is the personal attractiveness of starting a business. Perceived feasibility is the degree towhich a person feels personally capable of starting a business, in other words the person’s self-efficacy

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Modifying the VALUE Rubrics to Assess the Entrepreneurial Mind-set

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 7
Collection: 2019 ASEE Annual Conference & Exposition
Authors: J. Blake Hylton, Ohio Northern University; Brock Alexander Hays, Ohio Northern University
Tagged Divisions: Entrepreneurship & Engineering Innovation

the entrepreneurial mindset across the curriculum,” unpublished. 4. S. Purzer, N. Fila, and K. Nataraja, “Evaluation of Current Assessment Methods in Engineering Entrepreneurship Education,” Advances in Engineering Education, Winter 2016 issue, Feb. 2016. 5. Shartrand, P. Weilerstein, M. Besterfield-Sacre, and B. M. Olds, “Assessing student learning in technology entrepreneurship,” 2008 38th Annual Frontiers in Education Conference, 2008. 6. J. E. Mcgee, M. Peterson, S. L. Mueller, and J. M. Sequeira, “Entrepreneurial Self-Efficacy: Refining the Measure,” Entrepreneurship Theory and Practice, vol. 33, no. 4, pp. 965–988, 2009. 7. M. Schar, S. Gilmartin, A. Harris, B. Rieken, and S. Sheppard, “Innovation Self

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How Well Can Makerspaces Build an Entrepreneurial Mindset?

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
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

providing access and instruction on these tools,students can create rapid prototypes, explore design, and develop various technical and softskills. Lagoudas et al. found students developed increased confidence in their engineeringknowledge through practical experience, prototyping and consistent iteration of their designs [7].More specific makerspace research has found students can develop increased technology self-efficacy, an innovation orientation, design self-efficacy, and increased sense of belonging [8].Outside of education, makerspaces are often viewed as physical spaces that encourageentrepreneurship due to their ability to facilitate user-based innovation, dense and diversenetworks, and prototyping [9].An overlap can easily be seen between

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Linking Mind-set to Creativity

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: George D. Ricco, University Of Indianapolis
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

Orbis Foundation. Fulcher, K. (2004). Towards Measuring Lifelong Learning: The Curiosity Index. James Madison University. Karwowski, M. (2014). Creative Mindsets: Measurement, Correlates, Consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62‐70. Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2008). Big Five Personality Factors as the Predictors of Creative Self‐Efficacy and Creative Personal Identity: Does Gender Matter? The Journal of Creative Behavior, 47. Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K‐ DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298‐308. Krueger, N. (2015). Entrepreneurial Education in

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Technology and Need as Starting Points for Innovation - Experiences from Multidisciplinary Student Teams

Conference Session: Exploring the Entrepreneurial and Innovation Mindset
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Tuuli Maria Utriainen, Aalto University; Ville Taajamaa, University of Turku; Raghu Ram Movva, SAFM - College des Ingenieurs Italia; Joona Kurikka, Aalto University
Tagged Divisions: Entrepreneurship & Engineering Innovation

gala after the class whichseems to indicate that the structure is boosting the student’s entrepreneurial skills andaspirations. This is linked with the heightened feeling of both self-efficacy and also reflexiveengineer [20,21]. In this research we take a deeper look into what kind of preferences thestudents have regarding the starting points for innovation to reach an impactful outcome.Innovation for ChangeInnovation for Change (IfC) is a five month long impact innovation program that providesentrepreneurial education for interdisciplinary teams who tackle global challenges that areproposed by big industry/entities and use latest technology from research centres as aninspiration. The program is a collaboration between CERN who provides access

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Analyzing Innovative Behavior Outcomes of Early-career Engineering Graduates

Conference Session: ENT Division Technical Session: Creativity and Innovation
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Simon Jakob Barth, Stanford University; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

-efficacy was analyzed regarding URM and FGC status [7]. Self-efficacy refers to anindividual’s belief and confidence about his or her ability “to organize and execute courses ofaction required to attain designated types of performances” [44]. Consequently, innovationself-efficacy does not measure realized behaviors but only one’s belief in the ability toperform these. Since EMS 1.0 was exclusively distributed to undergraduate engineeringstudents, actual behaviors as employees could not be determined. This earlier study does notfind any significant differences in innovation self-efficacy between people of URM or FGCstatus and the ones who are not part of these groups.Beyond these personal factors, this paper investigates differences in individual

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Virtual Creative Problem-solving Workshops

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
Tagged Divisions: Entrepreneurship & Engineering Innovation

workshops were designed to help students think more creatively in their class projectsand practice a growth mindset [14] through short exercises demonstrating cognitive biases,barriers, and traps that prevent people from finding creative, novel solutions to problems.Thereby, we hope that students would be less likely to fall into these traps. According to a recentstudy by Burnette et al. [15], students in a growth mindset intervention, relative to the control,reported greater entrepreneurial self-efficacy and task persistence on their main class project andimprovement in their academic and career interests. Reducing the negative effect of the cognitivebiases, barriers and traps requires deliberate and repeated practice of CPS techniques. Althoughwe

