Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; William A. Kline, Rose-Hulman Institute of Technology; Cory Hixson, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

forward.Design Action 1: Developing a capstone design metrics canvasThe instructor begins the semester by giving a prompt such as, “What makes a good capstonedesign project?” After a brainstorming session, students list out and then rank the top features.They are then asked to turn their ranked features into a one-page graphical canvas, with agraphical element corresponding to each feature. This activity can occur over a short period oftime (0.5-1 course sessions) and then be iterated upon using multiple forms of feedback to makethe canvas better. Examples of two student-created canvases utilizing this process are shown inFigures 1 and 2 (captions provide additional detail). Figure 1: Several students used

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra Furnbach Clavijo P.E., Stevens Institute of Technology; Leslie R. Brunell, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Kishore V. Pochiraju, Stevens Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

taken Senior Innovation. This confirms that our course isvaluable to all engineering disciplines and can be applied to all service design, process design,and competition entrants, as well as product-based senior design projects. This paper focuses onthe creation of the companion course, Senior Innovation, and the learning objectives andmethods used to teach entrepreneurial thinking, as well as assessment data and examples of howthe course applies to non–product-based senior design projects.IntroductionEntrepreneurial thinking is recognized as important to engineering curricula and is currently amajor initiative at most universities and the Kern Entrepreneurship Education Network (KEEN)[1], [2], [3]. Entrepreneurial thinking is a combination of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hamid R. Piroozi J.D., Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Charles Feldhaus, Indiana University-Purdue University of Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world… President Barack Obama, March 23, 2015 [1]The Founders of the United States’ democratic system of government realized the importance ofinnovation for the newly formed Republic. In Article I of the Constitution they bestowed uponthe Congress powers it deems necessary, “To promote the progress of science and useful arts, bysecuring for limited times to authors and inventors the exclusive right to their respective writingsand discoveries” [2]. Today we see a rich and complicated legal landscape that has evolved forthe past 250 years within the US. The

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leon Szeli, Stanford University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

(Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jing Guo, Colorado Technical University; John M. Santiago Jr., Freedom Institute of Technology; Pamela Allison Phillips, Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Kasley, Ph.D, Emeritus Professor, College of Engineering, Colorado Technical UniversityIntroductionTo accommodate the diverse student population of adult-learners, the College of Engineering(CoE) at Colorado Technical University (CTU) offer both evening and daytime classes, themajority of students in CoE work full-time in civilian or military sectors, or are military veterans.The CoE successfully implemented an eleven-week program curriculum, designed for these non-traditional students who are dealing with many distractions. The active-learning approach andflipped-classroom better engages these students and also targets higher-levels of thinking [1].The flipped-classroom helps students determining knowledge, stimulates

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marissa Mary Martine, Rowan University; Lia X. Mahoney, Rowan University; Christina M. Sunbury, Rowan University; John Austin Schneider, Rowan University; Cory Hixson, Colorado Christian University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

instructional design, facilitation and evaluation. She was selected to participate in the National Academy of Engineering (NAE) Fron- tiers of Engineering Education Symposium in 2013 and awarded the American Society for Engineering Education Educational Research Methods Faculty Apprentice Award in 2014. c American Society for Engineering Education, 2019AbstractWith today’s growing competitive economic market, having an entrepreneurial mindset can beinstrumental for success. An entrepreneurial mindset encompasses the way a person thinks abouta new idea, product, or innovation [1]. It can include elements such as approaches to productdevelopment, the ability to mitigate risk, creating new professional networks

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

conceptualize howentrepreneurial mindset has been operationalized in current engineering assessmentliterature. We compare and contrast the current usage of ‘entrepreneurial mindset’ toidentify similarities and inconsistencies in the conceptualization of the entrepreneurialmindset in recent engineering education literature and present implications of thesefindings for the engineering entrepreneurship community.IntroductionRecently, entrepreneurship has gained significant traction in undergraduate engineeringeducation. Pushing beyond the goal of venture creation, engineering entrepreneurshipprograms are placing an emphasis on developing more entrepreneurially minded studentsby actively involving students in the learning process [1]. As these programs

