Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

goals for the optimal design include (but are not limited to) minimizing pressure loss to delivery points (faucet exits) and minimizing both the quantity of fresh (city) water coming into the residence hall and that exiting to the sewer. You have also been asked to develop a small model of a grey-water system as this is a technology that may be unfamiliar to certain stakeholders. Your goals for a 1/12th scale model are to best demonstrate the plumbing and equipment necessary to effectively implement grey-water recovery/reuse with a green roof and rain water capture. There are myriad sources of technical information about grey-water systems, rain water capture, and green roof installations available online and in trade

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christy L. Bozic, Purdue University; Nathan W. Hartman, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

not encourage creativity or innovation[1]. Innovation can bedefined as a new and valued product, process, or concept that has been introduced to the marketor society[2]. Engineering educators should better prepare students for careers in innovation. Indoing this, they must “undermine their students’ blind commitment to the engineering paradigm”[3] which is centered around the scientific approach to knowledge making. To accomplish thischallenge, the exploration of paradigms such as ones used in the schools of business,communications, and political science is suggested. Incorporating this exploration will allow theengineering and technology student to critically reflect on and debate the beliefs, practices, andvalues of their paradigms and

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 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

24.864.3The course is segmented into six weekly modules of five and ten video lectures per week. Videolectures are typically ten to twenty-five minutes in length. There are assessment activities foreach module to provide the students with opportunities to integrate and apply learnings. Theassessments are due weekly. The modules and lecture topics are listed in table 1.Table 1. Course Modules and Lecture Topics Page 24.864.4Lecture CreationThe creation and production of the MOOC lecture content was influenced by existing for-creditentrepreneurship and innovation courses taught on campus. An early challenge for the MOOCwas determining the right type and

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarvesh S. Kulkarni, Villanova University; Frank Klassner, Villanova University; Vijay Gehlot, Villanova University; E.J. Dougherty III, Villanova University; Sue McFarland Metzger, Villanova University; William P. Wagner, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

learning are worthy offurther investments.I. IntroductionAs early as 1916, J. Dewey propounded the complementary ideas of experiential learning andinterdisciplinary learning.1 H. Taba, a student of Dewey's, expanded the field of progressivelearning by introducing inductive and creative learning techniques.2 Students were encouraged toorganize related concepts from two or more diverse fields of learning, into groups. Ackerman,Perkins and Jacobs3 put forth very strong arguments in favor of a combination of discipline-specific as well as complementary inter-disciplinary learning. Furthermore, they emphasized theimportance of interweaving skills and knowledge-based content in the learning process.Today, many university programs try to integrate

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jameel Ahmed, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Thomas W. Mason, Rose-Hulman Institute of Technology; Michael Wollowski, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

best practices and aninstructor’s guide would be helpful to instructors striving to successfully implement the IC intheir curricula.While the IC provides a useful framework for the design process and its context, it is intended tobe used in conjunction with many of the technical analysis tools that are already taught inengineering curricula. Some of these tools include; voice of the customer, interactions, featuresand minimum viable product, main parameter of value, modularity, and product architecture.These tools and how they might react with the IC are further described in reference 3.An Introduction to the Innovation CanvasThe Innovation Canvas (see Figure 1) consists of a poster on which the design team can postideas, lists, and analyses

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Cory Hallam, University of Texas, San Antonio; Dorie Jewel Gilbert; Olivier Wenker MD, The University of Texas MD Anderson Cancer Center; Gary L. Frankwick, University of Texas at El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

of 2014. The project comprises two major phases: (1) education ininnovation, entrepreneurship, and commercialization, and (2) identification and funding ofpromising and competitive technologies.The project’s education initiatives include: A comprehensive assessment of entrepreneurial orientation, perceptions and activity Page 24.1254.3 • across UT System campuses. • An Entrepreneurs Academy™, an online program designed to help faculty learn the fundamental concepts of starting a business and commercializing their innovations. The modules provided in the Academy combine a selection of best-in-class videos and

