Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Mary Jackson, Rowan University; Samantha Resnick, Rowan University; Rebecca Hansson, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

helps you learn how to work with others an employee for the company. and, like, especially people who, like, you don't work well with or who you never worked with before"Personal Being able to create the best version "You're going to apply to a lot of jobs. Itgrowth of yourself through self-reflection, might take a while for something to stick, marketing yourself efficiently, and and you can't just say, "No, no, nobody being able to recognize and wants me." You gotta, you gotta keep improve upon

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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Diversity

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Entrepreneurship & Engineering Innovation

chance to reflect on their improvements and progressand realize where designs might fail. This is a critical piece in the engineering self-efficacy development[13]. Second, it allowed the professor the opportunity to understand which students required moreindividual support and design coaching in the classroom. Those that were independently problem solvingand constructing could be left to their own devices. Those that were stuck were offered more guidance andprompting to help move the activity along. If the activity were done in teams, those that struggled to getstarted might not get the opportunity to independently construct limited fidelity prototypes due to the natureof team dynamics and would miss this critical part of the design realization

Conference Session

Entrepreneurial Leadership and Non-traditional Ways to Engage Students in Entrepreneurship and Innovation

Collection

2007 Annual Conference & Exposition

Authors

Wilburn Clouse, Vanderbilt University

Tagged Divisions

Entrepreneurship & Engineering Innovation

organizationsuniqueness in the community as a major contributor to the success of their organization. Thecafé’s target market is members of the Athens community and those affiliated with TennesseeWesleyan College which average approximately 14,000 people. The café will operate at a pricepoint that reflects the demographics of the community it serves, which has an average income ofabout $20,762. The organization’s marketing plan is based on the size of the community theyserve and focuses initially on direct mail and community flyers. The creators of the PhoenixCyber Café predict moderate risk and request $150,000 and predict a net profit of $137,807 inthe first year.Please rate each Project with the following scale with 5 being the highestAppearance 1

Conference Session

Successful Outcomes of Student Entrepreneurship

Collection

2008 Annual Conference & Exposition

Authors

Khanjan Mehta, Pennsylvania State University; Sven Bilen, Pennsylvania State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Venture CDR 12 P3 Week Patents & Intellectual Quest 5 13 Property Issues Week POC to Product Reflection on Course, POC to Product 14 Technical issues Ventures, Ideas Non-technical Issues Week Course Quality Control Final Prototype Demos Final Presentations 15 P4 Exam Final Report Due Week

Conference Session

Course-Based Approaches to Entrepreneurship

Collection

2008 Annual Conference & Exposition

Authors

Andrew Gerhart, Lawrence Technological University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Standard Average deviation Typically for every one credit hour, 3 to 4 hours per week of student time in and out of the classroom is expected. With this in mind, the one credit hour was 4.00 0.63 properly reflected in the time I spent on this course. How would you rate your experience for the course? 4.17 0.41 I got what I wanted out of this course (the course met my expectations). 4.33 0.52 Table 9. Student ratings of statements about the Creative Problem Solving course. On a scale of 1 to

Conference Session

Entrepreneurship Education

Collection

2008 Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students’ innovation-related skills as well as students’ reflections on the class. Themain idea is to develop a student-centered environment that helps students to develop a can-do,proactive, innovative mindset; an environment that will light their spark of innovation, and providethem with resources to translate their ideas from paper to prototype. We have identified four majorgroups of relevant skills, namely, problem solving, “big picture”, personal and social skills, and usedseveral different activities to try to boost them. A variety of projects and challenges, and multi-sensory activities were synthesized to create an empirical, authentic, and multi-disciplinaryexperience. This effort is in line with our college longer term goal to infuse