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yanjie Xie, Zhejiang University; Wei Zhang, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

al. (2016) pointed out that the university-basedentrepreneurial ecosystem is a complex network composed of individuals, projects,departments and units, and supports the realization of commercialization and entrepreneurship in the form of infrastructure, leadership support, education and training, financing and innovation culture. In fact, although some scholars have been discussing the university-based entrepreneurship ecosystem, they have not yet reached a consensus on its concept, but the elements of that ecosystem proposed by scholars also share some commonalities (Table 1). Table1 University-based entrepreneurial ecosystem dimensionsBuilding blocks for University

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

theories. Thepurpose of our paper is to provide a methodological resource for researchers interested inconducting theory-driven engineering entrepreneurship research. We present the three phases ofour work on the development of a conceptual framework for understanding student participationin EEPs. Our conceptual framework is guided by the Cross Chain-Of-Response Model of AdultLearning. We explicate our approach involving the identification of key theories inentrepreneurship assessment through a systematic review of the literature (Phase 1), synthesis ofthe theories into a conceptual model (Phase 2), and validation and revision of factor definitionsbased on student interview data. Our work identified six factors that inform student participationin

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Macarena Zapata P.E., Universidad de Chile ; Sergio Celis, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

, theneed for innovation and entrepreneurship increases [1]. However the calls for moreentrepreneurship in engineering education have a long history. Indeed, as early as 1952, TheCommittee on Evaluation of Engineering Education convened by the American Society forEngineering Education (ASEE), stated that engineering education should provide students withthe means and inspiration to grow on their own initiative, before and after graduation [2]. Alongthe same line, half a century later, the National Academy of Engineering of the United States [3]emphasizes (1) a creative process in engineering, (2) the embracement of creativity, inventionand interdisciplinary fertilization to create new fields of activity, (3) leadership in the movementtowards the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

online or in-class discussions related to the modulecontent. Finally, instructors are expected to assess student learning through their performance inthe contextual activities and through exam questions related to the module content. Indirect assessment using content-specific surveys administered before and after studentscomplete modules showed that students learn entrepreneurial concepts effectively through theintegrated e-learning modules [1-2]. Feedback collected from faculty deploying the modules andstudents completing them also confirmed the value that these modules deliver [1]. Direct assessment of learning is much stronger than indirect assessment [3]. Directassessment is usually achieved by grading student work to determine how

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Schnell, Stanford University; Johann Elmar Nordhus gen Westarp, Technical University of Munich (TUM); Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

EntrepreneurialIntentions within either engineering or business majors [1], or on the psychological side of inten-tions [2], this current work bridges the gap between intentions and Entrepreneurial Actions.Our work is based on qualitative semi-structured interviews of participants in the EngineeringMajors Survey (EMS) 1 . All 16 interviewees participated at least at two of the three nationally-representative, longitudinal Engineering Majors Surveys. The EMS is a survey designed to ex-plore engineering students’ technical, innovation, and entrepreneurial interests and experiencesover time. The interviewees in this study had relatively high Entrepreneurial Intentions comparedto the average of all EMS participants. Furthermore, they are categorized into three groups

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Emre Selvi, Jacksonville University; Adele Hanlon, Jacksonville University

Tagged Divisions

Entrepreneurship & Engineering Innovation

to create this sought-after learning environment in the context of a single-semester laboratory course?Students in engineering laboratory courses experience hands-on, open-ended, inquiry-basedlearning. This type of learning is pedagogically favorable to the passive learning that sometimesoccurs during lecture-based content delivery. The problem with labs, however, is that studentsmust often invest much time in data collection, reduction, and analysis for the sake of learningwith no tangible outcome, artifact, or external benefit. Contemporary student populations valueand engage better with learning activities that have some impact complimentary but external totheir own learning [1].Project-based educational laboratory courses can be