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica Menold, Pennsylvania State University, University Park; Kathryn Jablokow, Pennsylvania State University; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Review of Measures of InnovativenessAbstractUnderstanding, evaluating, and promoting individual innovativeness is a critical step incultivating engineering leaders for the future. As a means of evaluating the gaps in currentresearch related to innovativeness assessment, this paper analyzes ten measures and models ofinnovativeness through two lenses: (1) their internal vs. external point of reference (i.e., attributevs. action); and (2) their relationship to key elements of cognitive function (i.e., cognitive level,style, and affect). From this review, it is clear that a comprehensive, rigorously validatedpsychometric instrument does not yet exist to assess the aptitudes, skills, knowledge, personaltraits, and behaviors that are indicative of an

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Barnes, James Madison University; Susan Kubic Barnes, James Madison University; Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #9510Developing Cognitive Innovation Skills through a Problem Solving Approachin Science and Technology to Develop Solution EntrepreneursDr. James L. Barnes, James Madison University Dr. Barnes oversees all proposal development and research design. He coordinates all needs assess- ment and benchmarking studies. He leads BTILLC’s Readiness and Emergency Management activities. He is certified in National Incident Management Systems (NIMS) and Incident Command System (ICS) courses, Crime Prevention through Environmental Design (CPTED), Crisis Management and is very fa- miliar with NIMS standards and protocol: (1

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre

Tagged Divisions

Entrepreneurship & Engineering Innovation

becoming increasingly complex across all its branches - from thetraditional civil engineering to the modern computer, space, and genetic engineering. Thecomplexity has increased even more due to a growing interdependence among disciplines andthe emergence of a wide range of new technologies.To manage this situation, engineers whocan keep pace with new technologies and think laterally when developing new applications,and engineers who are creative and capable of abstract thinking are required. It has beenobserved that recent engineering graduates are lacking in these competencies; and thetraditional and still dominant engineering curriculum at most universities, especially indeveloping countries, makes little provision for developing them 1-3

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Azim Houshyar, Western Michigan University; Bob White, Western Michigan University; Steven E. Butt, Western Michigan University; Tycho K. Fredericks, Western Michigan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

associated with product and service design,manufacturing, and support, engineers are being called upon to a much greater extent to performthe what-to-do functions that drive technology innovation and fill the front-end of the design-product-service pipeline.” 1Development of the new industrial and entrepreneurial engineering programIn 2006, the faculty initiated a complete review of the IE program. It was decided that no courseor topic was off limits. The objective was to completely revise the IE program and put in place acurriculum that would meet the needs of future graduates. After several meetings and retreats, thefaculty agreed that the new IE curriculum should have the following features: 1. Change the name of the program to reflect the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman, Washington University; Alessandra Hruschka, Washington University in St.Louis; Patricia Widder, Washington University in St. Louis

Tagged Divisions

Entrepreneurship & Engineering Innovation

post-interaction writings and through focused quantification ofmotivation, valuation, and integration in our freshman and sophomore engineers.Kriewall, TJ and Mekemson, K (2010). Instilling the entrepreneurial mindset into engineering undergraduates. TheJournal of Engineering Entrepreneurship, 1(1): 5-19.Green JV (2011), Designing And Launching The Entrepreneurship And Innovation Living-Learning Program ForFreshmen And Sophomores. The Journal of Engineering Entrepreneurship, 2(1): 28-38.Weaver J and Rayess N (2011). Developing Entrepreneurially Minded Engineers By Incorporating TechnicalEntrepreneurship Case Studies. The Journal of Engineering Entrepreneurship, 2(1):10-27

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael (Mick) J. Bates, Waynesburg University; Donald Ken Takehara, Taylor University; Hank D. Voss, Taylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

andengineers.Below is the final science complex design by the architects and engineers. Included in this finaldesign were about 85% of the deliverables from the Junior Engineering class projects on energysavings, architectural features, and detailed building design (including internal rooms and space). Page 24.517.17Final Gold LEED science complex design by architects and engineers, which incorporatedalmost all of the deliverables from student projects.High Altitude BallooningBackground: A  High  Altitude  Balloon  can  send  a  student  experiment  20  miles  into  Near  Space  where  there  is  extreme  temperature  (-­‐65  degrees  C)  and  pressure  (1