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

, specifics of implementation in differentenvironments, and reflections on gender effects. In general, teachers perceive the InVentureChallenge as an engaging way of broadening participation in engineering, expanding thestudents’ experiences outside of the classroom, fostering teamwork and collaboration, andbuilding a partnership with Georgia Tech.Introduction and Guiding QuestionsMany studies have demonstrated the need for greater participation and increased diversity inscience, technology, engineering, and mathematics (STEM) to sustain economic growth andmeet global challenges1. One important element in the STEM enterprise is the process of creativeinnovation—of reimagining problems and solutions in new and different ways and designing andproducing

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

influential role model even if the initial question set(focused on the course) did not elicit mention of a role model. The most commonly mentionedtype of role model was family members, but some participants also discussed past jobs andfriends. This emergent theme of role model influence is of particular importance as it developedindependent of initial questions. Not all students brought up entrepreneurial motivations outsideof class, but we wondered how many students had family members, friends, or workrelationships who had significantly influenced their entrepreneurial attitudes. Thus, we adaptedquestioning in the second cohort to reflect this emergent them of role models by addingadditional questions. It is important to remember that the redesigned

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathias J. Klenk, Technical University of Munich; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

address these questions, we interviewed 13 new engineering graduates within 1-2 years ofcompleting their bachelors degree, analyzing participant-produced critical work-relatedincident narratives against a framework of transformative learning [20]. As one of theprominent theories of adult learning, transformative learning describes learning as “theprocess of using prior interpretation to construe a new or revised interpretation of themeaning of one’s experience in order to guide future action” [20]. It offers a usefulframework for examining events that have been meaningful for the participants themselves[21] distinguishing between five different dimensions in these experiences: 1) meaningful events in actions, reflected in the behavior of the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed Yousef Ismail, Texas A&M University - Qatar; Hamid R. Parsaei, Texas A&M University - Qatar; Bing Guo, Texas A&M University - Qatar; Konstantinos E. Kakosimos, Texas A&M University - Qatar; Raelene Dufresne, Texas A&M University - Qatar; Nasser Alaeddine, Carnegie Mellon University - Qatar

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

offers a venue for increasing awareness,demonstrating relevance, building confidence, and proving satisfaction for faculty audiences.Furthermore, the influence of peers can play an important role in promoting change in theattitudes of faculty audiences 19, 20, 21, 22. The competition acting as a medium for triggering acontagion effect, or social spillover effect, can lead faculty audiences to imitate the adoptionbehaviors of their peer group of participants.Finalist ProjectsResults from the 2013 competition have demonstrated the potential of the approach in promotinginnovation in engineering education 18. In 2014, there was a variety of projects reflecting thevision of contributing faculty members in relation to advancing education through

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

students’ entrepreneurial intentions and entrepreneurial self-efficacy, it is not surprising that the Theory of Planned Behavior and Social Cognitive Theoryare commonly used. Although all of the papers in this review placed an emphasis on gender within theirstudies, there appeared to be little consensus regarding which theoretical frameworks to use thatpertain to gender. Three of the 24 papers (12.5%) used Eagly’s Social Role Theory33, whichdescribes how beliefs concerning the different sexes are reflective of the sexual division of laborand gender hierarchy within society. Other theories pertaining to gender that were used to framestudies included Gender Schema Theory34, Liberal Feminism Theory35, Gender Role Theory36,and Sex Role

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Darren C. Olson, Central Washington University

Tagged Divisions

Entrepreneurship & Engineering Innovation

used the results from their analysis ofincidental interactions, along with reflections on product interactions with the environment andthe user, to identify risks and seek means by which those risks could be countered via robustdesign enhancements. Students were taught about failure mode effects analysis (FMEA), a toolthat is well suited for the activity at hand, and a template was available for their use. However, itwas necessary to limit the project scope so that work could be accomplished within the timeavailable and so that unreasonable expectations would not be placed upon students. Therefore,FMEA was not a required project activity. At a minimum, students were required to identifyissues that they believed might present unacceptable risks

