Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea T. Kwaczala, Western New England University; Robert Gettens, Western New England University; Denine A Northrup, Western New England University

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materials to help facilitate rapid prototyping activities.After survey completion, student data were grouped into two categories based on response to questionsrelated to engineering self-efficacy. The highest responders on the engineering skills scales greater than 4on a 5-point Likert Scale were grouped as high-engineering self-efficacy, or high-ESE, and compared tothose responders that scored less than 4 on a 5-point Likert Scale as low-engineering self-efficacy, or low-ESE.Student perceptions towards different design activities were also measured. To examine the reliability ofthe scales for engineering self-efficacy, rapid prototyping, CAD, and 3D printing, the set of questionsassociated with each scale were assessed using Cronbach’s alpha test

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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otherhands-on learning opportunities increase student self-efficacy and have positive effects onretention of minority students, particularly into postgraduate studies. Here we focus on assessingthe short-term effects of “Making” activities. Assessment included pre- and post-student self-efficacy surveys with three distinct areas of measurement: general self-efficacy, self-efficacy incourse outcomes, and self-efficacy in EM-related constructs.Preliminary data suggests that inclusive PSS activities resulted in positive student motivationalresponses comprising high levels of identified regulation and external regulation, with moderatelevels of intrinsic motivation. Relative to the average motivational response of the entire class,underrepresented

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gunther Rameseder, Stanford University; Sheri Sheppard, Stanford University; Maximilian Reithmann MR, Celonis; Eric Reynolds Brubaker, Stanford University

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gap, we explore a sample of 5,819 undergraduate engineering students froma survey administered in 2015 to a nationally representative set of twenty-seven U.S. engineering schools. Weidentify how individual background measures, occupational learning experiences, and socio-cognitive measuressuch as self-efficacy beliefs, outcome expectations, and interest in innovation and entrepreneurship affect students’entrepreneurial career focus. Based on career focus, the sample is split into “Starters” and “Joiners” where Startersare students who wish to start a new venture and Joiners are those who wish to join an existing venture. Resultsshow the demographic, behavioral, and socio-cognitive characteristics of each group. Findings suggest that

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Antti Oskari Surma-Aho, Aalto University; Tua A. Björklund, Aalto University; Katja Holtta-Otto, Aalto University

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Entrepreneurship & Engineering Innovation

-sectionally [1], but also showed an increase in innovativeness when it wasmeasured before and after a project course [2] as well as when measured longitudinally for thesame group of students [3]. These mixed results indicate that a deeper understanding is neededabout the factors influencing the development of innovativeness in engineering students.Recently, two constructs have received special attention with regards to engineer innovativeness:empathy and self-efficacy, i.e. feeling and understanding the experiences of others and believingin one’s own ability to perform tasks. Research suggests that empathy in engineering and designcomprises of intrinsic skills, observable actions, and a holistic mindset [4], and can helpdesigners understand and care

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Florian Michael Lintl, Stanford University; Qu Jin, Stanford University; Shannon Gilmartin, Stanford University; Helen L. Chen, Stanford University; Mark Schar, Stanford University; Sheri Sheppard, Stanford University

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and thosestudents who were interested in a “socially oriented” (non-profit) career outcome. The theoreticalframework used for modeling these groups was Social Cognitive Career Theory (SCCT).Logistic regression analysis was conducted using a multi-measure survey that assessed cognitive,motivational, behavioral influences.Results show that students who are Starters tend to be “new seeking” and “iconoclastic”, andhave higher “domain self-efficacy”, compared with students who are Joiners. Further, studentswho are interested in Socially Oriented career outcomes are more “socially altruistic,” and have astronger sense of “personal morals” and a more hopeful future about their “quality of life”compared with their Market Oriented peers. Gender was an

