Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nada Marie Anid, New York Institute of Technology; Steven H. Billis, New York Institute of Technology; Marta Alicia Panero, New York Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

compete in the regional and global marketplaces."ETIC is structured to support:1. Collaborative Regional Innovation. The ETIC represents a clear example of an innovationcluster that creates synergies among existing regional competitive strengths. This initiativeengages a diverse base of stakeholders and facilitates collaboration among urban and suburbanareas – New York City (including the South Bronx) and Long Island. The Center reinforces andsupports economic development through long-term public/private partnerships, includingthrough by fostering the growth of emerging industries, startups, and supporting local existingbusinesses’ innovation, so that may remain competitive and dynamic players in the regionaleconomy.2. Public/Private Partnerships

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Alex Kotlarchyk

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation and business skills not normally taught in a typical engineeringclassroom environment (Fig. 1). Figure 1: Innovation/Business Skills These skills include, but are not limited to:  Problem solving and entrepreneurial skills, such as explorative, divergent, convergent and critical thinking. Other examples are intuition, inquiry, estimation, knowledge integration, the ability to act on ideas, and direct, no-nonsense communication.  “Big picture” and entrepreneurial skills, such as the observation of problems in wider contexts, and familiarity with non-engineering disciplines. Concepts include economic, political

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

perceptions of those skills) and ease of collecting andanalyzing assessment data (see Table 1). Further, information rich evaluations such as teamprojects do not allow researchers or instructors to assess attributes of individual students orconduct pre/post comparisons. In this paper we present an alternative assessment tool, theInnovationMap, that measures individuals’ understanding of innovation while remaining easy toadminister and score.Table 1. Comparison of Assessment Methods Measures actual Measures at Easy to score Allows construct individual level pre/post (as opposed to (as opposed to team

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan PhD, University of Detroit Mercy; Nassif E Rayess, University of Detroit Mercy

Tagged Divisions

Entrepreneurship & Engineering Innovation

, which meets with thefaculty and makes recommendations to the department on the skills that are expected formgraduating engineers. The department also has funding geared toward implementing innovationand creativity into the curriculum, and continuous efforts in entrepreneurship.The course outcomes were listed as follows. After taking this course, students will have an:1. increased ability to evaluate contemporary issues of the engineering profession2. increased ability to evaluate professional and ethical responsibility3. increased ability to evaluate the impact of engineering solutions in a global, social context4. increased ability to evaluate the importance of team work5. increased ability to make judgments based on analysis of literature and

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

that the course modifications have had on the university as a whole.Finally, the paper will present assessment results of pre- and post-course surveys of studentperceptions of the use of ACL and PBL to apply attributes of the entrepreneurial mindset. Thesurveys demonstrate a positive shift in perceptions.1. IntroductionLawrence Technological University has offered engineering students entrepreneurial educationprograms for many years. Recognizing that graduates entering industry will require business andentrepreneurial skills, the College of Engineering developed an entrepreneurial certificateprogram and founded the Lear Entrepreneurial Center. The entrepreneurial certificate programdevelops student skills in communication and business

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zhang Fenzhi, Aalborg University

Tagged Divisions

Entrepreneurship & Engineering Innovation

questions were as follows: (1) how learning trajectories were related withconflicts and innovation competency from students’ perspective? (2) how learningtrajectories were related with conflicts and innovation competency from academic staff’sperspectives? (3) how students and academic staff’s perspectives were similar and differentfrom the literatures? Besides providing a brief literature review, we collected empiricaldata by one-year observation and 14 interviews in one engineering master program,Environment Management, at +++ University, Denmark. The empirical findings displaydiverse views on conflicts in relation to innovation competency from both students andacademic staff’s statement, which reminded educators to reflect the use

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Ruth Streveler, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

McTighe learning outcomes are organized into three levels of learning importance:1. enduring understandings, 2. important to know insights, and 3. good to know information. InPrinciples the enduring understandings are: 1., the ability to recognize entrepreneurialopportunities, 2. to communicate the benefits of those opportunities to others whether they arecustomers, partners, employees or investors, and 3., the ability to asses and compareentrepreneurial competencies. These enduring understandings establish the most importantlearning outcomes that the student is expected to know or be able to do as a result ofparticipating in the Principles course. Pelligrino’s assessment triangle approach includes in one integrated assessment model;the

