Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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skills in order to becomebetter at identifying opportunities to create value. An entrepreneurial mindset will allow them touse their technical skills effectively in turning opportunity to an achievement that has societaland economic value. Engineering students with entrepreneurial training are therefore expected tobegin their career with a competitive advantage. To develop entrepreneurial engineers, theTagliatela College of Engineering at the University of New Haven is enriching its curriculum byintegrating e-learning modules into regular engineering courses. When complete, there will be 18e-learning modules targeting various entrepreneurial concepts and skills based on the KEENFramework. In this paper, the approach of integrating the e-learning

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

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Mar P´erez-Sanagust´ın is a researcher and Assistant Professor at the Computer Science Department of the Pontificia Universidad Cat´olica de Chile and the Director of the Engineering Education Division at the same university. Her research interests are technology-enhanced learning, engineering education, MOOCs and b-learning. c American Society for Engineering Education, 2018A Methodology to Involve Students in the Evaluation of an EngineeringCurriculum in Design, Entrepreneurship and InnovationA Methodology to Involve Students in the Evaluation of an Engineering Curriculum inDesign, Entrepreneurship and InnovationAbstract Engineering schools have created courses and concentrations to train students

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael J. Rust, Western New England University

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24-27, 2018.[9] V.R. Mehta, D.R. Mikesell, “Implementing entrepreneurial-minded learning (EML) in a manufacturingprocesses course,” Proceedings of the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, June 24-27,2018.[10] H. Park, “Fostering and establishing an engineering entrepreneurial mindset through freshman engineeringdiscovery courses integrated with an entrepreneurially minded learning (EML) pedagogic approach,” Proceedings ofthe 2017 FYEE Conference, Daytona Beach, FL, August 6-8, 2017.[11] M.J. Rust, “Is there a global market for blood glucose monitors?” [Online]. Available:https://engineeringunleashed.com/cards/cardview.aspx?CardGuid=0adb727d-1429-400e-b1b5-5f7fb50ddd77[12] D.E. Melton, “Stacking entrepreneurially

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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. Professor Washington received his BS, MS and PhD degrees from NC State. c American Society for Engineering Education, 2017 Integration of Entrepreneurship in a First-Year Engineering CourseAbstractThis evidence based practice describes the integration of entrepreneurship into a project-basedfirst-year engineering course to encourage student innovation, and to develop student leadershipand self-efficacy. A module featuring a series of lectures on entrepreneurship and business plandevelopment was introduced as part of the curriculum. The module was further enhanced withthe introduction of multiple company founders and industrial leaders who were invited to deliverpresentations and interact with students

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Timothy Cone, Center for Education Integrating Science, Mathematics and Computing

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: Programming, Teacher Experiences, and Student Outcomes in a Partner Hub Abstract The K12 InVenture Prize program has been creating the next generation of engineers andentrepreneurs through invention education since 2013. Its key components include teacherprofessional development, a semi-structured curriculum, an online platform for students toreceive periodic feedback on their inventions, and a culminating state competition event at theGeorgia Institute of Technology (Georgia Tech). The program is actively trying to reach more rural areas by engaging urban and small-town hubs located within rural counties. A total of 35 schools, 55 teachers, and over 200 studentsfrom a new hub were

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University

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Paper ID #12850Blending Entrepreneurship and Design in an Immersive EnvironmentDr. Bryan O’Neil Boulanger, Ohio Northern University Dr. Boulanger is an Associate Professor of Environmental Engineering in the Department of Civil En- gineering at Ohio Northern University. His academic interests include immersive learning, experiential learning, risk management, and surface chemistry.Prof. Joe Tranquillo, Bucknell University Joe Tranquillo is an Associate Professor of Biomedical and Electrical Engineering at Bucknell University. Joe was the founder and inaugural chair of the Biomedical Engineering Society Undergraduate

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific

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indicating increased agreement that risk taking hinders achievement (p =0.023). This combination of responses may reflect a better understanding of the challenge andrisk to be innovative and entrepreneurial following their work on the biomimicry project. Thishighlights the importance to underscore with students that creativity involves risk taking [16] andto encourage them to frame risk taking as an opportunity not a threat [17]. This is one of theirfirst courses in bioengineering and these concepts can be revisited throughout the curriculum toconnect risk taking with growing an entrepreneurial mindset.Interestingly, some survey results indicate that even at the start of the project there was alreadyagreement by both cohorts on the value of

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra Furnbach Clavijo, Stevens Institute of Technology; Matthew Wade, Stevens Institute of Technology; Kishore Pochiraju, Stevens Institute of Technology