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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associated with a variety of student outcomes. Additionally, modified versionsof previously validated instruments were used to measure teachers’ motivation for participatingin the K12 InVenture Prize program [15] and teachers’ self-efficacy for teaching engineering andentrepreneurship [16]. Participants A total of six teachers from our focal region began the survey. Of these, two discontinuedthe survey during the demographics and teaching background sections; a total of fourrespondents completed the survey. All four teachers who completed the survey are women, andall four teachers are White. For all four teachers, the 2018-2019 school year was their first yearimplementing the K12 InVenture Prize program. Two teachers implemented in a

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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evaluation instruments were built from psychometrically sound instrumentsand scales that include the Career Interest Questionnaire and Modified STEM Semantics Survey(Tyler-Wood et al., 2010), Entrepreneurial Self-Efficacy and Intention (Wilson et al., 2007),Student Attitudes toward STEM Survey (Mahoney, 2010); STEM Semantics Survey (Tyler-Wood et al., 2010), Sources of Self-Efficacy Scale (Britner & Pajares, 2006), and a 21st CenturySkills Assessment/Rubric. Specifically, the process evaluation was designed to measure both quality and intensity ofSTEM-Inc activities in order to monitor the short-term and formative results of activities andservices, validate program components, and determine whether activities were of sufficientquality and

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Anna Newsome Holcomb, Georgia Institute of Technology, CEISMC

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Entrepreneurship & Engineering Innovation

state finals in Spring, 2016. Allteachers were invited to participate. Components of this survey relevant for the current workinclude demographics, information about teachers’ backgrounds, and also several constructs:self-efficacy for teaching engineering, self-efficacy for teaching entrepreneurship, and teacherperceptions of the program’s effects on students. Some of these constructs were assessed throughvalidated instruments, while others were measured with internally developed items. Teaching Engineering Self-Efficacy Scale Self-efficacy for teaching engineering was measured with the Teaching Engineering Self-Efficacy Scale (TESS), which was developed and validated by Yoon Yoon et al., 201411. Theseauthors “define teaching

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

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Entrepreneurship & Engineering Innovation

current approach to entrepreneurship education. As engineering educationseeks to recruit and retain diverse groups of students, it is important to consider the influence ofentrepreneurship education environments on women. To date, the few entrepreneurship education studies specific to engineeringentrepreneurship programs are usually multi-institutional and focus on individual studentparticipant characteristics, attitudes, outcomes,12 and interests13. Individual characteristics, suchas a person’s sense of self-efficacy and agency, certainly contribute to one’s interest andcapability for success in entrepreneurship and innovation. Yet, the nature of the environment onechooses to participate in also plays a critical role in initial student

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, Texas A&M University; Rodney Boehm, Texas A&M University

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Entrepreneurship & Engineering Innovation

large Southwestern publicuniversity. The program implementation component included program data associated withcurriculum content and format, recruiting approach, and participant data from five cohorts. Dueto the delayed employment of the assessment, the evaluation component included findings fromtwo cohorts using pre- and post-quizzes on knowledge of entrepreneurship terms and pre- andpost-surveys that captured changes in perceptions of entrepreneurship and customer interview.The results of this study indicated that while student interest on entrepreneurship remainedconstant, there were significant improvements of participants in three areas of self-efficacy: (a)entrepreneurship, (b) marketing and business planning, and (c) customer interview

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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; Ohland, 2012]. Includes phrases for innovation [33] and innovation self-efficacy [34] as a conception of self that express intrigue, interest, and excitement for observing and experimenting with new approaches. An overlap between achievement motivation and innovation exists since individuals with a high need to achieve also demonstrate a visionary sense and gain a sense of self-worth from excelling and doing something new. Dissimilar to achievement motivation, however, innovators have a creative competence [32] and a comfort with ambiguity [2]. Affiliation It tracks the extent to which a participant is personally capable of understanding the emotional make-up of other people and

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University; Qu Jin, Stanford University

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entrepreneurial action.With respect to entrepreneurial interest, Lent, Brown, Sheu, Schmidt,and Brenner posited that aperson’s interest in a given activity is based on two concepts: 1) self-efficacy or beliefs aboutone’s own personal capabilities; and 2) outcome expectations or beliefs about the outcomes ofengaging in a particular course of action.10 We propose that alumni who have shown highinterest are more likely to pursue entrepreneurship, since interest will result in a higherlikelihood of entrepreneurial action.We hypothesized that alumni who have expressed high intentions to pursue entrepreneurialactivities are more likely to seek out these activities. This included constructing a model toidentify which are the important factors that predict

