Conference Session

Course-based Approaches to Entrepreneurship Education

Collection

2006 Annual Conference & Exposition

Authors

Doug Abbott, MT Tech of the U of MT; Lance Edwards, MT Tech of the U of MT; John Evans, MT Tech of the U of MT; Leo Heath, MT Tech of the U of MT; Mike Johnson, MT Tech of the U of MT; Timothy Kober, MT Tech of the U of MT; Mary North-Abbott, MT Tech of the U of MT; Roger Oldenkamp, MT Tech of the U of MT

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurship coursework in the curriculum.The Course – Pet 4460An array of pertinent petroleum engineering and business topics were included in PET 4460,Petroleum Project Evaluation. The topics ranged from land ownership and reservoir estimationto methods of financing, financial statement interpretation and cost accounting. The subjectmatter was selected to provide practical information needed by entry-level petroleum engineers,based on the previously discussed input from the petroleum industry and fromdiscussion/planning sessions by a representative group from the Business and PetroleumEngineering Departments. Table 1, PET 4460 – Petroleum Project Evaluation Course, contains alist of the major topics and subtopics, along with the department

Conference Session

Entrepreneurship Education - A 10,000' View

Collection

2006 Annual Conference & Exposition

Authors

Wade Shaw, Florida Tech; Muzaffar Shaikh, Florida Tech; Carmo D'Cruz, Florida Tech

Tagged Divisions

Entrepreneurship & Engineering Innovation

Integration and business plan development, Systems Launch considerationsand product/business launch, etc. Concepts in strategy, team dynamics, and finance areintegrated into these courses focusing on Engineering Entrepreneurship. It appears thatEngineering Entrepreneurship has emerged as a Killer App for Systems Engineering.IntroductionThe emerging facts from successful organizations, including universities, indicate that the realsource of power in a knowledge economy is in combining technical prowess withentrepreneurship.1 A survey of business executives and managers indicated that highly successfulengineers are not only academically astute, but also possess entrepreneurial skills.2 TheEngineers of 2020 will need to be educated as innovators, with

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rodney Boehm, Texas A&M University; Cameron Wesley Davis, Southern Methodist University; Laura A. Frazee, Southern Methodist University; Jennifer Diane Boehm, Southern Methodist University

Tagged Divisions

Entrepreneurship & Engineering Innovation

interpersonal trust andrespect.” During an Aggies Invent, facilitators observed teams who trusted each other and thosewho did not. Since teams work in an open environment at tables, the observations were evidentin the way members communicated, how much one individual dominated the conversation, andhow their team workspace was organized.Through discussions about these observations, it was realized that the Aggies Invent programprovided a unique environment to study team characteristics and how it affected performance asthey developed and presented their solution in an entrepreneurial environment. Questions thatwere formed were: 1. What team characteristics are the most significant in predicting success in an intensive design experience that will

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chao Wang, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

howKEEN’s 3Cs framework, i.e., curiosity, connections and creating values, was incorporated intothe existing course content centered on an open-ended design project. The impact of thisaddition will be evaluated through student surveys on their awareness of entrepreneurial mindsetconcepts.IntroductionArizona State University is a partner institution of the KEEN network with the mission totransform engineering education by fostering an entrepreneurial mindset in young engineers [1].The freshman Introduction to Engineering course was revamped to expose entrepreneurialmindset concepts to students during their first-semester at the university.Introduction to Engineering is a one-semester long 2-credit hour freshman lecture and lab coursefocusing on

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luke Nogales, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Engagement and PersistenceAbstractWe present a work in progress that demonstrates increased engagement and academic persistenceby transfer engineering students when the Lean LaunchPad™ (LLP) [1] methodology is appliedto teach the engineering design process. Transfer students entering engineering programstypically do not receive the same level of attention entering freshman do. New Mexico StateUniversity (NMSU) and Howard University (HU) saw an opportunity to improve academicpersistence, graduation rates, and overall experience by co-developing a program that helpstransfer students be more successful. A collaborative 3-year grant was awarded from theNational Science Foundation’s (NSF) Broadening Participation in Engineering program. Theobjective of