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Qu Jin, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

graduates have an interest and/or intention towardsentrepreneurship. Analyses related to the demographic characteristics, desired career outcomesand career satisfaction, and pre- and post-graduation undergraduate learning experiences, ofthese alumni were conducted. The research questions guiding this study are: 1) How might engineering alumni be characterized based on their levels of interest in and intention to pursue entrepreneurial activity? 2) What similarities and differences in desired career outcomes, career satisfaction, and undergraduate learning experiences exist among engineering alumni with varying levels of entrepreneurial interest and intention?IntroductionEntrepreneurially-minded alumni are in high demand

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

S. Jimmy Gandhi, California State University, Northridge; Dale S. Deardorff, Rocky Peak Leadership Center

Tagged Divisions

Entrepreneurship & Engineering Innovation

to create a thinking culture of exploration and discipline. This segregated thinkingmethod and toolset allows teams and individuals to work together by thinking in parallel. Thefocused sequencing of these thinking styles can prevent adversarial dialog and create anopportunity for the brain to “Maximize its sensitivity in different directions at different times”(de Bono, 1985, p. 1).Western Thinking is concerned with “what is” versus designing forward from parallelpossibilities to create “what can be”. Traditional thinking is also based on rock logic where youestablish dichotomies and contradictions to force a choice based on search and discovery. DeBono’s Six Thinking Hats uses the concept of water logic which flows to accept

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

all majors able to enroll. Recently, students at Penn State have begun enrolling in the new university wideEntrepreneurship and Innovation Minor. The minor, which previously existed only within theCollege of Engineering, has expanded to include concentration areas, called clusters, inTechnology-Based Entrepreneurship, Social Entrepreneurship, New Media, Food and Bio-innovation, and New Ventures. The five clusters are housed in four different colleges andadditional clusters will be added in the near future to focus on entrepreneurship and innovation inother disciplines, contexts and customer segments. The purpose of this paper is 1) to describe the changes to the minor and the new format,2) to discuss preliminary assessment of

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Engineering, Aviation & Technology; Sridhar S. Condoor, Saint Louis University, Parks College of Engineering

Tagged Divisions

Entrepreneurship & Engineering Innovation

, combined classeswith their business schools or adding entrepreneurial classes to their core curriculums 1. The lackof standardization when it comes to helping engineering students develop these skills is notnecessarily a bad thing, but it certainly highlights the need for a deeper understanding on how thecreative process works and how to foster an entrepreneurial mindset in engineering students.Understanding biassociationThe term biassociation was first coined by Arthur Koestler in 1964 as “a distinction between theroutine skills of thinking on a single ‘plane’ as it were, and the creative act,” or in other words“collision of two apparently unrelated frames of reference” 2. Hitt et al. divides innovativeactions as either “equilibrating” or

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University, West Lafayette; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University; Jacob Dean Wheadon, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

; Shuman, Besterfield-Sacre, &McGourty, 2005). The authors have conducted preliminary research, which was supported by asmall pilot grant awarded through the Stanford University Epicenter. This work consisted of: 1)developing a rationale for aligning entrepreneurship education with ABET Criterion 3a-k, and 2) Page 24.265.2conducting preliminary research which resulted in a preliminary list of 52 entrepreneurshipoutcomes in 4 major categories or content areas. Results and dissemination of this work atvarious conferences and meetings suggest that there is significant interest and support amongengineering faculty and administrators in pursuing

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University; Eric G. Meyer, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

action-oriented entrepreneurial mindset inengineering, science, and technical undergraduates. Some skills often associated with theentrepreneurial mindset are effective communication (written, verbal, and graphical), teamwork,ethics and ethical decision-making, customer awareness, persistence, creativity, innovation, timemanagement, critical thinking, global awareness, self-directed research, life-long learning,learning through failure, tolerance for ambiguity, and estimation.1, 2, 3, 4, 5, 6 In 2010, KEENspecifically outlined seven student outcomes pertaining to the entrepreneurial mindset.7 Astudent should be able to: 1. Effectively collaborate in a team setting (teamwork) 2. Apply critical and creative thinking to ambiguous problems

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Heath Joseph LeBlanc, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Firas Hassan, Ohio Northern University; Nesreen Alsbou, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