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the considerableeffort of actually preparing and refining one. Furthermore, since such competitions are extra-curricular in nature, only a small percentage of undergraduate engineering students elect toparticipate: engineering coursework does not lend by itself to the practice of elevator pitching,and a crowded curriculum may not allow for engineering students to take business classes at all,or opt into elevator pitch competitions [9].Thus far, we have found that the University of Rhode Island has introduced an elective courseavailable for engineering students that is similar in nature to the one we offer at Stevens Instituteof Technology (Stevens) in that it requires an elevator pitch competition as an outcome of thecourse. At the University

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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Paper ID #20166Using Lean Start-Up Approach to Integrate Engineering Education with En-trepreneurship Practices at Middle SchoolsDr. Jidong Huang, California State University, Fullerton Dr. Jidong Huang is an Associate Professor of Electrical Engineering at California State University, Fullerton. His research had been supported by National Science Foundation (NSF), Federal Aviation Administration (FAA) and multiple private companies. Currently, his research interests are focused on innovative approches for STEM learning; robotics; the design of high-precision, integrated navigation sys- tem with high integrity; and their

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea T. Kwaczala, Western New England University

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] M. Habibi and E. Diep, "Developing an integrated motion capture and video recording," in Preceedings: American Society for Engineering Education, Atlanta, GA, 2013.[8] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt and M. P. Wenderoth, "Active learning increases student performance in science, engineering, and mathematics," PNAS, vol. 111, no. 23, 2013.[9] R. R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," American Journal of Physics, vol. 66, no. 64, 1998.[10] L. Deslauriers, L. S. McCarty, K. Miller, K. Callaghan and G. Kestin, "Measuring actual learning versus feeling of learning in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Douglas Muir, University of Virginia; Elizabeth P. Pyle, University of Virginia

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ways of doing things can be discovered” (p. 126). The un-programmatic programs described in this paper seek to create such an environment.Next Steps: Developing an Intellectual Model for Integrating Creative Thinking andProblem Definition with Planning and Implementation ProcessesThe model we have arrived at broadens the back end of the entrepreneurial process byexpanding, deepening, and diversifying the activities that precede the creation of a business plan.The model is depicted visually below. STEP 1 - Socio Technical Systems Thinking! STEP 2 – Design Thinking Culture! Technology! STEP 5 – Business Plan Organiza3on! STEP 3 – Customer

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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Paper ID #15970Redesigning Engineering Education in Chile: How Selective Institutions Re-spond to an Ambitious National ReformDr. Sergio Celis, Universidad de Chile Sergio Celis is an Assistant Professor in the School of Engineering and Sciences at the Universidad de Chile. He conducts research on higher education, with a focus on teaching and learning in STEM fields. His primary research interest is in how multiple forces, internal and external to the institution, influence what and how we teach in colleges and universities. His doctoral thesis investigated how social and intellectual movements influenced the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

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did not use the makerspace (nor were they expected to,as it was not integrated into their curriculum or advertised to students from the course, thoughopen to all on campus).Figure 2: Examples of student prototype (a mobile, foldable temporary bridge, made in themakerspace using the 3D printer and lasercutter, and a self-help driver’s license renewalcenter, made using the 3D printer, rapid prototyping, and Arduino software).5. Discussion5.1 Comparing student outcomes from the makerspace project to the business courseOur first research question aimed to determine how integration of a makerspace-infused, client-focused design project contribute to the development of an entrepreneurial mindset compared tooutcomes learned in an introduction to

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

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of courses throughout the program,across all engineering majors.The co-curricular initiatives to support entrepreneurship are usually open and occur incollaborative spaces, in which people have the chance to do networking everyday. In thesespaces people come to develop and receive help to materialize an idea. They are rather informalspaces, where informal language is used and relationships are horizontal. The characteristics thatthese co-curricular initiatives adopt, and how they interact with the curriculum, allow us toidentify schools where these structures are less empowered, that is to say, with sporadic activitiesand little coordination with the program core curriculum. For example, UAI is still working onhaving their co-curricular

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

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assess and undertake reasonable risks. Societal issues 67 I am aware of how global issues influence society.Conclusion To provide students with a strong foundation in the fundamentals of engineering in anenvironment infused with an entrepreneurial mindset, the College of Engineering at LawrenceTechnological University intentionally weaves a continuous thread of entrepreneurially mindedlearning through the core engineering curriculum. The course described here, EGE 2123:Entrepreneurial Engineering Design Studio, is an integral part of this thread at the sophomorelevel. This course has been systematically designed in such a way as to allow

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Magdalini Z Lagoudas, Texas A&M University; Rodney Boehm, Engineering Academic and Student Affairs; James L Wilson, Texas A&M University - College of Engineering