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

Department Chair for the Department of Management and was the Director of MBA Programs for the Walton College. c American Society for Engineering Education, 2019 Expanding and Evolving an Innovation ConcentrationAbstractRecent reports published by the Walton Family Foundation [1] [2] highlight the importance ofinnovation to the US economy and the critical relationship between innovation, universityresearch and education for workforce development and economic prosperity. To develop aninnovation-based ecosystem, the US must produce more STEM graduates capable of drivinginnovation. “At the heart of an innovative local ecosystem is its capacity to absorb new knowledge for industrial use

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Bruce D. Oestreich, Rowan University; Scott Duplicate Streiner, Rowan University; Kevin D. Dahm, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

University, a mid-size Mid-Atlantic public university, we set out to foster anEntrepreneurial Mindset in our first-year engineering students by modifying the ProductArchaeology framework that was first developed by K. Lewis, et al. [1]. In our implementation,we allowed student teams to choose from a bank of products and guided them through the fourphases of product archaeology (preparation, excavation, evaluation, and explanation). For theevaluation phase, each team developed and executed three or more qualitative experiments fortheir product. At the conclusion of the project, students wrote a report that addressed the fourphases of product archaeology, including the results of their quantitative experiments. Eachreport was graded using an

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

the capabilities of those with disability who were employees, anddemonstrating that recycling was a viable option for a supported employment business.The project’s outcomes were such that 1) This community-relevant humanitarian project helpedto keep those with disability gainfully employed; 2) Student interaction with those with disabilitychanged student mindsets; 3) Real-world engineering skills and teamwork were required tobalance customer needs, worker ability, cost, maintainability and appropriate technology; 4)Students learned that engineering depended as much on artistry as on science and technology; 5)A wide mix of student disciplines participated, with 59% being female; 6) While at the start ofeach semester, few if any students had

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Entrepreneurship & Engineering Innovation

integration of business andentrepreneurship into the curriculum. This paper describes the efforts made to integrate theEntrepreneurial Mindset (EM) into the fall semester first-year engineering course. The course isa 2-credit hour semester long course that meets once a week for 100 minutes. Serving as anintroduction the engineering profession, the course presents active-learning sessions on each ofthe five engineering disciplines offered at Mount Union: Biomedical, Civil, Computer,Electrical, and Mechanical Engineering. A 7-week design project focused on buoyancy [1] isalso a part of the course. Starting in the Fall 2017 semester and continued in 2018, EM active-learning exercises were integrated into the course to teach the EM. Prior to 2017 only

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Lawrence Technological University; Heidi Lynn Morano, Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

the development of an entrepreneurial mindset will be discussed basedon the experiences of multiple sections of course participants.Introduction Lawrence Tech is committed to its mission to be recognized for transformative STEMand Design education that develops leaders with an entrepreneurial mindset and globalperspective​1​. The College of Engineering seeks to provide students with a strong foundation inthe fundamentals of engineering in an environment infused with an entrepreneurial mindset. Formany years, Lawrence Technological University has been a part of the Kern EntrepreneurialEngineering Network (KEEN). KEEN is a collaboration of universities across the United Statesdedicated to instilling an entrepreneurial mindset in their

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Reissman, University of Dayton; Allison L. Kinney, University of Dayton; Kevin Patrick Hallinan, University of Dayton

Tagged Divisions

Entrepreneurship & Engineering Innovation

,artists, entrepreneurs, and the like. [1]. Recent studies have re-echoed this finding. For example, theKauffman Foundation found that over the period from 1988 and 2012, nearly all job growth wasattributable to new and young companies. Companies five years or older had eliminated more jobs thanthey created in all but eight of those years. The job creating firms were recognized for the economicdynamism they injected through increased market competition and spurring innovation [2].So what is meant by creativity? Relative to engineering, Kazerounian and Foley define it in terms of theability to generate new ideas or new associations between existing ideas. Requisite to such developmentsis a willingness to take chances; an ability to make unique

