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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Diversity

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Entrepreneurship & Engineering Innovation

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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Diversity

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Entrepreneurship & Engineering Innovation

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 Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vibhavari Vempala, University of Michigan; Jacob Frederick Fuher, University of Michigan; Heydi L. Dominguez, New Jersey Institute of Technology; Jeremiah Ogunbunmi, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

to pursue and persist in that task [21]. Self-efficacy is domain and task specific. In the context of entrepreneurship, Entrepreneurial Self-Efficacy (ESE) is a person’s belief in their ability to successfully perform entrepreneurshiprelated tasks and launch a successful entrepreneurial venture [22]. Research has shown ESE to bean important predictor of future entrepreneurial intent and behavior [10], [23], [24]. Severalinstruments to measure ESE are available. However, most of the measurements are empiricallyunderdeveloped and do not capture the various dimensions associated with entrepreneurialactivities and skills [25]. The ESE scale used in this study is developed by McGee [22].Compared to existing ESE measures, McGee’s scale is a multi

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

effectiveness of those efforts and as part of abroader effort to measure the self-efficacy of engineering faculty to teach EM concepts, facultycompleted a similar survey instrument to the one administered to first-year and fourth-yearstudents. This work in progress paper presents the preliminary comparison.MethodsOur version of the Entrepreneurial Mindset Instrument for students contains 50 statements andstudents are asked to indicate their level of agreement with each based on a 5-point Likert scalefrom Strongly Disagree to Strongly Agree. In addition, an option to indicate that they Do NotUnderstand the statement is included to reduce bias or forcing them to randomly select anoption. As published in 2018 [6], of the 50 statements, 49 are loaded onto

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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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

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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Diversity

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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 and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

workshops were designed to help students think more creatively in their class projectsand practice a growth mindset [14] through short exercises demonstrating cognitive biases,barriers, and traps that prevent people from finding creative, novel solutions to problems.Thereby, we hope that students would be less likely to fall into these traps. According to a recentstudy by Burnette et al. [15], students in a growth mindset intervention, relative to the control,reported greater entrepreneurial self-efficacy and task persistence on their main class project andimprovement in their academic and career interests. Reducing the negative effect of the cognitivebiases, barriers and traps requires deliberate and repeated practice of CPS techniques. Althoughwe

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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Diversity

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Entrepreneurship & Engineering Innovation

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

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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Diversity

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Entrepreneurship & Engineering Innovation

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 and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Scott A. Starks P.E., University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; David G. Novick, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso

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Entrepreneurship & Engineering Innovation

=6423 [Accessed: Mar. 5, 2021].[22] C. Elliott, C. Mavriplis & H. Anis. "An entrepreneurship education and peer mentoring program for women in STEM: mentors' experiences and perceptions of entrepreneurial self- efficacy and intent." Int Entrep Manag J 16, 43–67 (2020). https://doi.org/10.1007/s11365- 019-00624-2.