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton

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Entrepreneurship & Engineering Innovation

measures focus on student learning outcomes, as well as student attitudestoward science and engineering and self-efficacy. This paper examines the overall STEM-Inc project design and outcomes, especially the yearover year changes in project implementation based on both research needs and findings fromprior year. Results from three years of project implementation showed positive indicators in bothformative and summative data, which supported the use of business entrepreneurship practicesfor engaging middle school students, especially those from underrepresented groups, in STEMlearning.IntroductionSTEM workers drive America’s innovation and competitiveness by generating new ideas,companies and industries. The National Science Board (2010) cites

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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Entrepreneurship & Engineering Innovation

trainingorganization.Results22 undergraduate engineering students participating in the 2014 semester-long class participatedin pre- and post-class surveys. As mentioned above, self-efficacy has been shown to be anexcellent tool for measuring students for our key objectives. Figure 5 shows the results of the2014 semester-long class in comparison to the 2011, 2012, and 2013 fieldtrip classes and thecontrol group. Table 4 summarizes the improvements in the student survey’s following theclasses. Table 5 shows the standard deviation for each question and year. No, Not at All Yes, Definitely 3.4

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David G. Novick, University of Texas at El Paso; Nicholas A. Ramirez, University of Texas at El Paso; Melanie Anne Realyvasquez, University of Texas at El Paso

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andhow students formed their attitudes toward entrepreneurship. What circumstances and factorsinfluenced the extent of their entrepreneurial intent? And what circumstances and factors influencedtheir choice of an entrepreneurial engineering major?Expectancy theory [2], applied to entrepreneurial intent, suggests that choice of an entrepreneurialcareer is a function of perceived desirability, perceived feasibility, and propensity to act [3]. Asubsequent study [4] validated this model and each of its three constituent components. Perceiveddesirability is the personal attractiveness of starting a business. Perceived feasibility is the degree towhich a person feels personally capable of starting a business, in other words the person’s self-efficacy

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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Entrepreneurship & Engineering Innovation

providing access and instruction on these tools,students can create rapid prototypes, explore design, and develop various technical and softskills. Lagoudas et al. found students developed increased confidence in their engineeringknowledge through practical experience, prototyping and consistent iteration of their designs [7].More specific makerspace research has found students can develop increased technology self-efficacy, an innovation orientation, design self-efficacy, and increased sense of belonging [8].Outside of education, makerspaces are often viewed as physical spaces that encourageentrepreneurship due to their ability to facilitate user-based innovation, dense and diversenetworks, and prototyping [9].An overlap can easily be seen between

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University Of Indianapolis

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Entrepreneurship & Engineering Innovation

 Orbis Foundation. Fulcher, K. (2004). Towards Measuring Lifelong Learning: The Curiosity Index. James Madison University. Karwowski, M. (2014). Creative Mindsets: Measurement, Correlates, Consequences. Psychology of  Aesthetics, Creativity, and the Arts, 8(1), 62‐70.  Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2008). Big Five Personality Factors as the  Predictors of Creative Self‐Efficacy and Creative Personal Identity: Does Gender Matter? The  Journal of Creative Behavior, 47.  Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K‐ DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298‐308.  Krueger, N. (2015). Entrepreneurial Education in

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Jakob Barth, Stanford University; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, Stanford University

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-efficacy was analyzed regarding URM and FGC status [7]. Self-efficacy refers to anindividual’s belief and confidence about his or her ability “to organize and execute courses ofaction required to attain designated types of performances” [44]. Consequently, innovationself-efficacy does not measure realized behaviors but only one’s belief in the ability toperform these. Since EMS 1.0 was exclusively distributed to undergraduate engineeringstudents, actual behaviors as employees could not be determined. This earlier study does notfind any significant differences in innovation self-efficacy between people of URM or FGCstatus and the ones who are not part of these groups.Beyond these personal factors, this paper investigates differences in individual

