Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah M. Grzybowski, Ohio State University; Xiaofeng Tang, Ohio State University; Eunjeong Park, Ohio State University; Alexia Leonard, Ohio State University; Jack DeLano, The Ohio State University; Kai Zhao, Florida State University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #30820Integration of Entrepreneurial Minded LearningDr. Deborah M. Grzybowski, The Ohio State University Dr. Deborah Grzybowski is a Professor of Practice in the Department of Engineering Education and the Department of Chemical and Biomolecular Engineering at The Ohio State University. She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Her research focuses on making engineering accessible to all students through the use of art-infused curriculum and integration of entrepreneurial minded learning (EML).Dr. Xiaofeng Tang, The Ohio State

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Bailey, Rochester Institute of Technology; Michael Scott Richards

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #29519WIP: Entrepreneurially Minded Learning in a Physiological SignalsAnalysis LabJennifer Bailey, Rochester Institute of Technology (COE) Dr. Jennifer Bailey is a Senior Lecturer of Biomedical Engineering at Rochester Institute of Technology, where she has taught since January of 2014. She previously taught at the University of Illinois and the University of Southern Indiana after graduating from Purdue University. Bailey’s passion is lab course development and improving student learning through enhancing lab and other hands-on experiences.Dr. Michael Scott Richards American

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

Paper ID #28692Building Toys for Children by Applying Entrepreneurial-Minded Learningand Universal Design PrinciplesDr. Scott Streiner, Rowan University Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded

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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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #28932An Entrepreneurially Minded Learning (EML) Module Involving GlobalMarkets for Medical Devices Implemented in an Engineering PhysiologyCourseDr. Michael J Rust, Western New England University Michael J. Rust received his B.S. and Ph.D. degrees in Electrical Engineering from the University of Cincinnati, Cincinnati, OH, in 2003 and 2009, respectively. During his undergraduate training, he worked for Ethicon Endo-Surgery and AtriCure, companies that specialize in the development of novel surgical devices. While completing his doctoral dissertation, Dr. Rust served as an NSF GK-12 Graduate Fellow, which allowed

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Entrepreneurship & Engineering Innovation

would like to do is to develop a proof of concept system for coaches and trainers. I would like for them to have the peace of mind that they are looking out for their players and are attempting to detect blood sugar problems in the young athletes they are responsible for. That’s where you come. We are working with a software consultant named Heather Heart, and she is reaching out for assistance. Heather is a former MSOE Software Engineering student now working for a biomedical startup here in Cleveland. Heather will briefly explain her needs

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University; Agnieszka Kwapisz, Montana State University ; Kregg Aytes, Montana State University; Scott E. Bryant, Montana State University; Brock J. LaMeres, Montana State University; Elizabeth B. Varnes, Montana State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Engineering Education, 2020 Using Entrepreneurial Mindset Constructs to Compare Engineering Students and EntrepreneursAbstractCurrent efforts to transform engineering education vary in their intensity and direction. One areathat has gained considerable momentum in recent years is the effort to promote development ofan entrepreneurial mindset (EM) in undergraduate engineering students. A driving force behindthis momentum is the Kern Entrepreneurial Engineering Network (KEEN). KEEN is a group ofover 40 institutions united in the mission to promote entrepreneurial-minded learning inengineering students. In KEEN, EM is construed to have three primary components, the 3C’s ofCuriosity: Connection; and Creating Value. Recent efforts

Conference Session

ENT Division Technical Session: Entrepreneurship and IP

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #28850A systematic review of student entrepreneurial failure in engineeringeducationDr. Thomas M. Katona, California Polytechnic State University, San Luis Obispo Thomas Katona is an Assistant Professor of Innovation and Entrepreneurship at the California Polytechnic State University in San Luis Obispo (Cal Poly). He works in the BioMedical Engineering Department and has a joint appointment in the Orfalea College of Business. Before joining Cal Poly, he worked in startup companies in the LED and LED lighting industry. His roles in industry included leading product development teams, business development, and

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi Morano, Lawrence Technological University; Susan Henson, Lawrence Technological University; Matthew L. Cole, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

M.S. in Clinical Behavioral Psychology from Eastern Michigan University. He conducts research on a Strengths, Opportunities, Aspirations, and Results (SOAR)-based approach to strategic thinking, teamwork, and coaching. He is also interested in the neuroscience of mindfulness and strategic thinking. Consulting con- tracts include state and international organizations to provide coaching and workshops on the application of diversity, SOAR-based strategy, and teamwork to strategic planning, and organization development and change. American c Society for Engineering Education, 2020A Mixed-Method Longitudinal Study of Entrepreneurial Mindset in an