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monique Fuchs, Wentworth Institute of Technology; Frederick F. Driscoll, Wentworth Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

as one of the top fivecritical leadership skills of the future2.Worldwide discussions are taking place to assure the positioning of our future workforce for the21st century and entrepreneurship plays an important role. “Entrepreneurship refers to anindividual’s ability to turn ideas into action and it includes creativity, innovation and risk taking[…]”1. Penã et al. also reference entrepreneurship relevant to interdisciplinary education:“Among the educational disciplines deemed important to the nation, entrepreneurship educationcan facilitate moving the discoveries, innovations, and insights of the other disciplines into theAmerican economy3.”In 2010, Wentworth conducted a Next Gen survey of over 1300 of our students. We found that21% were

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

James V Green, University of Maryland, College Park; Alyssa E. Cohen Sherman, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

marketing concepts with their applications inreal life. The objectives of the course are (1) To increase in the number of students launchinginnovative, technology-based ventures at the University of Maryland and at other universitiesonce the new course model is propagated; (2) To increase in student development of skills tosuccessfully commercialize inventions in a dynamic marketplace; and (3) To increase in studentunderstanding of high-technology market research principles, affordable design, and technologyinnovation.This paper is the ongoing exploration of the development of the Marketing High-TechnologyProducts and Innovations Course from idea to delivery to evaluation. The review will focus onthe first year deliverables including: (1) the

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Paul T Skaggs, Brigham Young University; Jacob Dean Wheadon, Purdue University; Clifton B. Farnsworth, Brigham Young University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Bootcamp Model The five parts of the Innovation Bootcamp model (see Figure 1) are: Idea finding, ideashaping, idea defining, idea refining, and idea communicating. Figure 1: Innovation Bootcamp Model Page 23.410.3 2 Idea finding involves teaching students to see opportunities for innovation in the worldaround them. Students in the Bootcamp are taught to take on the role of anthropologist as theyobserve people. They are taught to actively experience what others are experiencing as to findissues that can be improved upon. Kelley (2005) suggests this

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University; Rajiv Ramnath, Ohio State University; Bruce W. Weide, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. This is notsurprising given the potential rewards of a successful entrepreneurial career both with respect toallowing entrepreneurs the freedom to pursue their own ideas and visions as well as with respect tothe potential for large material rewards. But how do we nurture students to become successful en-trepreneurs? In this paper, we report on an innovative program at the authors’ institution, designedto nurture students to become IT entrepreneurs. While the program builds on the experiences ofother programs, it includes a number of novel components that are integrated together in an un-usual manner to interlock and complement each other.1. IntroductionIt is widely accepted that entrepreneurship is the engine that drives the American economy

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Divisions

Entrepreneurship & Engineering Innovation

manufacturing factors is often dependent on these factors,which are categorized as personal and business related. The underlying project onwhich the work described is based on involved: (1) a SWOT (strengths-weaknesses-opportunities-threats) analysis on the business, (2) learning and discovering theobstacles and barriers for innovation, (3) seeking and proposing ways to reduce it, (4)and modelling the overall innovation and technology transfer (I&TT) process within Page 23.95.3micro-manufacturers in regional areas. 2LiteratureMacPherson2 as a quantitative study

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

R. Radharamanan, Mercer University

Tagged Divisions

Entrepreneurship & Engineering Innovation

tool to determine where their students fallshort in terms of their (1) Behavior Styles, (2) Attitudes, and (3) People Skills.The purpose of this study is to evaluate the trends of undergraduate students enrolled at MercerUniversity School of Engineering (MUSE) by gender (male and female) and class status(freshman, sophomore, junior, and senior) for TTI’s three areas for personal attributes. The studywill also quantify the need to initiate a program to reinforce any skills the students’ lack.A total of 104 data point representative of TTI’s survey results from (MUSE) undergraduatestudents were used to carry out the study. Of these 104, 76 were males (35 freshmen,6 sophomores, 9 juniors, and 26 seniors) and 28 were females (9 freshmen, 2

