Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Ruth Streveler, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

judge entrepreneurial competencies. 4. A description and guidelines for playing and for writing reflections for the individual student online business game-which were transferred from the prior course. 5. A description and guidelines for participating as a team in the’$5.00 create a business game’ which is intended to help students integrate the content of the entire Principles course as well as focus on achieving the enduring understandings identified for the new Principles. The $5.00 game was transferred from the prior course without significant changes. From a sample of 100 students at a private midwest university, the student mix in thepredecessor

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University - Engineering Education; Wade H. Goodridge, Utah State University; Melissa H. Scheaffer, Utah State University; Tyler Reed Milliken

Tagged Divisions

Entrepreneurship & Engineering Innovation

Entrepreneurship Center, and started businesses with fraternitybrothers and others. Another student found his motivation after talking to a professor about anapp that he wanted to write, following which the professor teamed up with him to help write theapp over the course of a class – the support from his professor and the realization that he hadsomething functioning at the end of class were very motivating for him. Regardless of who theirprimary role model was, nearly all participants reported having peers (friends and relatives –typically siblings, cousins, or their spouse) with whom they brainstormed business ideasregularly.Attitude - Mindset/Grit/Persistence – As mentioned above, most family members who inspiredentrepreneurial affinity did so through

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luke Nogales, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

practiced at developing objectives and outcomes. The project objectives andlearning outcomes for the summer immersion experience using the LLP methodology follow theprogram objectives and outcomes guidelines set by ABET [5]. Our program objectives andoutcomes are designed to support the overall goal of engaging students through innovativeengineering design and experiential learning.The specific objectives for the workshop are that students will be able to: 1. Conceptualize, analyze, design, implement, and evaluate engineering solutions; 2. Work effectively as a team member; 3. Communicate effectively through speaking, writing, and the use of presentation tools; 4. Adapt to technological changes and innovations to gain efficiencies in cost

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park; Alyssa E. Cohen Sherman, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

emails. Poor English writing skills were a commonly cited problem bygraders. There was a dramatic drop in the average grade and a very high standard deviation.The average grade for the peer-graded assignments was a 66.5% versus an 82.5% on the auto-graded assignments. A solution to increase the effectiveness of the peer-graded assessments wasnot adequately found therefore in the subsequent offerings of the course all six weeklyassessments were turned into automatically graded assignments. Thought was given to bringingthe peer assessments back for the campus-based mini-MOOC but the idea was dismissed in favorof the improved assignments that have taken their place.Planned assignments for the Spring 2014 mini-MOOC, and their respective percentage

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rolfe Josef Sassenfeld, New Mexico State University; Luke Nogales, New Mexico State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

30% Progress as measured by weekly write-ups and presentations 30% Skills homework 25% Final “lessons learned” presentation and video reportAssessment of the course and continuous quality improvementA thorough evaluation of the course is imperative to understanding what strategies worked best.A pre-assessment questionnaire will be developed to first gauge the student’s familiarity with thecourse topics at the beginning of the semester. This evaluation will be in addition to the regularcourse evaluation process for all college of engineering courses. Students will be asked in theend of semester questionnaire specifically if they felt that the course met each of its specifiedgoals. Additionally, we plan to implement a peer review

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

accepted solutions and anticipating new directions for researchPrior to the Fall 2019 revision, students were encouraged to select a topic from a list of ~10topics chosen by Engineering and Writing Arts instructors each semester. Other instructorsallowed students to choose their own topic subject to instructor approval. The crucialrequirement was that the topic be rooted in technology, but also be topical and relevant tosocietal considerations, such that it was well represented in both peer-reviewed technicalliterature and the popular press. Examples of topics used prior to 2019 include self-drivingvehicles, smart grid, asteroid mining and wearable sensors.Once students had chosen a topic, for the rhetorical analysis, they located and

Conference Session

Entrepreneurship and Innovation: Teaching Methods and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Member of IEEE and is a member of ASME, SIAM, ASEE, and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than thirty five papers at various assessment institutes. His posters in the areas of assessment, Bloom’s Taxonomy, and Socratic Inquisition have received widespread acclaim from several scholars in the area of cogni- tive science and educational methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students

Conference Session

Entrepreneurship Education: Assessment and Integrating Entrepreneurship into the Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Andrew Gerhart, Lawrence Technological University; Melissa Grunow, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

motivation for being a leader.Again, comparison yields a shift in perception. Upon completion of the course, the studentscompleted a course evaluation survey to aid the course developer in determining if the course ismeeting the university’s leadership education goals. In addition, the students completed a peerassessment of leadership skills and characteristics near the beginning and at the conclusion of thecourse. The peer assessment yields some shifts in leadership development. Finally, as a finalassessment at the conclusion of the final team course project, the students completed a peerperformance evaluation, and the results are reported.1. IntroductionEntrepreneurshipLawrence Technological University (LTU) has offered students entrepreneurial