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Donald D. Carpenter P.E., Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

and Ahad Ali EME 3023 Manufacturing Processes 3 Numerical Vernon Fernandez EME 3033 Engr. Numerical Methods 3 MethodsThe KIT training process requires a two-year commitment involving week-long workshops,ACL/PBL implementation, report-back accountability sessions, and closing-the-loop sessions.Because of the commitment, almost all of the faculty members in the KIT program are full-time,although a few trusted adjunct instructors have also been selected to participate. Currently 56faculty members have been trained in PBL and ACL techniques representing approximately 46courses. (Table 3 reflects a lower number of KIT faculty; some faculty are no longer

Conference Session

Student Entrepreneurial and Innovative Mindset

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

challenged with a specific problem;team settings that promote group divergent thinking, discussions and competitions; and,collectively, where all students generate ideas for a given challenge. Some activities are designed to be self-paced; others have strict time constraints,leading to ideation under pressure. The instructions for the activities are very clear andconcise allowing participants to be relieved from unnecessary constraints or assumptions.Following each activity, a short discussion session is facilitated to reflect on the activity’sgoals, challenges and results. Even though some of the activities may not be new, they are stillintroduced with different twists and/or with a new set of instructions. This paper describes a

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip M. Reeves, The Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; D. Jake Follmer, The Pennsylvania State University; Jessica Menold, Pennsylvania State University, University Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

found career success in some form or another, while moststudents are still exploring potential career options. Consequently, their views on the world,motivation, and future goals likely reflect their current status. A longitudinal study examininghow perceptions of entrepreneurship change based on career status and stages of adultdevelopment would be benefit and provide more insight on this issue. It is clear, however, that students and faculty members possess differentconceptualizations of entrepreneurship. Therefore, it is important to continually track students’perceptions in order to ensure that they view their education as relevant to their future careersand other personal goals. In entrepreneurial education, this may involve

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

, which can leadto discoveries of new knowledge and innovations. These learning outcomes can impact classmates,community members, and/or society. Figure 1. The progression of active learning pedagogies employed within the Cardiovascular Engineering course.Overview of the Innovation-Based Learning PedagogyAs with many active learning pedagogies, IBL works between two frameworks Constructivist andCynefin. The IBL pedagogy uses aspects from the traits of constructivism: student-centeredlearning, interdisciplinary lessons, collaborative lessons, reflection, and assessments [4

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

taught in sequence, one per semester, across four years.The catalog was updated to reflect these changes. In 2019, the UTEP catalog was updated toestablish common language usage across the College Engineering (terms such as tracks,emphases, specialties, etc.), confusing persons unfamiliar with the program. These changes areexpected as the program moves towards a stable profile.Other US Innovation and Entrepreneurship Offerings Programs in entrepreneurship, innovation, and leadership are beginning to blossom in theUS. The Technology Entrepreneur Center at the University of Illinois offers studies leading tothe Bachelor of Science in Innovation, Leadership, and Engineering Entrepreneurship (ILEE)[13]. The BS in ILEE degree is intended and

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)

Tagged Divisions

Entrepreneurship & Engineering Innovation

declined due to scheduling constraints and business travel. Additionally,the pool of judges was expanded to notable alumni that were living outside the immediate tri-state area.The extended Q&A period allowed a true due diligence phase often utilized in business plancompetitions and helped mimic how investors might make investment decisions with time forproper reflection [14]. Judges had the ability to ask thorough questions like "How do you plan togo to market at scale?" or "Have you done an initial assessment of the Intellectual Propertylandscape." There were 11 judges for the competition, and each team was asked between 15 to18 questions between all the judges, with all judges being able to read the responses to thequestions. The answers to

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

ofteam 6 shared responsibility on the project and each made a substantive contribution to theoutcome: “Each member knew the assigned content assigned to him/her and I couldn't be morethrilled about how the delivery went.” Another example is team 11. One member wrote: “Ourteam members are not afraid to bring up ideas and or concerns during the project period. Wewere able to compromise on conflicts.”Teams in Group 2 evidenced weak TD and low IE. Teams 4, 5 and 7 fit into this category.Survey comments from this group reflected persistent challenges with Team Dynamics: “We hadone team member that didn't do too much and what he did do was last minute. That was a bitdifficult to work around,” and “We all did well when we worked together, but it was