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above letter, the US Department of Commerce conducted a series ofinterviews with institutions across the nation in an effort to understand howuniversities are nurturing and promoting innovation/entrepreneurship and publishedthe “The Innovative and Entrepreneurial University; Higher Education, Innovation &Entrepreneurship in Focus” (2). While there is significant research on innovation andentrepreneurship within the formal curriculum (3, 4) there is less focus on extra-curricular programs. Authors believe informal programs offer a great opportunity toengage engineering students in activities promoting innovation and entrepreneurshipas it has been shown by the impact of Innovation Challenges on the development ofinnovative skills (5). Per C

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

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Course The city of Dayton and the University of Dayton find their greatest strength in the field ofaeronautics through numerous teaching, research and service activities. Dayton is an airplane town. At theUniversity of Dayton, there are roughly 130 students in the undergraduate aerospace concentration androughly 40 graduate students. In 2002, the aerospace concentration within the department of mechanicalengineering was overhauled. The core curricula of aerospace engineering programs and combinedmechanical and aerospace programs throughout the country were evaluated to determine the necessarycourses to be offered in the curriculum at University of Dayton. As a result of the survey, the Introductionto Flight course was added and the

Conference Session

Entrepreneurship & Engineering Innovation Division – Tactical Approaches to Entrepreneurship Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward Pines, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Luke Nogales, New Mexico State University

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concept ofstudent engagement through innovation and entrepreneurship and who were committed tointegration of the space within and across the engineering curriculum. The committee agreed tomeet monthly during the academic year to evaluate equipment needs, listen to reports on facilityusage, and actively develop educational programs to foster innovation and entrepreneurshipamong the student body. Through funding made available by the Halliburton Foundation, facultymembers from the committee were able to travel to professional development courses to enhancetheir respective knowledge in emerging pedagogy surrounding innovation and entrepreneurship.Engagement became integrated. An operations manager was retained through the associate dean for

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tim Dallas P.E., Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli M. Frias, American University

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engineering entrepreneurs, participated in a 3-day start-up weekend hosted by theuniversity’s Innovation Hub, attended engineering job fairs and two semesters of project-focusedseminars, and read entrepreneurial and/or leadership-related books. This included reading booksand providing oral reports of prominent entrepreneurs across various domains (to supplementdiscussions held during synchronous seminars). The students also met with mentors on a regularbasis. Furthermore, they engaged in intrapreneurial-focused curriculum activities that weredesigned to increase understanding of and engagement with intrapreneurship.Program component details:• Faculty mentorship: Students chose an Electrical and Computer Engineering faculty mentor. The student

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Peter Golding, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

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is currently pursuing a PhD in Electrical and Computer Engineering. Prof. Perez has been teaching the Basic Engineering (BE) – BE 1301 course for over 8 years. Lead the design for the development of the new Basic Engineering course (now UNIV 1301) for engineering at UTEP: Engineering, Science and University Colleges. Developed over 5 new courses, including UTEP tech- nology & society core curriculum classes specifically for incoming freshman with a STEM background. Prof. Perez was awarded the 2014 ”University of Texas at El Paso award for Outstanding Teaching”. Prof. Perez has over thirteen years of professional experience working as an Electrical and Computer Engineer providing technical support to faculty

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Pontificia Universidad Catolica de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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transferrable as concrete tools for auniversal framework for any engineering design curriculum.    Introduction    The importance of integrating team-building strategies into the engineering curricula concernsuniversities around the world. Not only engineering accreditation agencies are requiringteamwork assessment, but the professional workplace is expecting graduates that are prepared tobe productive in cross-functional teams1,2. From an innovation point of view, team negotiationstrategies are crucial for engineering design. Negotiation techniques entail the ways thatindividuals deliberate, discuss or communicate in order to achieve a particular temporary or longterm agreement or consensus. In this line, Hargadon and Bechky (2006) propose a model

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University

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Tech, her MS degree in Biomedical Engineering from the joint program between Virginia Tech and Wake Forest University, and her PhD in Biomedical Engineering from the University of Surrey.Dr. Lauren Lowman, Wake Forest University Lauren Lowman is a Founding Faculty member and an Assistant Professor in the Engineering Depart- ment at Wake Forest University and has served in this role since 2018. In this role, she has developed new interdisciplinary curriculum that bridges engineering fields and reflects the Wake Forest University motto of Pro Humanitate (”For Humanity”). Lauren received a Ph.D. and M.S. in Civil and Environ- mental Engineering with a focus in Hydrology and Fluid Dynamics from Duke University, and a B.A

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Ville Mikael Taajamaa, University of Turku; Christopher Andrew Parlier, Stanford University; Mona Eskandari, University of California, Riverside