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karl D. Schubert, University of Arkansas; Kristie Neff Moergen, University of Arkansas; Carol S. Gattis, University of Arkansas; Wen-Juo Lo, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #30805Integrating Innovation Curriculum: Measuring Student Innovation toAssess Course and Program EffectivenessDr. Karl D. Schubert FIET, University of Arkansas Dr. Karl D. Schubert is a Professor of Practice and Director of Research for Innovation and Data Science Initiatives for the College of Engineering and the Sam M. Walton College of Business in the College of Engineering at the University of Arkansas. His academic research focuses on providing Innovation programs for STEM education; and, student, faculty and industry innovation engagement. Schubert also serves as a consultant specializing in innovation

Conference Session

ENT Division Technical Session: Making and Maker Spaces

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margot A. Vigeant, Bucknell University; Alan Cheville, Bucknell University; Donna M. Ebenstein, Bucknell University; Matthew Lamparter, Bucknell University; Sabrina Shankar; Nathan P. Siegel P.E., Bucknell University; Stu Thompson, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

American Society for Engineering Education, 2020 B-Fab: Cultivating Student Learning in the Makerspace through Faculty DevelopmentMakerspaces offer broad opportunities for including entrepreneurial activities, physicalprototypes, and demonstrations in an array of courses and co-curricular activities than waspreviously possible. It can be intimidating, however, for those who are typically in aninstructional role to adopt the role of learner and get themselves trained in the makerspace.Faculty may also be unfamiliar with the appropriate pedagogies for assigning student work in themakerspace, which tend to be active, inductive, and student centered, such as entrepreneurially-minded learning (EML) and problem/project

Conference Session

ENT Division Technical Session: EM Across the Curriculum II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan; Paul Benkeser, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

evidence of entrepreneurial mindsetgrowth within freshmen and upper level students’ ePortfolios.IntroductionIn order to foster entrepreneurial mindset development throughout the undergraduate experience,Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech has created avertically integrated portfolio process centered around entrepreneurial mindset, reflection, andstories. The goal of this work is to empower students to tell the story of their growth intoentrepreneurially minded engineers. Through connecting, reflecting upon, and constructing theirunique stories, students begin to see themselves as engineers who have developed and willcontinue to develop an entrepreneurial mindset to create value for others. The purpose of

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

University, where she is pursuing a degree in Sec- ondary Mathematics Education. Outside of class, she is an undergraduate researcher for the Department of Engineering Education and a math tutor for the Ohio State University’s Mathematics Department.Zachary Dix, The Ohio State UniversityMr. Nicholas Rees Sattele, The Ohio State University Nicholas is an Undergraduate Research Associate with The Ohio State Department of Engineering Ed- ucation. He is in the process of completing a B.S. in Computer Science and Engineering at Ohio State. His interests include incorporating Entrepreneurial Minded Learning into engineering coursework and interdisciplinary innovation.Dr. Krista M Kecskemety, The Ohio State University Krista

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

from using concepts in kinetics and kinematics in an application that also trainsthem on business planning, cost analysis of new biotechnology and market analysis. There is a need tointroduce engineers to the entrepreneurial mindset which can help to engage students in the course materialand become more curious about the world around them. This paper aims to demonstrate how a semester-long human body motion analysis project can teach innovation and business skills in the engineeringclassroom through the use of an entrepreneurially minded learning (EML) module.IntroductionIt is valuable to implement entrepreneurial mindset in the undergraduate engineering classroom. Often,entrepreneurship courses are taught by business programs and do not focus

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seyed Mohammad Seyed Ardakani, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

fromengineering”. 2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skillsfor Complex Global Environments.[5] Kriewall, T. J., and Mekemson, K., 2010. “Instilling the Entrepreneurial Mindset intoEngineering.” The Journal of Engineering Entrepreneurship, 1(1), pp. 5-19.[6] Gerhart, A. L. and Melton, D. E., 2016. “Entrepreneurially minded learning: Incorporatingstakeholders, discovery, opportunity identification, and value creation into problem-basedlearning modules with examples and assessment specific to fluid mechanics.” ASEE AnnualConference and Exposition.[7] Erdil, N. O., Harichandran, R. S., Nocito-Gobel, J. Carnasciali, M. and Li, C. Q., 2016.“Integrating e-Learning Modules into Engineering Courses to Develop and