Conference Session

Exploring the Entrepreneurial and Innovation Mindset

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miles J, Mabey, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

activities, especially in colleges [2]. Today,technology enables these mindsets to make an impact on their environment. Sites such asKickstarter and Indiegogo allow entrepreneurs to connect directly with their target markets.Technology also allows organizations like KEEN [2] to educate society on the value ofentrepreneurship and opportunities to become an entrepreneur.The Kern Entrepreneurship Education Network (KEEN) defines entrepreneurship as “self-employment through business ownership, which has significant elements of risk, control andreward” [2]. The KEEN framework is best described with a pyramid (see Figure 1) that describes key characteristics of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Raber, Michigan Technological University; Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Engineering Education, 2018 0123453467819ÿ891ÿ81819ÿ8173ÿ7ÿ84764ÿ19814819ÿ 4482ÿÿ ÿ74627ÿÿ!"#ÿ!$ÿ%ÿ&!''!(ÿ$)*+%,-"*ÿ()(*)(ÿ.*!*"'ÿ"%ÿ!/*ÿ/()0*+)%-ÿ)+ÿ%!ÿ.*."*ÿ+%/1(%+ÿ%!ÿ+/&&1ÿ)(ÿ/..*ÿ#0#ÿ()(*)(ÿ&/**)&/#"2ÿÿ)+ÿ)+ÿ"&)01ÿ%*!/ÿ%ÿ.*!&++ÿ!$ÿ+!#0)(ÿ!.(,(11ÿ'/#%)1)+&).#)("*-ÿ()(*)(ÿ.*!3#'+ÿ)(ÿ"(ÿ"&%)04ÿ(")(4ÿ#"*()(ÿ(0)*!('(%4ÿ5)#ÿ")()(ÿ6.!+/*ÿ%!ÿ1)$$*(%ÿ()(*)(ÿ'"7!*+ÿ"(1ÿ&"**ÿ!.%)!(+2ÿÿ$!&/+ÿ)+ÿ%ÿ10#!.'(%ÿ!$ÿ.*!3#',+!#0)(4ÿ&!'./%"%)!("#4ÿ"(1ÿ&!''/()&"%)!(ÿ+8)##+2ÿ*!/ÿ"&%)04ÿ&!##"3!*"%)0ÿ%"'5!*84ÿ+%/1(%+ÿ"..#-ÿ()(*)(ÿ'%!1+ÿ%!ÿ9*"#ÿ5!*#1:ÿ.*!3#'+2ÿ;)#ÿ%*ÿ"*ÿ"ÿ(/'3*ÿ!$ÿ=@ÿ6.*)(&+ÿ"0")#"3#ÿ%!ÿ!/*ÿ$)*+%,-"*ÿ

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Clint E Johnson, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

, and Layaway. c American Society for Engineering Education, 2018 Integrating an Innovation Concentration into the Engineering CurriculumAbstractA recent survey of global innovation-based competitiveness ranked the US 6th overall across 40countries in innovation-based competitiveness. In fact, the US is falling behind, ranking last inyear-to-year improvement in innovation and competitiveness [1]. To improve on this, the USmust produce more STEM graduates capable of driving innovation. Many mid-sized universitiesin rural and low-technology states lack a culture or ecosystem that fosters innovation. To growinto thriving centers of technological innovation, these states must change their culture. STEMstudents

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jing Guo, Colorado Technical University; John M. Santiago Jr., Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

when applying them totheir capstone design as well in the other course sequences.IntroductionEngineers need to solve challenging, complex real world problems. In the article “Engineeringthe future “, the authors stated that training engineers to take on the challenges of the future andsolve complex real problems are the most important contributions that colleges and universitiesmake to advance the human condition [1]. Students need help to become master learners with theoutcome-oriented mindset necessary to bring solutions to life.In recent years, more universities and faculty are engaged in incorporating entrepreneurialminded learning (EML) into the engineering curriculum. Even though not every student willbecome an entrepreneur after they

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., University of Delaware; Trevor Scott Stephens, University of Delaware

