Displaying all 5 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
emphasized engineering education to promote persistence and success in engineering.Dr. Mehdi Khazaeli, University of the Pacific Mehdi Khazaeli is an Associate Professor in School of Engineering and Computer Science at University of the Pacific. He also serves as Director of Pacific’s Technological Innovation and Entrepreneurship (TIE) Program. He teaches courses in Design and Innovation, Decision Making, Building Information Modeling and Data Analytics. He has consulted with and/or taught seminars to a variety of clients in R&D-based industries, research organizations and educational institutions.Mr. Jeremy S. Hanlon, University of the Pacific American c
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
have documented: elective face-to-face courses [3],[4], online courses [5], course concentrations [6], [7], capstone experiences [8], [9], and project-based courses embedded in the engineering curriculum [2], [10]–[12]. Most studies on entrepreneurship education have analyzed psychological outcomes, such asself-efficacy and entrepreneurial intent [13]. Few of them have explored short and long-termeffects on professional competencies and career goals [14]. Some of them have used classroomassessment techniques and academic records to understand students’ conceptions ofentrepreneurial learning [15], [16], but more efforts are needed to explore how students learn aboutentrepreneurship as they develop ownership of their ideas [17]. This article
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
particular context [11].To guarantee student training continuity, our university began training processes for faculty invirtual classrooms. The platform used was Blackboard Learning, which allows one to build andmanage online courses, provide training in that format, and carry out tutoring and monitoring.The academic year in Chile begins the first week of March, and the online migration of classesbegan the second week of the same month. In the case of the Entrepreneurial Vision module, therecipients were first-semester students of the Faculty of Engineering, most of whom had noprevious experience at the university, even less so when everything became online.Faced with this new scenario, we confronted the following question: What is the challenge
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
for course learning outcomes. Data was collected pre-and post-completion of the course project. For clarity outcomes were numbered on the graphswith the corresponding question shown underneath. *Indicates questions developed from MSQL[88]–[90] . **Indicates course learning outcomes from the syllabus of the course.General Engineering self-efficacy (questions provided in Supplemental Information S2) was highin both the pre- and post- surveys with no statistical difference found in pre and post surveys oracross sections. This was expected in a junior cohort. Median responses of 4 (agree) were givento questions relating to engineering problem solving, such as “I am confident in my ability towork on a problem until I find the best solution
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ajay P. Malshe, Purdue University, West Lafayette; Salil T. Bapat, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
entrepreneurship principles for the betterment of the community they were part of. Thedetailed structure of the class comprising the study of affordable and accessible engineering throughsocial innovations, frugal engineering, and servant leadership is discussed in the next section.2. Description of course: Thesis, synopsis, course material, and executionUsing global cases of social innovations, students in the class researched and studied the fundamentalsof (1) engineering social innovations, (2) globalization, and (3) leadership for effective implementationand success. The course also involved a project component where students were challenged for theidentification of project statements and developing a well-thought-out engineering solution for