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The Urgency of Intersectionality: A Review of Racialized Experiences in STEM Entrepreneurship

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
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

how they impact their career development.Cadenas, Cantú, Poder Evaluate program Underrepresented Social Cognitive Quantitative A program designed with aLynn, Spence & effectiveness in community college Career Theory*, curriculum that is culturallyRuth (2020) entrepreneurial students Critical responsive does promote career self- efficacy Consciousness*, development and entrepreneurial

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An Intensive Experiential Entrepreneurship Program (3-Day Startup)

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 1
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Robert Gettens, Western New England University; Andrew Zimbroff, University of Nebraska, Lincoln; Harlan E. Spotts Jr., Western New England University; Cameron Houser, 3 Day Startup; Alexis Taylor, 3 Day Startup; Mary G. Schoonmaker, Western New England University
Tagged Divisions: Entrepreneurship & Engineering Innovation

a successful startup, thanks to 3DS and the community at Western New England University.”Assessment of Participant Learning OutcomesSurvey Methodology This study surveyed 26 students (23 undergraduate and 3 graduate) from diversefields of study. All students participated in the 3DS experiential entrepreneurshipprogram described in the narrative. Respondents were given pre- and post-programingsurveys, which investigated variables shown in literature to be correlated with futureentrepreneurial activity. Using a 5 point Likert scale, participants were asked to self-assess their ability to complete startup-related functions. Previous research has shownsimilar self-efficacy measures to be correlated with future entrepreneurial

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Exploring Entrepreneurial Characteristics and Experiences of Engineering Alumni

Conference Session: Entrepreneurship & Engineering Innovation Division Opening General Session 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Qu Jin, Stanford University; Samantha Ruth Brunhaver, Stanford University
Tagged Divisions: Entrepreneurship & Engineering Innovation

, Schmidt,and Brenner12 posited that a person’s interest in a given activity is based on two concepts: 1)self-efficacy or beliefs about one’s own personal capabilities; and 2) outcome expectations orbeliefs about the outcomes of engaging in a particular course of action.Entrepreneurial intention, was chosen because intentions are a critical predictor of any plannedbehavior, including entrepreneurship. Intention clarifies what are the triggers of opportunityscanning, such as where sources of ideas for a business venture come from, and how a ventureultimately becomes a reality11. Starting a business is an intentional act and strong intentions tostart a business are likely to result in an eventual attempt11.We propose that alumni who have shown both

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Challenge Me, Disagree with Me: Why Gendered Perceptions to Student Stories of Motivation Enhance Creative Approaches in Engineering

Conference Session: ENT Division Technical Session: Creativity and Innovation
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mona Eskandari, University of California, Riverside; Ville Mikael Taajamaa, City of Espoo; Barbara A. Karanian, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

Transitions: Students Draw Their Futures. In Proceedings of the Frontiers in Education Conference. October, Tempe, Arizona, October, 1999.[18] McClelland, D. C., & Boyatzis, R. E. Leadership motive pattern and long-term success in management, Journal of Applied Psychology, 67, 1982, pp 737-743.[19] McClelland, D., Power: the inner experience. Van Nostrand: New York, 1964.[20] Schar, M. Chen, H., Sheppard, S. Innovation Self-Efficacy: A Very Brief Measure for Engineering Students. ASEE Proceedings and Conference, Indianapolis, Indiana. June. 2017.[21] Smith, K. et al. Connecting and expanding the engineering education research and innovation special session. FIE, Oct. 2011.[22] Taylor, S. & Karanian, B. Working Connection

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The Social Mechanism of Supporting Entrepreneurial Projects Beyond the Classroom

Conference Session: Entrepreneurship and Innovation Beyond the Classroom
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia
Tagged Divisions: Entrepreneurship & Engineering Innovation

intention is a strong predictor of entrepreneurial behavior [13]. There are threemain factors that affect behavioral intention within Ajzen’s theory of planned behavior:behavioral beliefs, normative beliefs, and control beliefs [14]. Behavioral beliefs are theexpectations an individual has if a certain behavior is performed, normative beliefs are thoseregarding what other people think about something, and control beliefs are those around thedifficulty of the behavior itself [14]. These beliefs can be influenced by aspects of both theindividual, like their traits and previous experiences, and the institution, like resource availabilityand social pressures [15,16].The behavioral beliefs have also been described as self-efficacy, which is “task

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Effect of Comfort Zone on Entrepreneurship Potential, Innovation Culture, and Career Satisfaction

Conference Session: Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Ikhlaq Sidhu, University of California, Berkeley; Paris Deletraz, IE Business School
Tagged Divisions: Entrepreneurship & Engineering Innovation