Tagged Divisions

Entrepreneurship & Engineering Innovation

, each state has a federally-funded SmallBusiness Development Center (SBDC) that provides free business consulting and low-costtraining services. The SBDC is often located at or near a university, and often works closely withthe corresponding university technology transfer office and/or the entrepreneurship center. Whatfollows is a brief summary of the services and resources often offered by each [1].Technology Transfer OfficeThe main thing the Bayh-Dole Act did was allow transfer the ownership of inventions resultingfrom federally-funded research from the government to the university. This stimulated manyuniversities to create offices of technology transfer (often referred to as tech transfer) tasked withlicensing or otherwise facilitating the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia C. Fry, Baylor University; Kenneth W. Van Treuren, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

School of Engineering and Computer Science is a less than 10% of theoverall undergraduate student enrollment. At Baylor, a five-year strategic plan, called ProFuturis, was adopted in May 2014. This vision is consistent with Baylor’s mission "to educatemen and women for worldwide leadership and service by integrating academic excellence andChristian commitment within a caring community [1]." The major emphasis of this vision is onincreasing the university’s research capabilities as part of the vision for growth, which is goodnews for the School of ECS. One of Baylor’s aspirational goals is “Transformational Education.”Many metrics are given to measure this success, such as improved student retention and theaesthetic quality of the campus. These

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Rachel E. Friedensen, Iowa State University; Mani Mina, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering students?The Unexpected FindingA phenomenographic study by the first author identified eight distinct ways engineering studentsexperienced innovation (categories)7. These categories were mapped to a two-dimensionaloutcome space that differentiated categories by the processes participants connected toinnovation and the areas around which they focused their innovation activities (Figure 1).Figure 1. Outcome space demonstrating ways of experiencing innovation (from7)Collectively, categories 5–8 represented the “most comprehensive” categories because theyincorporated all process elements (idea realization, idea generation, problem scoping, problemfinding, and the macro-iterative cycle) and all focus areas (technical, human, and enterprise

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

a role that involves technical skills but also requirescuriosity, an ability to connect pieces of knowledge to discover solutions, and a focus on valuecreation—which are all characteristic of innovation-thinking frameworks such asentrepreneurial-minded learning [1], systems thinking [2], design thinking [3], valueproposition canvas [4], and business model canvas [5]. These innovation-thinking frameworksare not just applicable for start-ups, and are not a matter of simply repackaging business forengineering students [6]; rather, they emphasize the development of innovation-thinkingamong engineering students that allows them to identify and solve problems. Becauseinnovation-thinking develops over time and requires practice, the role of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

the entrepreneurial thinking course than second-semester design course and 8% higher than that of first-semester design course. We found thatprior experience of working in teams enhances the satisfaction score as evident from theincreased ratings from first to the second-semester courses. Additionally, when looking at theengineering design courses that had the same subset of instructors, 83% had improved teamsatisfaction with a 7% average increase in the second course, when compared to the first.IntroductionConsiderable research and adoption of research outcomes have gone into improving the first-yearengineering curriculum nationwide. A majority of engineering students leave school after theirfirst year [1]. Traditionally this was referred to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas Rees Sattele, Ohio State University; Krista M. Kecskemety, Ohio State University; Kadri Akinola Akanni Parris, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

many ofthe EML objectives that are in the EML curriculum framework. Details about the analysisprocess are included so other educators can follow a similar process to analyze their own existingcourses and key lessons learned through the process.IntroductionIn response to declining retention in engineering programs, a number of large engineeringschools began incorporating first-year engineering laboratory and project-based coursework toincrease student retention and expose students to engineering disciplines outside their major [1-2]. Since then, Entrepreneurial Minded Learning (EML) has gained prominence and has beenhypothesized to allow students to be more versatile and solve more modern, open endedproblems. Indeed, Duval-Couetil [3] found

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

such a large and unwieldy discourse, it is difficult to get acomprehensive view or deep understanding, though it is very easy to see that the concept appeals   1  to a diverse range of stakeholders. Within this vast literature, for example, it is unclear whether •   formal educational systems can “produce” such individuals; •   it is best to think in terms of T-shaped individuals, groups, organizations, or processes, or in altogether different terms; or •   the T-shaped ideal in technology entrepreneurship is something new versus the latest incarnation of long-standing discussions about the role of non-technical