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Tadd, Dept. of Chemical Engineering, University of Michigan; Elaine Wisniewski, University of Michigan; Leena N Lalwani, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

skills, with light coverage of actual problem solving anddesign strategies or heuristics. As the first truly comprehensive chemical engineering course, thecurrent content is a blend of a review of principles and some concepts of integration of skills. Itis still delivered in a lecture-driven, teacher-centered format, and the communications componentis heavily reliant on rather lengthy written reports. Our student teams do benefit from beingmentored by program alumni working in industry, which provides an element of exposure to thereal world, but overall the course may be summarized as a bit of creative effort followed by agreat deal of computation and technical writing. Therefore, we revitalized the course with thegoal to   ● focus more

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Cao, Stanford University; Shannon Katherine Gilmartin, Stanford University; Qu Jin, Stanford University; Carolin Christin Dungs, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

, and the impact of this environment on student development.For this paper, we focus on engineering students enrolled in business-related concentrations,minors, or certificates, and explore the similarities and differences between business-interestedengineering students and their peers. Technological innovation and entrepreneurship arebecoming increasingly important for preparing students for the workforce, and many engineeringschools are introducing entrepreneurship and business education into coursework. What do thesenew programmatic opportunities look like? Which type of student is most likely to takeadvantage of these new opportunities? What are possible outcomes of these opportunities? In aneffort to understand the effectiveness of

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark M. Budnik, Valparaiso University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

there is no consensus at this stage, it is agreed that innovation isthe key and engineering is essential to this task….”Of the identified soft skills, engineering students are often most challenged to develop and honetheir skills in creativity and innovation. For engineers, creativity may be defined as developingnovel and original ideas with emphasis on their applicability to solving problems2, 3. This Page 26.748.2definition of creativity is more specific for engineering students than for students in other majors(i.e. art, music, creative writing, theater, etc.). For engineers to exercise creativity within theirdiscipline, they must emphasize

Conference Session

Entrepreneurship and Design

Collection

2010 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; William Riddell, Rowan University; Tom Merrill, Rowan University; Leigh Weiss, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

III.The Freshman and Sophomore Engineering Clinics are intended to provide a foundation ofengineering skills needed for Junior/Senior Engineering Clinic. The goals of the SophomoreEngineering Clinic consist of teaching engineering design principles and technicalcommunication (technical writing in the fall, public speaking in the spring). The SophomoreEngineering Clinic is an integrated course, team-taught by Communication and Engineeringfaculty. There are two 75 minute lecture periods and one 160-minute lab period each week.Students work on design problems during lab periods, which are supervised by a team of 5-6engineering faculty representing all four Rowan engineering departments (Chemical, Civil &Environmental, Electrical & Computer

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell/Epicenter; Thema Monroe-White, SageFox Consulting Group; Shelly Engelman, SageFox Consulting Group

Tagged Divisions

Entrepreneurship & Engineering Innovation

whichnetwork collaborations and communications relate to team outcomes, and understand hownetwork differences both before and after joining Pathways contribute to successful changeefforts. This research aligns with the extensive literature review that informed the design ofPathways, which emphasized the importance of a peer network in the design of an effectivefaculty development program2. Drawing upon research on community networks within acollective impact framework3,4, the authors hypothesize that the Pathways initiative, which“…involv[es] a centralized infrastructure, a dedicated staff, and a structured process that leads toa common agenda, shared measurement, continuous communication, and mutually reinforcingactivities among all participants” (p

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah Giersch, Broad-based Knowledge; Flora P. McMartin, Broad-based Knowledge, LLC; Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA); Sheri Sheppard, Stanford University; Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

faculty development, community building, peer review of learning materials, and dissemination of educational innovation. She is PI for the project ”Learning from the Best: How Award Winning Courseware has Impacted Engineering Education.” This research focuses on determining how high quality courseware is being disseminated and how it is impacting the culture of engineering education as measured by changes in student learning, teaching practices, and the careers of the authors of these materials.Elizabeth Nilsen, National Collegiate Inventors & Innovators Alliance (NCIIA) Elizabeth Nilsen is Senior Program Officer for Epicenter at NCIIA. Her professional focus is on the de- velopment and growth of STEM and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman, Washington University; Alessandra Hruschka, Washington University in St.Louis; Patricia Widder, Washington University in St. Louis

Tagged Divisions

Entrepreneurship & Engineering Innovation

pre-professional identity within engineering.Here we introduce foundations to an entrepreneurial mindset to freshmen and sophomores viaonline modules, which we developed and piloted this academic year. We have previously built aone-credit, online, pass/fail course, Engineering Virtual Studio (EVS), that builds understandingacross foundational coursework and into real-world relevance through discussions with peers andupperclassman mentors. Our new Entrepreneurial KEEN Modules integrate into EVSinvestigations into market and society driven problems, to which students explore solutions inconsultation with campus and local experts, all in an integrative context. This instills a mindsetof problem establishment and problem solving as cornerstones