Press.Ibarra, H. (2003). Working Identity. Cambridge: Harvard Business School Press.Little, B. R. (2011). Personal Projects and Free Traits: Personality and Motivation Reconsidered. ThousandOaks, CA: Sage.Mauer, René et. al. (2009). Self-Efficacy: Conditioning the Entrepreneurial Mindset. International Studies inEntrepreneurship, 24, 233-257.Shepherd, Dean A. et. al. (2010). Entrepreneurial Spirals: Deviation-Amplifying Loops of an EntrepreneurialMindset and Organizational Culture. Entrepreneurship: Theory and Practice, 34, 59-82.Suchman, L. (1987). Plans and Situated Actions. Cambridge: Cambridge University Press Page 26.575.10Weick, K

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Catalyzing the Adoption of Entrepreneurship Education in Engineering by Aligning Outcomes with ABET

Conference Session: Entrepreneurship & Engineering Innovation Education Session 3
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Nathalie Duval-Couetil, Purdue University, West Lafayette; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University; Jacob Dean Wheadon, Purdue University
Tagged Divisions: Entrepreneurship & Engineering Innovation

generally available to students of any major. Academic minors Page 24.265.4and certificate programs comprised about three-quarters of the sample; the other programs werecategorized as fellows or scholars programs, residential programs, concentrations,specializations, and tracks.There is evidence that exposing engineering students to entrepreneurship has a positive impacton the intention to become an entrepreneur, entrepreneurial self-efficacy, and better preparesthem for the contemporary workplace (Lüthje & Franke, 2004; Souitaris, Zerbinati, & Al-Laham,2007). Duval, Shartrand, & Reed-Rhoads (in press) found that senior-level engineering

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Assessment of the Rose-Hulman Leadership Academy

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
Tagged Divisions: Entrepreneurship & Engineering Innovation

(self-efficacy) are predictors to improving that skill23. Once again, results from multiple methods helpus understand the role that the academy played in helping students improve their teamworkskills.Problem SolvingWhen problem solving was mentioned in reflective activities, surveys and rubrics, it was usuallywith respect to solving problems in communication and teamwork. As the academy focused onworking with others, it makes sense that problems students remember solving are mostly thosethat involve communication and teamwork. In this way, responses about problem solving in thisassessment seem tangential to communication and teamwork. For example, one of the problemsolving weaknesses highlighted in rubrics was the lack of consideration of all

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Conceptualizing Entrepreneurial Mind-set: Definitions and Usage in Engineering Education Research

Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 3
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan
Tagged Divisions: Entrepreneurship & Engineering Innovation

process. This collection offactors was related to a wide array of areas such as interpersonal skills, need forachievement, and self-efficacy. In another study, Boulanger & Tranquillo [24] focused ondeveloping EM in students by engaging them in a learning environment that blendsdesign and entrepreneurship. To foster the development of EM, the authors placedemphasis on engaging students in entrepreneurial processes such as opportunityrecognition, examination of customer needs, and field observations. Similarly, otherresearchers centered their conceptualizations of EM on a variety of entrepreneurialprocesses including, but not limited to, opportunity orientation, value proposition,proactive decision-making, risk-taking, dealing with uncertainty

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Integration of Entrepreneurship in a First-Year Engineering Course

Conference Session: Entrepreneurship and Innovation in First-Year Programs
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine
Tagged Topics: Diversity
Tagged Divisions: Entrepreneurship & Engineering Innovation

. Professor Washington received his BS, MS and PhD degrees from NC State. c American Society for Engineering Education, 2017 Integration of Entrepreneurship in a First-Year Engineering CourseAbstractThis evidence based practice describes the integration of entrepreneurship into a project-basedfirst-year engineering course to encourage student innovation, and to develop student leadershipand self-efficacy. A module featuring a series of lectures on entrepreneurship and business plandevelopment was introduced as part of the curriculum. The module was further enhanced withthe introduction of multiple company founders and industrial leaders who were invited to deliverpresentations and interact with students

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Innovative STEM-preneur Learning Modules for a Freshman Robotic Engineering Class

Conference Session: Entrepreneurship & Engineering Innovation Programs and Courses Session 5
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Yan Xu, University of Tennessee, Knoxville; Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
Tagged Divisions: Entrepreneurship & Engineering Innovation

that few students-even those who have had some priorexposure to engineering-know what engineers do, and this affects their commitment to theengineering major5. Changes in the economy and workforce needs have led many engineeringschools to consider offering entrepreneurship education to their students. Connecting the fieldsof engineering with business and entrepreneurship in higher education has yielded a wide rangeof innovative and useful outcomes, products, and organizations. A previous study exploredengineering students’ levels of interest and involvement in entrepreneurship, their perceptions ofits impact on self-efficacy, and the characteristics of students who participate7. Students who hadtaken one or more entrepreneurship courses showed