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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how they impact their career development.Cadenas, Cantú, Poder Evaluate program Underrepresented Social Cognitive Quantitative A program designed with aLynn, Spence & effectiveness in community college Career Theory*, curriculum that is culturallyRuth (2020) entrepreneurial students Critical responsive does promote career self- efficacy Consciousness*, development and entrepreneurial

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

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Transitions: Students Draw Their Futures. In Proceedings of the Frontiers in Education Conference. October, Tempe, Arizona, October, 1999.[18] McClelland, D. C., & Boyatzis, R. E. Leadership motive pattern and long-term success in management, Journal of Applied Psychology, 67, 1982, pp 737-743.[19] McClelland, D., Power: the inner experience. Van Nostrand: New York, 1964.[20] Schar, M. Chen, H., Sheppard, S. Innovation Self-Efficacy: A Very Brief Measure for Engineering Students. ASEE Proceedings and Conference, Indianapolis, Indiana. June. 2017.[21] Smith, K. et al. Connecting and expanding the engineering education research and innovation special session. FIE, Oct. 2011.[22] Taylor, S. & Karanian, B. Working Connection

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

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sergio William Sedas, Tecnológico de Monterrey

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Village, ILL: American Academy of Pedriatrics.[6] Seligman, M.E., “The Optimistic Child: A proven program to safeguard children against depression and buildlifelong resilience”, Mariner Books, 2007, ISBN: 978-0618918096[7] Seligman, M.E., “Learned Optimism: How to change your mind and your life”, Vintage, 2006, ISBN: 978-1400078394[8] Lopez, S. & Snyder, C.R., “The OxfordHandbook of Positive Psychology”, Oxford University Press, 2 nd edition 2009[18] Carver, C., Scheier, Mi., Miller, C. and Furlford, D.; "Optimism"; Lopez, S. & Snyder, C.R. (Eds.), TheOxford Handbook of Positive Psychology, Oxford University Press, 2nd edition 2009[21] Maddux, James E., "Self-Efficacy: The Power of Believeing you Can", Lopez, S. & Snyder, C.R. (Eds

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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surveyed before and after completing the project on their knowledge and beliefson innovation and entrepreneurship. The survey instruments are adapted from the pre- and post-self-efficacy survey developed by Weaver and Rayess [15] to identify shifts in entrepreneurialmindset and are in Appendix A. Some questions from the 2018 survey were removed for 2019survey because they were not aligned with the learning outcomes of the project. These werequestions related to understanding how capital is raised and knowledge of the different types ofintellectual property. The responses for those questions were not used in this analysis.The results from these surveys are contained in Figure 1 along with symbolic notations if theone-tailed paired samples t-tests

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan R. Peterfreund, SageFox Consulting Group; Emanuel Costache, SageFox Consulting Group; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University & SKG Analysis; Sheri Sheppard, Stanford University

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Entrepreneurship & Engineering Innovation

% 42% 34% 32% Customer development 21% 17% 22% 8% * Economic development 22% 27% 14% 31% * Self-efficacy 27% 27% 23% 25% Endurance 30% 26% 16% 18% Need for autonomy 13% 14% 10% 17% Social orientation 12% 8% 10% 3% * = p < 0.05What’s changed since 2012‘Creativity’ is an even stronger associative characteristic for I&E

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

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Entrepreneurship & Engineering Innovation

engineering students. The results indicate students who had taken one or moreentrepreneurship courses were more likely to have the desire to start their own business or workfor a small business or startup. They were also significantly more confident in specificentrepreneurial self-efficacy measures including their ability to ‘write a clear and completebusiness plan’ and ‘recognize when an idea is good enough to support a major business venture’.These students also possessed statistically significant higher levels of risk tolerance. Another recent quantitative study called the Entrepreneurship Education Projectinvestigates the motivational processes of three groups of undergraduate students participating inentrepreneurship (entrepreneurship