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

neutral and 14% disagreed. Questions 10and 11 evaluated the communications skills. Over 90% agreed that the project successfullyenhanced their skills on writing effective reports and reporting the solution to the customer while10% were neutral and 5% disagreed. Similarly, 91% strongly and 9% agreed that the projecthelped them to improve their skill on working with their peers. Survey Results 100 90 80 70 60 50 40 30 20 10 0 No.1 No.2 No.3 No.4 No.5 No.6 No.7 No.8 No.9 No.10 No.11

Conference Session

Entrepreneurship Education - A 10,000' View

Collection

2006 Annual Conference & Exposition

Authors

Mary Secor, Institute to Promote Learning; Douglas Arion, Carthage College

Tagged Divisions

Entrepreneurship & Engineering Innovation

: study skills, writing, information literacy, time management, learning styles, etc. to promote students’ learning and skill developmentStudent • Work with the ES program to • Develop and provide training, courses orAffairs provide credit courses for programs for peer mentoring, leadership mentor training and leadership development, character development, and development programs. mentoring programs. • Help the ES program develop, • Provide leadership and assistance in organizing

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Beverly Radloff, Indiana University Purdue University, Indianapolis; Nancy Lamm, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering students. In addition, the dual degree students average moreoffers during their first full-time job search. Once employed, the EDDP respondents werepromoted at a faster rate than their peers in the traditional engineering program.The final research problem asked if there is a need for engineers to have a well-roundededucation. Since it has been shown that the EDDP students are more successful during their firstfull time job search, one would think that the need does exist. In addition, all the responses ratedit is, at least, somewhat important to have five of the seven non-technical components(communication and writing skills, the ability to work in a team, cultural exposure, and languagecourses) while searching for jobs. The EDDP

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Dr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

James V Green, University of Maryland, College Park; Alyssa E. Cohen Sherman, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

module. Thedeliverables included a (1) product pitch, (2) marketing plan, (3) visual prototype, test plan,customer feedback analysis, and functional prototype, (4) final presentation, (5) fundingproposal, and (6) peer evaluation. See Tables 1 and 2. Page 23.386.3Table 1. Schedule (Part 1 of 2)Topic Deliverable Description Grade %Module 1: Product PitchCourse overview Product Pitch Individually, or as a group of 2, develop a 2- 8%Strategic market page paper

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Jeffrey E. Froyd, Texas A&M University; Raina Michelle Khatri, Western Michigan University; Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Robby Sanders, Tennessee Technological University; Bonnie J. Bachman, Missouri University of Science & Technology; Renee Cole, University of Iowa; John Lovitt, Wichita State University and Missouri University of Science & Technology; Melissa Geist, Tennessee Technological University; Charles Henderson, Western Michigan University ; Debra May Friedrichsen; Phil Weilerstein, VentureWell

Tagged Divisions

Entrepreneurship & Engineering Innovation

submit a structured summary of a potential educationdevelopment project. A three-page structured summary describes the project in six half-pagesections: (i) project overview, (ii) potential adopters, (iii) development activities, (iv) broaderimpact plan, (v) propagation and evaluation plan, and (vi) project timeline. During the workshop,participants used information and exercises from the DSA book, the DSAAAI, and feedbackfrom peers and the project team to revise their summaries. Attendees provided feedback that thematerials and workshops helped them think about propagation differently and that theseexperiences resulted in positive feedback on grant proposals.Since both propagation and institutionalization share the goals of expanding adoption

Conference Session

Critical Success Factors for Technopolis Creation

Collection

2007 Annual Conference & Exposition

Authors

Lisa Zidek, Milwaukee School of Engineering; Cindy Orndoff; Susan Blanchard

Tagged Divisions

Entrepreneurship & Engineering Innovation

analyze the case in theirnewly formed teams. Teams were assigned by the instructors using the “team application” tocreate teams that were interdisciplinary (based on the three engineering majors in the class),diverse and mixture of traditional and non-traditional students.Creativity and ideation were the next topics covered. Following brief discussions regardingmethods of increasing creativity, the students participated in in-class exercises demonstrating thecreative process. In-class activities included writing a story about an abstract picture, as a team,devising answers to hypothetical questions and using dissimilar fields to solve a commonproblem