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Garett Young, Arkansas Tech University

Tagged Divisions

Entrepreneurship & Engineering Innovation

time, the time of day the lecture is offered,and the switch to a different open response system might have all contributed to an increase inknowledge gain. In addition, the instructor was more experienced with the implementation ofthe pedagogy.EML activities are going to continue to be drafted, improved, and implemented into othersections of the course. This includes topics such as transmission line theory, magneto-statics,time-varying fields, plane-wave propagation, and wave reflection and transmission. The authoris not aware of a concept inventory that can be applied to measure knowledge gain in the areasrelevant to engineering electromagnetics. The CUE-CMR does facilitate the measuring ofknowledge gain in terms of conceptual electrostatics

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado - Denver; Heather Underwood, Inworks; John K. Bennett, Inworks; University of Colorado - Denver

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Diffusion of research-based instructional strategies: the case of SCALE-UP. Int. J. STEM Educ. 1, (2014).11. Daly, S. R., Mosyjowski, E. a. & Seifert, C. M. Teaching creativity in engineering courses. J. Eng. Educ. 103, 417–449 (2014).12. Zappe, S., Mena, I. & Litzinger, T. Creativity is Not a Purple Dragon. Natl. Coll. Invent. Innov. Alliance (2013). at 13. Schön, D. A. The Reflective Practitioner: How Professionals Think in Action. (Basic Books, 1983). at 14. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D. & Leifer, L. J. Engineering Design Thinking, Teaching, and Learning. J. Eng. Educ. 94, 103–120 (2005).15. Wing, J. M. Viewpoint: Computational Thinking. Commun. ACM 49, 33–35 (2006).16. Rosen

Conference Session

Creating a Technology Incubator and Creating a Seed Fund

Collection

2007 Annual Conference & Exposition

Authors

John Wierman, Johns Hopkins University; Lawrence Aronhime, Johns Hopkins University; Marybeth Camerer, Johns Hopkins University; Benjamin Gibbs, Johns Hopkins University

Tagged Divisions

Entrepreneurship & Engineering Innovation

motivatingfellow students as employees, negotiating with suppliers, and financial decision-making.Controversial IssuesPerhaps the majority of discussion regarding the formation of HSE focused on a few issues,described in the following sub-sections. While some of these issues were anticipated, othersproved more controversial than originally expected.Bonuses and CompensationAdvisors and supervisors of student agencies at other universities warned that one of the mostdifficult issues would be formulating policies regarding bonuses and salaries for managers.Discussions reflected differing perspectives on the value of simplicity, flexibility, and incentives.The simplest alternative is to pay each manager a fixed percentage of profits of his/her enterpriseat

Conference Session

Entrepreneurship Education: Experiential Learning and Economic Development II

Collection

2009 Annual Conference & Exposition

Authors

Donald Reimer, Lawrence Technological University; Ahad Ali, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

the opportunity to engage seasoned entrepreneurs.In the reflection of the faculty mentor and advisor, he believes this type of learning must beintegrated into building an entrepreneurial mindset. Students in engineering entrepreneurialprograms must be involved in activities which take them outside the classroom. These activitiesprovide an opportunity to learn from real world problem solving. Creativity, innovation,leadership, and group dynamics are important skills that are necessary for success as anentrepreneur or as a corporate entrepreneur.It was recommended that faculty engagement is requirement for our students and we encourage Page

Conference Session

Approaches to Teaching Entrepreneurship

Collection

2006 Annual Conference & Exposition

Authors

Rose Marie Lynch, Illinois Valley Community College; Dorene Perez, Illinois Valley Community College; James Gibson, Illinois Valley Community College

