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2001 Annual Conference

Authors

Robert Baum; Karen Thornton; David Barbe

enableparticipation in the four-course Citation Program. These students are encouraged to take the“stand alone” entrepreneurship survey course. Exceptional CEOs may also take advancedCitation Program courses without formal admission to the Citation Program if space is availablein the classes and the CEOs have elective opportunities. Despite scheduling constraints, manyCEOs are also participants in the Citation Program.Entrepreneurship education at the Smith School of Business is highly practical, and this isparticularly useful for CEOs. The curricula and supporting activities provide access to theknowledge, skills, and mindset needed to create jobs by helping to found and grow newbusinesses. Indeed, in the past three years, the Smith School's

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2001 Annual Conference

Authors

Nicholas Cain; Julia McLees; Jason Bara; Gary Wnek; Bradford Crosby; Gary Huvard

Session 1454 ChemEngine: Realizing Entrepreneurship in Undergraduate Engineering EducationGary Huvard, Gary Wnek , Bradford Crosby, Nicholas Cain, Julia McLees, and Jason Bara Virginia Commonwealth UniversityAbstractA key objective of the Virginia Commonwealth University (VCU) School of Engineering is tolink engineering and business education. VCU Chemical Engineering students have launchedChemEngine, a unique, student-run consulting company that provides multiple, fee-basedservices to chemical, biotechnology, pharmaceutical, and other high-tech firms. Problem solvingskills taught early in our

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2001 Annual Conference

Authors

Barry David

Session 1454 Technical Entrepreneurship as an Undergraduate Course Barry G. David Millersville University of PennsylvaniaAbstractThis paper describes the content, methods and student activities of an undergraduate course intechnical entrepreneurship. The course engages students in a variety of research, problemsolving and critical thinking activities as they seek solutions to practical problems faced bydesigners and engineers bringing products to market. The one semester course requires studentsto present product concepts to the class during the second week of

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2001 Annual Conference

Authors

Martin Morris; Fred Fry

Session 1552 Coupling Engineering and Entrepreneurship Education through Formula SAE Martin Morris, Fred Fry Bradley UniversityAbstractTeams of mechanical engineering students design, build, and race a Formula SAE car as theirsenior project assignment. Upon completion, the car is entered in a national competition. Theoverall task is to create a prototype racecar and to develop a business strategy capable of buildingfour production cars per day. A team of entrepreneurship students simultaneously had theassignment to create a

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2001 Annual Conference

Authors

Lynn Nored; David Compton

parts separate was a difficulty that wasonly overcome because the director of the business office was cooperative.These problems could have been eased if there was an established entrepreneurship program.Compton and Emack could have benefited from some business courses on writing businessplans, capturing seed capital, and management. Fortunately, the faculty offered insights fromindustry to steer the venture in the right directions. Commack navigated those problems.However, they could have refined their design sooner if they learned their business lessons whilestill students. The fact that the engineering curriculum is technically challenging and timeconsuming limits engineering student’s access to business classes. There is not enough time

Collection

2001 Annual Conference

Authors

Yaw Owusu

than use a generic set of objectives from a quality handbook. The objectives areestablished after much consideration and discussion. Despite the personal flair, companyobjectives for achieving a world-class quality of excellence still share the commonfundamental concepts and philosophies espoused by world quality leaders as Deming,Duran, Shewhart, and Taguchi. The summary of these objectives for total qualitymanagement in concurrent engineering environment is as follows:1. Provide products and services of a quality that meet or exceed the requirements and expectations of the customer.2. Develop quality systems to foster continuous quality improvement.3. Define and implement quality programs based upon employee involvement.4. Provide all

Collection

2001 Annual Conference

Authors

Daniel Raviv

byeffectively using both sides of the brain, and allows to quickly generate unique and high-qualitymultiple solutions in a short period of time. The Eight-dimensional methodology worksextremely well in brainstorming sessions. It is easy to teach, learn and use. The methodology hasbeen implemented in different team and individual settings as part of a class titled “Introductionto Inventive Problem Solving in Engineering” at Florida Atlantic University. The relatedteaching material may be extended or shrunk, thus allowing flexibility for incorporating it indifferent classes such as design, introduction to engineering, and problem solving.The material includes: a) course material for specific eight problem solving strategies, and b)hands-on activities