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

multidisciplinary student teams that aim tosolve both semi-structured and open-ended problems.The course participants go through several cycles of design thinking process in order toachieve the mindset of a designer [1]. The learning approach follows the progressive schoolof thought and focuses on methods that are a mix of experiential learning and problem basedlearning [2,3,4,5]. This leads to a transform also at the mindset level, for example thetolerance towards ambiguity increases [1,6]. From the perspective of logical reasoning orepistemological worldview there is a clear emphasis on abductive and reflexive approachinstead of deductive or even inductive reasoning [7]. University education and STEM(Science, Technology, Engineering and Mathematics

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

in class and during field trips. The course thus helps empower them, helps themgain confidence in the classroom, but also experience a foretaste of being a collegestudent. By the end of the pilot course in Summer 2016, we asked students if they feltthey could be engineers or inventors in the future. A strong majority (91%) agreed theycould. Several aspects of the bootcamp are unique, and we would like to share the keylearnings. They include: 1) The application process, which was based on non-cognitivevariables. No grades were required. Applicants needed to deliver a 2-min video showingtheir motivation and how they would improve their school cafeteria. Students needed tohave a curiosity towards STEM fields and the invention process. A

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Anna Newsome Holcomb, Georgia Institute of Technology, CEISMC

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. To make these objectivesaccessible to K-12 audiences, the IC provides a structured, simplified approach for teachers toguide students through an open-ended design problem within a domain of the students’ choosing.In this paper, we will describe the K-12 InVenture Challenge and the K-16 ecosystem in which itis situated. Then, we will focus on research outcomes related to the following guiding questions:1) To what extent does participation in the IC affect K-12 teachers’ self-efficacy for teachingengineering and entrepreneurship content? 2) What are teachers’ perceptions of the program’simpact on students?Background and OriginsThe IC was originally developed as a high school-level competition with materials created byhigh school science

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gunther Rameseder, Stanford University; Sheri Sheppard, Stanford University; Maximilian Reithmann MR, Celonis; Eric Reynolds Brubaker, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

al., 2015) and research onstudents’ innovation and entrepreneurial skills (Duval-Couetil & Dyrenfurth, 2012; Dyer,Gregersen, & Christensen, 2011). In this study, we ask who are the entrepreneurs of tomorrow,what motivates them, and what learning experiences influence their career pathways.2.0 Starter or Joiner?An aim of this study is to understand students’ entrepreneurial intent, specifically asking Howvaried are entrepreneurial career goals among today’s undergraduate engineering students?(RQ 1)We begin by considering what entrepreneurial intent is. There exist many definitions ofentrepreneurship, such as the activity of starting a business, taking on risk in the hope of profit,or the discipline of managing innovation in the

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Kitts, Santa Clara University; Anne Mahacek, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Entrepreneurially Minded Learning (EML). The paperreviews relevant EML learning objectives and how these can be addressed through use of aMaker Lab in the context of a product innovation course, a single course-based learning module,and extracurricular activities.IntroductionThe Maker Movement is taking the country by storm. From the emergence of educational andcommunity makerspaces to the programs spawned by the White House’s annual National Day ofMaking, the Maker Movement is generating enormous excitement in hands-on creation and isstimulating interest in innovation and entrepreneurial activities. THE MAKER Movement Fig. 1: The Maker Movement

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

, theprograms available to students clearly developed the skills and knowledge necessary for venturecreation. There seemed to be a gap between the cultivation of skills and knowledge for newventure creation and the engagement of students in actual new venture creation.Looking more broadly, this phenomenon does not seem to be limited to the University ofVirginia. According to data, the number of entrepreneurship programs offered at institutions ofhigher education has been skyrocketing since the 1970’s [1–3]. However, there has beeninsufficient evidence to support that an increase in traditional curricular entrepreneurshipeducation leads to an increase in venture creation [4,5]. As of 2012, approximately 2,100colleges and universities in the United

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Yuexin Jiang, Zhejiang University; Xiaofeng Tang, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

awareness, entrepreneurialthinking, and creativity.” Second, in spite of the rich theoretical and practical accomplishments in thefields of engineering education and entrepreneurial ecosystem theory, few studies have attempted tocombine the insights from both fields of study. This paper makes a novel contribution by bringingtogether literatures in engineering education and entrepreneurial ecosystem.This paper begins with clearly defining and delineating entrepreneurship education and its objectivesin Chinese universities, identifying three major models of entrepreneurship education: 1) specializededucation model; 2) program-driven model; and 3) whole process engagement model. Next, usingsemi-structured interview and structured case study methods