Tagged Divisions

Entrepreneurship & Engineering Innovation

alternative by providing simulated world of workexperience on campus. MIMIC is a replicable, cost-effective model that can be adapted to avarying number of semesters and integrated into a variety of technical programs and collegesettings. Page 11.73.11References1. This material is based upon work supported by the National Science Foundation under Grant No. 0501885. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.2. Bilen, Sven G., et.al., “Developing and Assessing Students’ Entrepreneurial Skills

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

through story telling. They then hadto describe in details of their market analysis, i.e., their potential customers and existingcompetitions. They made connections through this market research and interviews of potentialcustomers which resulted in proposing their own solution. Then they had to explain how theirsolution was different and how their design would add value in an economic, environmental, orsocietal sense such as reducing costs, increasing speed, expanding reach, eliminatinginefficiency, increasing effectiveness, or whatever value they could think of. Customerinvolvement was emphasized throughout the project, and students had to reflect on howcustomer feedback influenced their design.Assessment and ResultsThe entrepreneurial mindset

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

.” Finally, the last day of the course was the apex of the Invention Bootcamp, with apresentation of all projects in front of an open public.Assessment We collected data using one student focus group, two student surveys and a mentorsurvey. During the focus group, which took place during the final week of the program,students reflected on what they had learned, the challenges they faced, and theirperceived changes in attitude, knowledge, confidence and aspirations related to invention.All but one student (96 percent) participated in the focus group. Students took the student survey online as a group using their program-providedChromebooks, and it was administered in two parts. Part one was administered halfwaythrough the program, to capture a

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

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Diversity

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Entrepreneurship & Engineering Innovation

netpromoter items on a 0 to 10 scale, with 0 reflecting the highest positive value (“Interesting,”“Appealing,”) and 10 indicating the closest negative value (“Boring”, “Unappealing”). Table 1. Change in STEM-Inc Student Interest in Computer Science, Engineering & Entrepreneurship, Fall to Spring, 2015-2016 Total 2016 Traditional Lean 2016 2016 Mean Change Mean Change Mean Change (Pre-) (Post-) (Pre-) (Post

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

critical to engineeringstudents for two reasons. First, the scope and depth of business concepts presented to engineeringstudents is inevitably narrower than it is for business students exposed to a portfolio of conceptsduring the course of a four year business degree 11. Second, the societal and cultural excitementsurrounding technical entrepreneurship has resulted in media constructions of entrepreneurs andentrepreneurship that may not accurately reflect the characteristics or experiences of the generalpopulation of “real entrepreneurs”10,12.Within this context, understanding the misconceptions students have constructed aboutentrepreneurial action and business concepts is critical to entrepreneurship education. Knowingthe specific misconceptions

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Antonie J. Jetter, Portland State University; Gerald W. Recktenwald, Portland State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Innovation Program is voluntaryand projects are not explicitly coupled to the coursework of engineering students. The Beta Program has seen successes and challenges. We have adjusted to improveoutreach and streamline the application process. We are currently reflecting on how bestto continue. In a companion paper9, we examine the Beta Program using thecomponential model of creativity and innovation10. In this paper, we focus on theprogram implementation and student participation, and we speculate on how to adapt theBeta Program to the evolving environment in our college.The Beta Program ProcessThe primary activity for the Innovation Council is the selection of projects to receivefunding and other support. The sequence of events for project

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

a group of engineeringfaculty across the country and spearheaded by Ohio Northern University (ONU) “to moreaccurately reflect the ONU brand of the KEEN framework" and to allow more faculty to “feelcomfortable incorporating entrepreneurial content into their courses” [5]. As an expandedframework, eKSO contains 55 objectives, unlike KSO’s 18.EMLOAfter reviewing the KSO framework, the faculty at The Ohio State University sought to usebackward design to create a new set of learning objectives, the Entrepreneurial Mindset LearningObjectives (EMLO) that included more specific objectives and focused on integrating EM intothe curriculum throughout the different stages of a student’s college career. One of the uniqueaspects of this approach was the