Collection

2001 Annual Conference

Authors

Paul Chinowsky

level civil engineeringstudents, Business Fundamentals for Civil Engineering and Engineering Organizations. Bothof the courses are open to senior-level undergraduates as electives. The Business Fundamentalscourse is a required course for graduate construction management student. The EngineeringOrganizations course is an elective for graduate students. The focus of these courses is the studyof corporate level management issues through a combination of in-class lectures, case-studyanalysis, and the development of new engineering industry organizations. Although thesecourses do not replace the need for a broader integration of management into the engineeringcurriculum, the lessons learned from these courses may provide a starting point for

Collection

2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

creative and innovative whileconcomitantly promoting change. The method promoted here is a “leaderless classroom”approach, which requires students to become entirely and radically responsible for theirown learning. In contrast to traditional modes and styles of teaching, which encourageunenlightened students to remain passive recipients of knowledge imparted by all-knowing professors during the learning process, the “leaderless classroom” casts typicalprofessorial and student roles asunder. The latter assume complete responsibility for thecreative, innovative, and change process, to include goal setting and direction, in and out-of-class activities, topics and content studied, learning processes, and student assessment.The result is a classroom

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2001 Annual Conference

Authors

Pamela Hussen; Jose Castro; Robert J. Gustafson

1.11 8 Entrepreneurship 2.59/5 1.08 9 Business law 2.41/5 1.04 Other Topics List: Require a business plan for design Management projects increasing in completion Management of people. as you get close to graduation. People skills International studies/business. Public speaking, technical writing. Accounting Dealing with the corporate lifestyle. Business accounting. Quality system management. Activity-based accounting

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2001 Annual Conference

Authors

Frederick Orthlieb

approaches to engineering education" are being well served by program assessment underEC2000. In particular, those faculty who strive to make engineering curricula more authentic by using open-endedproblems in classes and embedding inquiry-based learning in course labs and projects know that they are helpingstudents to develop knowledge and skills that variously include "(b) an ability to design and conduct experiments,as well as to analyze and interpret data; (d) an ability to function on multi-disciplinary teams; (f) anunderstanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societal context; (i) arecognition

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2001 Annual Conference

Authors

Carlos Sun; Frances Johnson; David Hutto; Kathryn Hollar; Eric Constans; Jennifer Kadlowec; Beena Sukumaran; Anthony Marchese; Paris von Lockette; Kevin Dahm; Douglas Cleary

the 8-semester engineering clinic sequence.As shown in the table, while each clinic course has a specific theme, the underlying concept ofengineering design permeates throughout 3. Table 1. Overview of course content in the 8-semester Engineering Clinic sequence. Year Clinic Theme Clinic Theme (Fall ) (Spring) Freshman Engineering Measurements NSF Competitive Assessment Laboratory Sophomore Quality Entrepreneurship Junior Multidisciplinary Design Project Multidisciplinary Design Project Senior Multidisciplinary disciplinary

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2001 Annual Conference

Authors

Wil Clouse; Terry Goodin

strategy of "whole-part-whole" began in 1997 when we authored courses inentrepreneurship in the School of Education at Vanderbilt University. The primary focusof the graduate course was to teach administrators of all levels to thinkentrepreneurially. Our second approach was to develop and offer a course at theundergraduate level, entitled "Creativity and Entrepreneurship." This course was offeredto a group of students in Human and Organizational Development enrolled in the Schoolof Education at Vanderbilt. Both the graduate and undergraduate courses were availablefor students throughout the university to enroll. However, in most cases students fromthe School of Education were the only students to enroll in the classes. More than 100students were

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2001 Annual Conference

Authors

Thomas Mason; Arthur Western

Session 2354 The Engineer as Entrepreneur: Education for the 21st Century at Rose-Hulman Institute of Technology Thomas W. Mason, Arthur B. Western Rose-Hulman Institute of TechnologyAbstractOver the past five years, Rose-Hulman has invested over $40M dollars creating anenvironment to encourage entrepreneurship in its graduates. Components of theeducational, organizational, and physical infrastructure are described. These componentsinclude a course in entrepreneurship, internships with entrepreneurial companies, theTechnology and Entrepreneurship Development (TED) program, Rose-Hulman

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2001 Annual Conference

Authors

Edward Lumsdaine

selling price of $28.80, profits from Michigan sales alone are estimated at $300,000 by the fifth year. At the end of the course, the inventor initiated negotiations on a licensing agreement with an Ohio company.III. N1D041 “Creative Problem Solving, Innovation and Entrepreneurship”This course consisted of six 7-hour sessions and three 6-hour sessions of lectures and in-classexercises and project work over three weeks, supplemented with intensive out-of-class readingassignments, exercises, and project tasks (totaling approximately 90 hours). Ten-minute breakswere provided between topics, with one hour off for lunch. Each session topic listed in Tables3a, 3b, and 3c was designed to last about 50 minutes. This introductory pilot course in a