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton; John B Jackson, California State University, Fullerton; Pradeep Nair, California State University, Fullerton; Amy Cox-Petersen, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

support the fledgling startups http://business.fullerton.edu/centers/cfe/StartupIncubator.htm Jackson is co-principal investigator for a National Science Foundation Grant called I-TEST; this $1,000,000 grant has created an after-school program at Anaheim middle schools which encourages STEM ed- ucation and entrepreneurship. http://bizblogs.fullerton.edu/blog/2014/09/23/mihaylo-entrepreneurship- collaborates-to-win-1-million-nsf-grant/ As Center Director, Jackson conducts two all-college events: The Business Plan Competition and The CSUF Fast Pitch. Both events reach across the campus to engage students from all disciplines to idea- generate new business concepts, test feasibility, and pitch to a panel of real investors

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

, researchers have analyzed project deliverables andconceptual design outcomes as meaningful representations represent students’ innovationcompetency.7–9Yet, innovation is a complex phenomenon. Current understanding of innovation involves notonly outcomes and individual characteristics, but the environments that support innovativeoutcomes10–12, and more prominently, the processes that innovators13,14 and innovative teamsorganizations15 utilize. In this study, we investigate the breadth of student understanding ofinnovation processes. More specifically, we ask: 1. To what extent do engineering students acknowledge unique phases of innovation as part of their personal innovation processes? 2. To what extent do engineering students acknowledge

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

experience for students but also because design is, in short, whatengineers do in the real world. Thus, it is important to fully understand how students currently doand, ideally, should engage in the design process. There is a realm of research within theengineering design space on a concept called design thinking, which involves studying how adesigner approaches, works through and solves design problems.24 The research done on howexperts utilize design thinking can be applied to determining the ways that we want students toengage in design. Specifically, studies on design thinking have identified typical steps that areemployed in the engineering design process, derived from how experts design23,25–27, presentedin Table 1

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Curtis Abel, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

city’s manufactured productshas leaped from $1M to $5M between 1837 and 1855. This trend continues to rise eachyear, and now, available jobs outnumber unskilled workers. The laborers shouldunderstand that they have options.    Worcester, Massachusetts, is expanding its sewer lines in the College Hillneighborhood.10 The plan is to extend the trunk sewer in Southbridge Street to StearnsSquare. This construction must cross the Blackstone River, requiring the use of aninverted syphon about 125 feet long, constructed of 24-inch cast-iron water pipe withlead joints. The pipe must be laid with a slight grade (1 foot in 500 feet) in the directionof the flow. It will be connected with the brick sewer at each end by means of a manhole.The manhole at the

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernd Steffensen, University of Applied Sciences Darmstadt; Kathryn A. Neeley, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

approximately the same, and the perception ofhighly disparate regulatory effects may be caused by more heavily publicized risks.” (Morrall2011: 452) Other studies have suggested that “the regulatory principles may not befundamentally irreconcilable. Instead, the ways they are implemented may be a major cause ofregulatory divergence.” (emphasis added) (Fung 2014: 452) We began with a mental model of the differences between the U.S. and the EU thatassumed divergence based on differences in history and culture, as depicted in figure 1 below.After we conducted detailed analysis of the evolution of attitudes toward technology-based riskand the way those attitudes are reflected in regulatory and educational systems, we modified themodel as depicted in

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Marquette University; Brooke K. Mayer, Marquette University; Patrick McNamara, Marquette University

Tagged Divisions

Entrepreneurship & Engineering Innovation

1 1 1 Lisa Bosman , Brooke Mayer , and Patrick McNamara 1 Marquette University, Opus College of Engineering, Milwaukee, Wisconsin, USA {lisa.bosman, brooke.mayer, patrick.mcnamara}@marquette.eduAbstract: The purpose of this study was to respond to the following research question: How doesthe Kern Engineering Entrepreneurial Network (KEEN) framework build interest in technicaltopic areas, impact student learning outcomes, and develop the entrepreneurial mindset whenapplied to the engineering classroom? The KEEN framework was developed to combine theentrepreneurial mindset with engineering education to produce a more valuable, strategicallyprepared engineer, rather

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

James K. Nelson Jr. P.E., Texas A&M University; John A. Barton PE, Texas A&M University System; James R. Hallmark, Texas A&M University System; Billy C. Hamilton, The Texas A&M University System