,multi-disciplinary project. The course is offered to engineering students majoring in electrical,computer, mechanical, civil, and engineering education. The expected outcomes are effectivecollaboration and communication, persisting and learning from failure, management, and solvingambiguous problems. In addition, the paper presents all involved details in this project includingthe phases mentioned above, rubrics used for project evaluation, assessment of students’ attitudetoward this activity, assessment of project outcomes, and the related ABET student outcomes.1. IntroductionEducators should always seek opportunities to enhance course material and equip students withskills to help students achieve a successful career after graduation

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qu Jin, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

and CharacteristicsINTRODUCTIONTechnological innovation and entrepreneurship are widely regarded as key elements to economicgrowth and the creation of new employment. Engineers are often important members, if notleaders, of the teams that make this innovation and entrepreneurship possible. It has become evenmore important for engineering graduates to not only understand business basics, but to be“flexible, resilient, creative, empathetic, and have the ability to recognize and seizeopportunities” 1. To help engineering graduates succeed in this environment, engineering schoolsare creating courses and programs focused on innovation and entrepreneurship, sometimesdrawing from business approaches in doing so 2.In designing these courses and

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

to provide insight intohow different entrepreneurial skills, knowledge and aptitudes can be building blocks of thedefinition of entrepreneurship. Churchill defined entrepreneurship as the “process of uncovering or developing anopportunity to create value through innovation and seizing that opportunity…” (p . 586)1. Thereare four important elements in this definition. The first element highlights an entrepreneur’sability to uncover an opportunity. Few people would disagree that opportunity recognition is animportant skill of an entrepreneur, and this skill is frequently listed as an indicator ofentrepreneurial ability or intention2,3. However, there is some debate as to whether or not this

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship. Page 24.337.1 c American Society for Engineering Education, 2014 Creative Go-Getters: Antecedents of Entrepreneurial Activities in Engineering UndergraduatesAbstract:The purpose of this study is to examine characteristics of incoming engineering students aspossible predictors of later participation in entrepreneurial activities. Four characteristics wereexamined: 1) locomotion, 2) self-evaluation, 3) creative self-efficacy and 4

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

specifically we answered the followingquestions: a) Which of the five skills do innovators most frequently use first in their innovationprocess?; b) With which of the five skills do innovators most often conclude the innovationprocess?; c) Which sequence of skills do innovators most frequently use?; d) Which skills are Page 24.354.2central to innovation?Research FrameworkUsing the Innovator’s DNA as a framework, this study identifies the sequences of skills used bysuccessful innovators. The skills in question are observation, questioning, experimenting,association, and networking. These skills are defined in The Innovator’s DNA as follows: 1

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Grimsley Michaeli P.E., Old Dominion University; Gene Hou, Old Dominion University; Xiaoxiao Hu, Old Dominion University; May Hou, Norfolk State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

to engage and encourage students to think creatively in design andengineering. Investigators are exploring how and why the Analytic Hierarchy Process (AHP)method facilitates a creative process, overcomes obstacles to creativity and changes students’perceptions to explore creative design solutions. An AHP-based creativity process is developedand implemented in three different case studies. Lessons learned from these initial trials arediscussed herein and will contribute to a detailed investigation to assess the effectiveness of theproposed AHP-based design process to foster an environment for engineering students to thinkcreatively and to produce creative solutions.1. IntroductionEngineers and STEM professionals must possess the skills and

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yan Xu, University of Tennessee, Knoxville; Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

Tagged Divisions

Entrepreneurship & Engineering Innovation

remaining threestudents from Computer Science disciplines.Two or three students are required to form a team to brainstorm, conduct research, design, build,and test a robot using LEGO Mindstorm NXT. The project simulates a real business case. Theteams were asked to investigate, design and implement a prototype of a small, inexpensivesystem that can fulfill the given engineering challenge with the limitation of the budget formaterials and labors. The challenge was to design and program a robot to maneuver through agiven test area in the shortest time, as shown in Fig. 1. It required the robot to go forward,backward, make turns, sense/avoid objects, sense/response the light, and sense/response thesound. The challenge requires a team to practice