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

software results, selection of superior design through NABC approach, AutoCAD drawings for the selected design, and conclusions. The proposal was assessed through evaluation rubrics. Table 3 illustrates the rubrics. 16% scored at least 90% and 42% scored 75% to 90% as well as 60% to 75%.5- Peer evaluation- 5%: team members were asked to evaluate their peers through rubrics on different skills such as working with others, attitude, time management, quality of work, contributions, and problem solving. The students were asked to submit their peer evaluation twice, one in the middle and the other at the end of the project. Appendix 6 shows the rubrics. 90% scored at least 90% and 10% below 60%.6- Presentation- 15%: each company was

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed Yousef Ismail, Texas A&M University - Qatar; Hamid R. Parsaei, Texas A&M University - Qatar; Bing Guo, Texas A&M University - Qatar; Konstantinos E. Kakosimos, Texas A&M University - Qatar; Raelene Dufresne, Texas A&M University - Qatar; Nasser Alaeddine, Carnegie Mellon University - Qatar

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

: Effects calculation and risk analysis” published by CRC Press) and more than 20 papers in international peer-reviewed journals.Ms. Raelene Dufresne, Texas A&M University - Qatar Ms. Dufresne is an educator with 20 years experience in both secondary and tertiary educational insti- tutions in North America and abroad, teaching students from all over the world. A proponent of using technology in the classroom, she currently flips her classes using videos and interactive learning activities to improve student understanding, as well as to level the playing field for her freshmen mathematics- for-engineers classes at an overseas branch campus of Texas A&M University. Notably, her secondary students at the American

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Bill Riley, Saint Mary-of-the-Woods College

Tagged Divisions

Entrepreneurship & Engineering Innovation

, Indiana, where he directs the Professional Writing major. c American Society for Engineering Education, 2017 Entrepreneurial Thinking in a First-Year Engineering Design StudioIn summer 2016, the authors and several other collaborators developed and taught a courseaiming to advance the pedagogy informing a proposed new degree program in EngineeringDesign, in which design, writing, and engineering topics are integrated into a multidisciplinarydesign studio setting. Most closely associated with the disciplines of industrial design andarchitecture, design studios immerse students in an authentic problem-solving environment: "In studio, designers express and explore

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yan Xu, University of Tennessee, Knoxville; Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

Tagged Divisions

Entrepreneurship & Engineering Innovation

Introduction to the engineering design process Form teamsWeek 1: Problem Laboratory LEGO MindStorm NXT (project hardware)Definition LEGO NXT/Robot C (project software) Entrepreneurial Teamwork Thinking Deliverables The problem definition Study controllers, sensors, motors, chassis and Lecture other physical structures of robots Write an engineering design specificationWeek 2: Hands-on labs for

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities. Page 23.227.1 c American Society for Engineering Education, 2013 Assessment Based on the Principles of Discovery and MetacognitionAbstract Leading educators and scholars in the area of cognitive science agree that a newparadigm for assessment called a learning paradigm must be generated to observe, measure, anddocument the success of creative, new educational methods and practices. Educators haveunderstood the implications and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students to expand their learning by exercising creative andcritical thinking skills in small groups.2016-2017 – In response to student feedback, two modifications were made to the course: 1) animmersive approach used to introduce critical thinking as a framework within a module onengineering design failures and accident investigation rather than as its own module on criticalthinking theory and 2) the use of peer evaluations was eliminated. This stronger connection toapplication of the theory in the engineering profession improved student engagement with themodule. In this module students are shown how the critical thinking framework [3] is used touncover the sources of the failures and use that knowledge to prevent repeating the samemistake. Next

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Borchers, Kettering University; Sung Hee Park, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

betterthe very thing that is being studied while a main purpose of a general research study is to expandthe general understanding of knowledge about the topic and ultimately to inform practice. It isimportant to determine if a particular program is effective early in order to minimize theopportunity cost of missed improvements to the program. There is a broad array of optionsavailable to foster entrepreneurship and economic development, and not incidentally, educatestudents who aspire to become entrepreneurs [6].The second problem is attributed to the nature of the hierarchical, or nested, data structures of theentrepreneurship education program. Students in educational settings exist within a hierarchicalsocial structure that includes peer group

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarvesh S. Kulkarni, Villanova University; Frank Klassner, Villanova University; Vijay Gehlot, Villanova University; E.J. Dougherty III, Villanova University; Sue McFarland Metzger, Villanova University; William P. Wagner, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

controlled.” 9 After discussing several casestudies, students were then invited to identify opportunities within the mobile app arena: whatneeds do they think that they, their peers, or their families have, that could be addressed withapps; how could existing apps be improved to better meet consumers’ needs? In the first twocourse offerings, students discussed their ideas and formed their own teams within the groupmembership policy presented earlier in this section. In the third and fourth course offerings, weformalized the team creation process by encouraging students to post their reflections on an“Idea Bounce” blog; the students then “pitched” their app ideas in class, and listed their threebest ideas in order of preference. The instructors then