Tagged Divisions

Entrepreneurship & Engineering Innovation

the educationaland training activities at RELLIS. The System’s 11 universities, its agencies, and a communitycollege are collaborating on the campus to provide relevant academic and workforcedevelopment programs and to contain the cost of education.The collaborative nature of the RELLIS Campus, offering unique opportunities for students andfaculty, is shown in Figure 1. Students will be able to obtain academic credentials from multipleinstitutions in a manner that is seamless and transparent for the student. For example, studentswill be able to pursue a major from one institution within the System, a minor from another, acertificate from one of the agencies, and participate in applied research with industry, all at thesame location. In the

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Bryan M. Jenkins, University of California, Davis, Dept. of Biological and Agricultural Engineering; Martin Lehmann, Aalborg University, Denmark; Chresten Træholt, Center for Electric Power and Energy, DTU Department of Electrical Engineering; Ronnie D. Lipschutz, University of California, Santa Cruz; Kurt Lawrence Kornbluth, University of California, Davis; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

multi-cultural and multi-disciplinary settingthat provides the basis for robust and sustainable solutions. In this proceeding, we present ourobservations, challenges, and learnings garnered over eight years of hosting the summer schooland detail the current program design, which has evolved to reflect lessons learned.1. The ProgramThe US-Denmark research and education program, funded for the first three years by the DanishAgency for Science, Technology and Innovation and the following five years by US-NSF PIRE,is a cooperative and collaborative partnership between two US universities: Universities ofCalifornia, Santa Cruz and Davis (UCSC, UC Davis), and two Danish universities: AalborgUniversity (AAU) and the Technical University of Denmark

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University

Tagged Divisions

Entrepreneurship & Engineering Innovation

detail in their paper, “interned or worked start-up” does show apositive association with student self-ratings of “overall entrepreneurial ability” and “ability tostart a business now” in their study of three different undergraduate programs (Ibid, Fig 8 andFig 9).Because internships exemplify experiential learning, there is much relevance in David Kolb’swork, which provides extensive background on experiential learning and its foundations. (Kolb,2015) Kolb concludes discussions of the work of scholars, including John Dewey, Kurt Lewinand Jean Piaget, with a set of propositions shared by major traditions of experiential learning: 1.   Learning is Best Conceived as a Process, Not in Terms of Outcomes 2.   Learning Is a Continuous Process

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen C. Davis, University of Cincinnati; Fred Richard Beyette Jr., University of Cincinnati

Tagged Divisions

Entrepreneurship & Engineering Innovation

College of Engineering and Applied Science University of Cincinnati Cincinnati, OH 45221-0030 karen.davis@uc.edu1. IntroductionByers et al. suggest that entrepreneurship leads to innovation, which leads to technologicaladvances, which in turn leads to both an enhanced quality of life and the economic benefit of jobcreation. Students who receive entrepreneurship training are better prepared to be effective teammembers and work toward solving global problems [1]. One facet of this training is to createand deliver an effective elevator pitch.In this paper, we utilize one of the e-learning modules developed through the KernEntrepreneurial

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

William A. Kline, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences; Joe Tranquillo, Bucknell University; Ashley Bernal, Rose-Hulman Institute of Technology; Cory Hixson, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Through this representation, canvases can be developed by identifyingand illustrating 1) the underlying system being conceptualized, 2) the model used to represent thesystem, and 3) the themes selected from the model to be placed on the canvas.Despite these benefits and new approaches to developing canvases, many of the canvasescurrently being used are better suited for use by sophisticated users and may be too complex forstudents in undergraduate design courses. To address this complexity, a process for developing acanvas for first-year or undergraduate design courses is illustrated in this paper. The processenables an instructor to develop a canvas for their course by examining the learning objectivesfor the course and identifying the key

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Catholica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile; Manuela De la vega, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Future work implies the application of a quantitativequestionnaire to discuss national and international implications.Introduction Over the last two decades, ABET has become a major change agent in engineeringeducation worldwide. In 1996, ABET’s Board of Directors shifted its emphasis on outcomesrather than inputs by adopting the widely known accreditation criteria EC2000. Criterion 3specified five technical and six professional skills that engineering graduates must face thechallenge of international competitiveness.1 Lattuca, Terenzini and Volkwein (2006) documentedthe impact of the engineering criteria EC2000 on engineering programs2. Schools of Engineeringworldwide have modified their curriculums to reinforce career preparation and

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Majed Jarrar, University of Ottawa; Hanan Anis, University of Ottawa