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ronald S. Harichandran, University of New Haven; Aadityasinh Rana; Nadiye O. Erdil, University of New Haven

Tagged Divisions

Entrepreneurship & Engineering Innovation

. c American Society for Engineering Education, 2020 An Approach to Assess Achievement of EML through Integrated e-Learning ModulesIntroduction The University of New Haven promotes entrepreneurial minded learning (EML) throughthe integration of e-learning modules on entrepreneurial topics into regular engineering andcomputer science courses. Each module is supplemented by a contextual activity where studentsapply what they learned in the module. The e-learning modules collectively target 18 KEENStudent Outcomes (KSOs) described in the KEEN Framework [1]. Appropriate assessmentmethods are needed to determine whether the integrated e-learning modules are effective indeveloping students

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seyed Mohammad Seyed Ardakani, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

design project.” ASEEAnnual Conference and Exposition.[3] Prince, M. J. and Felder, R. M., 2006. “Inductive Teaching and Learning Methods:Definitions, Comparisons, and Research Bases.” Journal of Engineering Education, 95 (2), pp.123-138.[4] Eisenstein, E. M., 2010. “Engineering and entrepreneurship: Creating value fromengineering”. 2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skillsfor Complex Global Environments.[5] Kriewall, T.J., and Mekemson, K., 2010. “Instilling the Entrepreneurial Mindset IntoEngineering”. The Journal of Engineering Entrepreneurship, 1(1), pp. 5-19.[6] Gerhart, A. L. and Melton, D. E., 2016. “Entrepreneurially minded learning: Incorporatingstakeholders, discovery, opportunity identification

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew Garett Young, Arkansas Tech University

Tagged Divisions

Entrepreneurship & Engineering Innovation

meant to gauge understanding ofall the topics covered in an engineering electromagnetics course. The CUE-CMR has beenapplied at this university since the Spring 2018 semester, where a transformation of the course toan active learning environment was initiated [11].Entrepreneurially Minded Learning and Electromagnetics EducationEML is not to be confused with entrepreneurship or even activities that are purelyentrepreneurial in nature. EML broadens entrepreneurship education by incorporating a focus onmindset and skillset while attempting to measure the knowledge of students, how students think,skills, and attitudes toward learning [12]. An entrepreneurial activity requires pairing a specifictechnical skillset with business acumen to create a new

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mona Eskandari, University of California, Riverside; Ville Mikael Taajamaa, City of Espoo; Barbara A. Karanian, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

feasible, viable, credible and desirable solutions.Dr. Barbara A. Karanian A., Stanford University Barbara A. Karanian, Ph.D. , Lecturer, formerly visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group at Stanford University. Barbara’s research focuses on four areas: 1)grounding a blend of theories from social-cognitive psychology, engineering design, and art to show how cognition affects design; 2) changing the way people understand the emotion behind their work; 3) shifting norms of leaders involved in entrepreneurial-minded action; and 4) developing teaching methods with a storytelling focus in engineering and science education. Founder of the Design Entrepreneuring Studio

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sine Celik, Aalto University; Senni Kirjavainen, Aalto University; Tua A. Björklund, Aalto University Design Factory

Tagged Divisions

Entrepreneurship & Engineering Innovation

indicate a clearimprovement in students’ semantic distance. The two themes that did not presentimprovement were the environment theme in the Sustainability cluster, and privacy theme inthe Ethics cluster. The content and meaning of each theme, the reasoning behind the increaseof the 7 themes and the argumentation behind the lack of improvement in two themes arenext discussed under designated sub-chapters.3.1 SustainabilityEnvironmental concernsThe era that we live in requires each and every individual to adopt ecological consciousnessas a mind-set and therefore, this is one of the most important subjects when making studentsaware of the potential linkages of engineering decisions and society. The topics that fall inthis category of concerns are

Conference Session

ENT Division Technical Session: EM Across the Curriculum I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

Annual Conference & Exposition , Tampa, Florida, June 2019.Available at https://peer.asee.org/32651[15] LeBlanc, H. J., & Al-Olimat, K. S., & Khan, M. A., & Hassan, F., “How Analogies Fit in aFramework for Supporting the Entrepreneurial Mind-set in an Electric Circuits Course,” Paperpresented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida, June 2019.Available at https://peer.asee.org/32890[16] Sattele, N. R., & Kecskemety, K. M., & Parris, K. A. A., “Analysis of the EntrepreneurialMind-set Elements in Established First-year Engineering Labs: Analysis Process and LessonsLearned and Changes for the Future,” Paper presented at 2019 ASEE Annual Conference &Exposition , Tampa, Florida, June 2019. Available