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nassif E. Rayess, University of Detroit Mercy; Brian A. Garner, Baylor University; Darrell K. Kleinke, University of Detroit Mercy; Rebecca P. Blust, University of Dayton; William M. Jordan, Baylor University; Edmond John Dougherty Jr., Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

although not free of frustrations. Faculty also observed the pedagogicalvalue of collaborative projects but there was no consensus as to if or how much extra work isrequired to administer them.1- IntroductionCapstone design projects, being the culminating experience of a typical four year engineeringcurriculum, present an opportunity to reinforce a number of critical soft skills that are deemedimportant in professional engineering practice. Such soft skills are outlined by the EngineeringCriteria of ABET1 relating to communications, teamwork, ethical responsibilities, contextualunderstanding, among others. A more extensive list of student outcomes, presented by the KernEntrepreneurship Education Network (KEEN), is aimed at fostering an

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tammy VanDeGrift, University of Portland; Jon Down, University of Portland

Tagged Divisions

Entrepreneurship & Engineering Innovation

300 have some type of center for entrepreneurship [4]. In 1996 the GlobalConsortium of Entrepreneurship Centers (GCEC) [9] was established and has become the leadingorganization for faculty and staff of university-based entrepreneurship centers to collaborate,share ideas and discuss ongoing challenges and opportunities. Of the 200 GCEC members, 152of these universities have engineering programs (see Appendix 1). Drawing on the 15-yearhistory of having a Center for Entrepreneurship (now expanded to the Center for Leadership,Entrepreneurship, and Innovation) at University of Portland, we describe how curricular and co-curricular programs developed by experts in entrepreneurship education can be successfullyutilized by engineering students to

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Christina Seimetz Wade, Virginia Tech; Bevlee A. Watford, Virginia Tech; Joseph Ariel Cuadrado-Medina, Virginia Polytechnic Institute and State University; Juan Carlos Folgar-Lopez; Stephanie Nicole Lewis, Virginia Tech

Tagged Divisions

Entrepreneurship & Engineering Innovation

her B.S. in Mechanical Engineering and her M.S. in Biomedical Engineering from Virginia Tech.Dr. Bevlee A. Watford, Virginia TechMr. Joseph Ariel Cuadrado-Medina, Virginia Polytechnic Institute and State University Joseph is a Graduate Student in the Mechanical Engineering and Nuclear Engineering departments at Virginia Tech in Blacksburg. While studying for his Master’s Degree, he had the privilege of working at the Center for the Enhancement of Engineering Diversity (CEED) as a graduate assistant. In his time working at CEED, he became a co-director of inVenTs Studio 1 & 2 located in a residential hall on campus. There, he taught students how to use the equipment, facilitated company interactions to make

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zbigniew J. Pasek, University of Windsor; Francine K. Schlosser, Odette School of Business, University of Windsor

Tagged Divisions

Entrepreneurship & Engineering Innovation

. How such a profile in terms of educational experience should be achieved, is still amatter of an ongoing debate. For the past decade various efforts have been under way to definewhat is referred to as 21st Century Skills2,3 and also align teaching and learning approachesaccordingly4. Multiple frameworks have been proposed that are well summarized in Fig. 1. It can be noted (see Fig. 1) that traditional engineering education concentrates ondeveloping students’ foundational knowledge, and only recently started paying attention todevelopment of meta-skills (e.g., creative and communication skills), but still poorly connectsthese two areas with humanistic knowledge. The 21st Century Skills movement also emphasizesthe need to develop skills

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emil H. Salib, James Madison University; Eric Vincent Walisko, James Madison University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Undergraduate Course as one possibleeffective approach and present the results of a survey to quantitatively measure the effect of thecourse on preparing the students and graduates for this new work environment. We also describethe course design, the hypothesis of effect, the survey design, the data collection, and analysis.Based on the participants’ responses and the quantitative analysis presented in this paper, weconfirmed quantitatively that the course has achieved its goal of preparing our undergraduates forthe ever changing and challenging environment for developing technology applications andservices. Overall, they believe that the impact on their career is worth the “value of contribution”they have exercised and estimated.1. IntroductionDue to