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering faculties, the programsthat are joint or cross-listed with business schools have been labelled them with an asterisk in ourresults. IV. ResultsBelow are the synthesized results of the survey. Table 1 shows the growth of entrepreneurshipcourses and degrees at engineering faculties across Canada since beginning of the 21st century.We compare in it the data obtained from the last systematic map in 1998/1999 to the data wehave collected for the academic year 2016/2017, and extend it by showing the current landscapeof the entrepreneurial ecosystem at Canadian engineering faculties. We define innovation spaceas any physical space dedicated to promote and encourage innovation, such as innovation hubs,makerspaces, centres for prototyping

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Purdue University, West Lafayette (College of Engineering); Nathalie Duval-Couetil, Purdue University, West Lafayette (College of Engineering); Connor Rene Couetil, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University. She currently serves on the board of the United States Association for Small Business and Entrepreneurship in the role of Vice President for Research. She is also a Senior Research Advisor to the Stanford University Epicenter.Connor Rene Couetil, Purdue University c American Society for Engineering Education, 2017 Engineering Students' Misuse of Business Concepts: Understanding Problematic Precursors to EntrepreneurshipIntroduction and BackgroundThe increased focus on entrepreneurship in engineering education 1 has led to more attentionbeing paid to what should be taught 2 during these

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

" thatmany engineering students may identify with business and/or entrepreneurship. Thus, it wasdeemed an appropriate place to ask students about their views on entrepreneurship and to presentinformation on entrepreneurship.Student projects in the class culminated in team-developed project proposals. Prior to thisresearch endeavor, students were instructed to write proposals to solve the Grand Challenges forEngineering (NAE, 2017), but those challenges proved to be daunting, and student motivationwas seen as lacking. Entrepreneurship was seen to be a possible replacement for the GrandChallenges. By introducing entrepreneurial instruction, we hope to increase motivation in twoways: 1) We hope that allowing students to develop proposals for "Main

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Bill Riley, Saint Mary-of-the-Woods College

Tagged Divisions

Entrepreneurship & Engineering Innovation

courses. In their taxonomy of higher education outcomes,the Association of American Colleges and Universities identifies a set of outcomes as belongingparticularly to integrative learning.2 For the introductory studio course that we piloted in oursummer 2016 version the learning outcomes were defined by the three constituent courses:Introduction to Design (a course in the engineering curriculum), Rhetoric and Composition, andGraphical Communication (which teaches solid modeling techniques). The learning outcomesfor each of these individual courses—tracked with some care to ensure that all were achieved inthe new studio experience—are shown in Table 1.Table 1. Learning outcomes from the three individual source courses, maintained as statedlearning

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Claude Lague P.Eng., University of Ottawa; Hanan Anis, University of Ottawa; Richard Jean L'Abbé

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation.1. REVIEW OF LITERATUREAccording to McKinsey & Company (2011), the global economy of the 21st century will evolveand grow according to five (5) ‘mega-trends’:‘1. The ‘great rebalancing’ resulting from globalization;2. the ‘productivity imperative’ – i.e. the need to create more wealth for all;3. the ‘pricing of the planet’ resulting from increasing constraints on key resources;4. the development of the ‘global grid’ and its implications and,5. the ‘market state’ where national governments play a major role in setting the conditions for equitable and sustainable growth.’These authors postulate that these ‘mega-trends’ will result in a disruptive environment and in aworld of massive ‘creative disruption’ that will made the 21st

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Christe, Drexel University (Eng. & Eng. Tech.); Jay J. Bhatt, Drexel University (Eng. & Eng. Tech.); Douglas G. McGee, University of Pennsylvania; Ruth Wolfish, IEEE

Tagged Divisions

Entrepreneurship & Engineering Innovation

collaborated with the professionalsociety IEEE to organize a workshop highlighting the role of campus information resources inempowering entrepreneurs. The workshop was organized in a panel discussion format, featuringtechnology transfer professionals, librarians from both institutions, and examples of successful innovatorsand entrepreneurs. This allowed for active interaction and networking with the panelists. We review thestate-of-the-art in entrepreneurship education, report student feedback, and offer lessons learned from thisexperience.Keywords: Entrepreneurship, Academic Libraries, Collaboration, Information LiteracyIntroductionInnovation and entrepreneurship are driving forces of growth and global competitiveness [1, 2].University-based