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Stories Reveal Gendered Perceptions of What it Means to be Innovative in EngineeringAbstractFocus on the role of motivation and emotions as part of engineering entrepreneurial definitionspose an intriguing question: Might understanding how college students characterize a newgraduate’s entrepreneurial action be crucial for expanding a definition of innovation andinfusing new elements in the curriculum? In this paper, we utilized students’ interpersonalperceptions of another to parse out the definition of innovativeness, finding that gender mattersfor achievement motivation and affiliation motivation in conceptualizing anengineer/founder/CEO. The study included two independent elements (gender cue prompt andgender of participant) and

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Training Programs Province Figure 2 entrepreneurial Capability Training System in XJTU3.2.1 A Research -and-Teaching-Integrated Model for Engineering Education InnovationResearch and teaching integration consists of two parts: entrepreneurial curriculum and collaborationwith industrial partners. To begin with, XJTU creates an overall systematic plan for practicaleducation that features a comprehensive entrepreneurial curriculum. With inputs and participationfrom the industry, XJTU’s plan increases the proportion of practical education in students’ credits.This is done in part by creating for-credit entrepreneurial courses. The plan also providesopportunities for industry to play a greater role in cooperative education

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas P. James P.E., Rose-Hulman Institute of Technology

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entrepreneurial studies. In addition to teaching, Dr. James directs the ESCALATE program, a living-learning community focused on integrating entrepreneurship and technical disciplines. Dr. James is also an avid inventor with over a dozen patents and he has several publications in peer reviewed journals related to his research in biomechanical systems. Prior to joining academia, he worked in the consumer products industry for 13 years where he was the Director of En- gineering at Milwaukee Electric Tool. Following an acquisition by Techtronic Industries, he became the Senior Vice President of Global Engineering for the power tools division, headquartered in Hong Kong, where he lived and worked. c

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University; Mary Murphy

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] L. Bosman and S. Fernhaber, Teaching the entrepreneurial mindset to engineers. Springer International Publishing, 2017.[2] H. E. Dillon, L. Hamilton Mayled, M. L. Nagurka, M. I. Carnasciali, and D. E. Melton, “Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Practices and the Entrepreneurial Mindset Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Pract,” 2020.[3] C. Vest, “Open Content and the Emerging Global Meta-University,” EDUCAUSE Review, 2006.[4] W. J. Frey, H. D. Sánchez, and J. Cruz-Cruz, “Ethics Across The Curriculum: An Effective Response To Abet 2000,” in 2002 Annual Conference

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

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]. Purpose & Research QuestionAlthough past research has been conducted integrating intersectionality theory into research inSTEM disciplines and entrepreneurship respectfully, there is a gap in how experiences of raciallyminoritized populations in STEM entrepreneurship are studied. The goal of this study is tohighlight the importance of using intersectionality to examine the experiences of raciallyminoritized populations in STEM entrepreneurship. We seek to explore the following question:How are the experiences of racially minoritized populations in STEM entrepreneurship studied?In the following sections, we summarize how racially minoritized experiences in STEMentrepreneurship are studied, provide an overview of the frameworks being in

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

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successful. However, webelieved that we could reach even higher and improve the students’ learning experience. As aresult, we performed an overall class evaluation that included input from students, College ofEngineering faculty members, and employees and cast members from the ETO13. The outcomeof the evaluation was to create a new semester-long course featuring the same fieldtrip in themiddle of the semester over fall break. The motivation for change was three-fold. First, therewas a desire to teach creativity and innovation more effectively and thoroughly. Second, pastparticipants consistently wanted to extend the duration of the class and see additional examplesof applying creativity and innovation to real-world problems. Finally, by integrating

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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efforts that acknowledge learner diversity, and understand their effects in students performance. Isabel received her professional degree in biological engineering at the Pontificia Universidad Cat´olica de Chile and her MA in policy, organizations and leadership studies at Stanford Graduate School of Education.Dr. Constanza Miranda Mendoza, Pontificia Universidad Catholica de Chile Constanza Miranda holds a PhD in design with a focus in anthropology from North Carolina State Uni- versity. While being a Fulbright grantee, Constanza worked as a visiting researcher at the Center for Design Research, Mechanical Engineering Department, at Stanford. Today she is an assistant professor at the P.Universidad Cat´olica de Chile’s

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

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and practice. Asix-part Arduino workshop program created by Sparkfun and previously tested and usedin K-12 educators or students workshops was integrate into the curriculum. In additionto learning and experimenting with microcontrollers, students also learned how to use asoldering iron, a milling machine, and engineering software such as the 2D and 3Dmodeling software, OnShape. They were able to use this modeling software to createparts using a laser cutter and a 3D printer. At the end of each of these engineering toolmodules, students completed an individual project, which they brought home, for a totalof four individual projects. Students were also introduced to the engineering design process. Student groups weretherefore able to use a