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cheryl A. Bodnar, Rowan University; Siddharthsinh Jadeja, Rowan University; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering preparation beyond knowledge and skills.The next generation of entrepreneurial-minded engineers will be expected to demonstratetraditional technical expertise of an engineer as well as organizational level leadership tomeet the needs of changing markets [5]. These types of engineering entrepreneurial skillshave been shown to be teachable, yet assessment and evaluation of engineeringentrepreneurial learning is an underdeveloped field of research [6]. In a literature review byZappe [1], the definition of the term “entrepreneurial mindset” varied substantially. Forinstance, Worcester Polytechnic Institute stated EM was an approach to solve problems andway of life but others mentioned it can also be comprised of characteristics such

Conference Session

ENT Division Technical Session: Making and Maker Spaces

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly B. Demoret P.E., Florida Tech

Tagged Divisions

Entrepreneurship & Engineering Innovation

forum for creative expression.Though many believe academic makerspaces have the potential to transform the educationalexperience [10], it can be difficult to implement class projects that involve fabrication, especiallyin core classes that have over 50 students and no lab sessions. Traditional faculty who do notteach engineering design may hesitate to ask students to fabricate a physical product because oftheir own lack of familiarity with makerspaces. Furthermore, even those motivated by the idea ofentrepreneurially minded learning may see a large lecture-based class as inhospitable to anyhands-on project. Furthermore, though academic makerspaces are freely available to students forextracurricular projects, not all students take advantage of

Conference Session

ENT Division Technical Session: Making and Maker Spaces

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David G. Alexander, California State University, Chico; Colleen Robb, Florida Gulf Coast University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

commercialization and launch of the industry’s first 90-second rechargeable flashlight. In addition he is co-inventor on four U.S. patents and has presented numerous times at advanced energy technology conferences in the areas of business and technology development.Dr. Colleen Robb, Florida Gulf Coast University Dr. Robb is an Assistant Professor of Entrepreneurship at Florida Gulf Coast University’s School of Entrepreneurship. c American Society for Engineering Education, 2020 Creating a Makerspace for Cross-disciplinary Teaching and Collaboration with Limited FundingCreating cross-disciplinary programs at post-secondary educational institutions is challenging.Faculty and student

Conference Session

ENT Division Technical Session: Competitions, Challenges, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Schoepf, Arizona State University; Stephanie M. Gillespie, University of New Haven; Amy Trowbridge, Arizona State University; Alison Cook-Davis, Arizona State University; Kristen Peña, Arizona State University ; Courtney Argenti, Arizona State University; Daniel J. Laxman, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #31189A Summer Program Focused on Developing an Entrepreneurial Mindset intheContext of the NAE Grand Challenges for EngineeringDr. Jared Schoepf, Arizona State University Jared Schoepf is the Director of Operations for Engineering Projects in Community Service (EPICS) at Arizona State University. Jared received his PhD in Chemical Engineering at ASU, developing a tiered approach to rapidly detect nanomaterials in the environment and consumer products. Jared has been a lecturer of EPICS for 6 years, mentoring over 300 teams. Currently he teaches introduction to engineering, EPICS, and chemical engineering courses

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney A. Lemasney, Rowan University; Hayley M. Shuster, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

.” things Hands on Take things apart, build things “I also got involved with the robotics team and had always had a knack for using tools and building things.” Things work How/why things work “By going into engineering, we must be curious about how things work.” Negative Curiosity as a distraction, lacking “I think my curiosity and constant Curiosity in certain contexts wondering, causes my mind to wander a lot when I am in class.” Future

Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

by having the students answer the survey items with onecourse in mind, which could be the least active part of the program’s overall curricula. Thesefindings may not be generalizable to other engineering programs, since our sample was rathersmall (n=49).Recommended action steps for other programs1. For a successful implementation of active learning, the instructor should clearly explain (or have the students create) the learning goals and outcomes for students in the course.2. Instructors should take steps to build a positive learning community and mentor students in person when class sizes allow. This reduces resistance and fear when students are in an unfamiliar learning environment.3. Grading plays an essential role in students