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob Dean Wheadon, Purdue University; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Entrepreneurship courses andprograms typically include experiential learning activities to help students gain skills andconfidence in a number of areas. There is limited literature related to the specific content theseexperiential learning activities encompass and the manner in which they are assessed. Thepurpose of this study is to explore and analyze business plan development, which is among themost commonly used experiential learning activities. Business plan development content areaswere identified and categorized, and expected learning outcomes were created, using Bloom’srevised taxonomy. The intent of the research is to: 1) begin to build consensus around some ofthe key elements of entrepreneurship education through the analysis of the skills and

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

factors: 1) personal heterogeneities: disparate physical characteristics associated withdisability, illness, age, or gender, 2) environmental diversities: different climatic conditions andavailable natural resources, 3) variations in social climate: access to public goods and differingamounts of social capital, 4) differences in relational perspectives: effects of wealth distributionwithin communities, and 5) distribution within the family: how income gets allocated to meetneeds of income earners and non-income earners.18 Sen’s early work on wellbeing establisheddefinitions at the individual level, whereas the later work of scholars attached to the Voices of thePoor19 project and the Wellbeing in Developing Countries project15 created community

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

teaching paradigm to learningparadigm that is based on the discovery approach. One must remember that the ultimate goal ofthe discovery approach, however, is to deliver the needed information to learners in the bestpossible manner, that suits the receiver’s optimum learning style. The author also strongly recommends and encourages students to utilize the resourcesthat are readily available at the university, such as University Library, Divisional Documents,Departmental Research Reports, Computer Laboratory, Writing Center, etc. 1. Discovery approach utilizes five principles and this has been documented in Appendix A. 2. Discovery Based ISD is recorded in Appendix B. According to Reuben Tozman, Instructional Systems Design is the

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, entrepreneurial self-efficacy and career intent. Results show that studentscan increase their knowledge of targeted entrepreneurship concepts without diminishment oflearning core engineering concepts. While the case study experience did not significantly changeentrepreneurial career intentions it did grow students’ perceived entrepreneurial self-efficacy (asmeasured by confidence in business skills), which can be a precursor to changing career intent.The case study experience also appealed to a broad spectrum of students with career interestsranging from working for a start-up to working for an established global business. Theimplications of entrepreneurial case study instruction are discussed.1. IntroductionThe career pathway for engineering students

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University; Jonathan Weaver, University of Detroit Mercy; Kenneth F Bloemer, University of Dayton; Cynthia C. Fry, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

universities though the“Helping Hands Dense Network” is described in a previous ASEE paper. 1The three-year project focused on intrapreneurship is described graphically in Figure 1. Phase I Phase II Phase III Figure 1 - Intrapreneurship Study PlanThe team recently completed Phase I, and this paper presents a summary of its findings. Thepurpose of Phase I is to expand the knowledge and understanding of i-ship and innovation asthey relate to engineering education outcomes. It is hoped that those findings will definelearning outcomes of engineering education programs (Phase II). This in turn will guide thedevelopment of curriculum and experiences at

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven B. Shooter, Bucknell University; Seth Orsborn, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

the otherdrowned trying to save her. Professor Henry thought “How can this happen in such an affluentcollege community?” So, she met with Mr. Rotolo, who is the father of one of the children anduncle to the other, and his minister to talk about how she could help. The result was a studentproject initiated in her class on multiculturalism and education that has raised thousands ofdollars to sponsor pool passes for local families in need. The Poolpass Project has now passedthree years of operation and become a sustainable student-run philanthropic organization 1. Page 23.1404.2For the eclectic mix of students enrolled in “Impact: Exploring

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian Ph.D., Stanford University; Mona Eskandari, Stanford University; Jackie Liao, Stanford University; Zubair Ahmed

Tagged Divisions

Entrepreneurship & Engineering Innovation

quests forentrepreneuring success are qualitatively analyzed using the following two questions: 1) How do we introduce and measure the predictive engagement aspect of vulnerability in successful entrepreneurial storytelling? And, 2) How do we develop a procedure for applying the storytelling results to the start-up phases of entrepreneurial work and illuminate its effectiveness for delivering innovation.Increasingly, academic and industrial collaborations begin as entrepreneurial expectations fordelivering something novel. Defining the first steps of start-ups results in discussions of a seriesof related concepts: innovation, empathy, and storytelling. While the media is rich

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez, Western Michigan University; Alamgir A. Choudhury, Western Michigan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

Panel: Opportunities & Methods to Encourage More Women Toward Research Commercialization

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrienne Minerick, Michigan Technological University; Babs Carryer, National Collegiate Inventors & Innovators Alliance (NCIIA); Mary Raber, Michigan Technological University; Abby Thompson, Mississippi State University ; Louise C. Dunlap, DunlapBrowder

Tagged Divisions

Entrepreneurship & Engineering Innovation, Women in Engineering

a brief review on the disparities in technology transfer by gender, followedby responses from each of the panelists in the three later categories above. The goal of this paperis to archive the wisdom from this session for future reference.Disparities in technology transfer by genderGender gaps have been noted in the technology transfer arena 1. Stephan concludes that,“women are less likely to disclose than are men, less likely to patent, and less likely to engage inentrepreneurial activity, such as starting a company or serving on a scientific advisory board,”although rigorous quantification of the bias was left for future studies 1. In the medical schoolresearch community, women were as likely as men to report inventions although women

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zbigniew J Pasek, University of Windsor

Tagged Divisions

Entrepreneurship & Engineering Innovation

included the learning styles surveys in his engineering classes as one of the self-discovery tools that may help students in understanding their strengths and weaknesses. A surveybased on the VAK style used consistently in the 2nd year class yielded the results shown in Fig. 1and Table 1, which summarized self-reported learning styles identified by students. V A K V 0.27 0.09 0.19 A 0.07 0.07 K 0.31Table 1 Distribution of Self-Reported Learning Figure 1: Distribution of Self-ReportedStyles in an Engineering Class [%] Learning Styles in an Engineering ClassThe presented results are consistent with

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University, Boca Raton, FL; Francis Xavier McAfee, Florida Atlantic University; Michael S Harris, Florida Atlantic University; Ravi S Behara, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

believe that every App teamto function in a predictable and goal-oriented manner must have members from business, arts,sociology/anthropology, and engineering (BASE) in the team. We will detail their roles below.We have offered such a joint course as a face-to-face (F2F) course at both undergraduate andhigh school level several times over the past four years. We have also offered engineeringgraduate courses that had both engineering and arts graduate students enrolled. However, weneed to make two remarks to clarify these general statements: (1) this paper will only focus onthe undergraduate student level collaboration (see Fig. 1), and (2) the joint courses have involvedanywhere from two to four disciplines, with more current ones being four-way

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurship event from another. Today in the popularpress and academic literature there are overlapping definitions and terms that make it difficult foreven an experienced observer or researcher to be certain of how to classify, describe andcompare entrepreneurial endeavors. This paper discusses the definitions used to describeentrepreneurial activity which are often confusing and conflicting. It proposes an organizationand categorization of entrepreneurial activity or taxonomy of entrepreneurship. Ourcategorization proposal differentiates entrepreneurial ventures in which the changes in products,processes or concepts occur based upon: 1. the significance of changes within their paradigm, 2.the venture’s profit or non-profit status legal status, and

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

experiencesC. You are the user: mapping experiencesD. Activities to experience the meaning of simplicityE. Resourcefulness-based design: Making something from (almost) nothingF. Blue Collar designsG. “What’s in it for me” designsH. “Be there:” Empathy-based designsI. Designs that solve or re-solve existing problemsJ. Design QuickiesK. Use-based designL. Rethinking existing designs (“do not get used to…”)The meaning of user-based designThe following story epitomizes one of many that are being shared with the students. It is aboutdesigning a solution to an “unsolvable” problem. The story emphasizes the need to look atproblems and solutions from the customer’s point of view (web-ref 1).The plot deals with young gang members. The disobedient teenagers