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2001 Annual Conference

Authors

Vincent Gallogly

experiences of the entrepreneur.12 The Benefits Of A Franchise Business. An alternate form of entrepreneurship. The benefits andlimitations of becoming a franchiser to grow a business and the view of the franchisee.13 Business plan presentations - Teams present their business plan as a request for financial backing of your proposed venture to three guest business/financial executives (Alumni who have started their own business and members of the Cooper Union Board of Trustees or advisory councils). The executives and the class will listen and comment upon the presentation.3 These schools freely forwarded their course offering materials, which assisted me in the coursedevelopment

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2001 Annual Conference

Authors

Ken Vickers; John Todd

seminarseries for commercialization planning of the research (MGMT 548V TechnologyIntra/Entrepreneurship Planning). In this seminar class format, the students would be mentored bythe seminar leader as they create a detailed implementation plan with the research professor. Partof this plan would be to identify the method by which the students would be given a small butappropriate equity position in the commercialization venture in return for their becoming the lowcost startup team for the professor.By the start of the fall semester, the students would have a comprehensive commercialization planin place and would begin implementation of the plan with the research professor under thementorship and monitoring of the classroom professor in MGMT 5383L

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2001 Annual Conference

Authors

Paul King

Session 2509 Electrocardiogram Capture and Analysis Paul H. King, Ph.D., P.E. Vanderbilt UniversityAbstractThis paper describes an introductory freshman seminar titled Electrocardiogram Capture andAnalysis, taught at Vanderbilt University in Fall 2000. The class was one of several optionalintroductory one credit hour modules offered to entering freshmen students. The intent of themodules was to allow entering students to select an informal introduction to a field of interest tothem, one that presumably could give them an early motivation for their

Collection

2001 Annual Conference

Authors

Mark Rajai; Mel Mendelson

joint projects?”In addition, the collaboration of the student teams created another intellectual property issue:“What are the patent rights of the students?” Our intent was to be creative in solving thestudent patent issues. It should be mentioned that the ideas in this paper have not been fullyimplemented. The purpose of this paper is to describe the process that was used to determineownership and distribution of income between two universities and the students.II. BackgroundThe formation of two joint graduate courses, New Product Development and Entrepreneurship,was between LMU’s Engineering and Production Management and MBA graduate programsand ETSU’s Engineering Technology Department. The New Product Development course alsoinvolved

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2001 Annual Conference

Authors

John Bourne

the processes thatshould be used at Olin College for creating the curriculum and to make recommendationsfor how the curriculum design should proceed. The curriculum could be defined2 as the“set of learning experiences undertaken by students during their tenure at Olin College”.These learning experiences encompass both “in-class” and “outside-the-classroom”experiences, both academic and non-academic. The methods for transforming novices(entering students) into experts (graduates) have not yet been determined, nor have thedesired characteristics of the ideal Olin graduate. Nevertheless, we have discussed,debated and organized our thoughts about the desired transformations. In order to createthe curriculum, Invention 2000 is designed to permit

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2001 Annual Conference

Authors

K. Arthur Overholser

for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationlack of ready access, in small groups, to senior professors. They felt that their $24,000 yearlytuition should buy such access. Vanderbilt students arrive with high expectations, and they findthemselves in an environment in which small classes and close personal attention are theexpectation.Our polling of freshmen disclosed an additional challenge --- they are relatively uninterested,they say, in developing the skills of lifelong learning, in developing communications skills, or inethical studies. Our faculty are therefore faced with the uphill task of inculcating to a reluctantaudience skills we know

Collection

2001 Annual Conference

Authors

Vijay Arora; Lorenzo Faraone

can fill these missing links byincluding entrepreneurship as a part of the core while making use of extensive technologicalinnovations that are being reported. This techno-entrepreneurship (or technopreneurship inshort) is being integrated in curricula of professional programs in Australia and Asia whereeconomic success depends on continuous supply of entrepreneurial knowledge workers. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.1.3 Copyright©2001, American Society for Engineering EducationIII. Engineering the Techno-EntrepreneurshipEngineering the

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2001 Annual Conference

Authors

Daniel Raviv

that can be used in science, math,engineering and technology. The course is based on: a) well established systematic and non-systematic approaches to inventive problem solving, b) results from NSF support to FAU onunified frame for inventive problem solving strategies, c) proven successful methods that havebeen used in high-tech innovative industries, and d) on going E-teams projects sponsored by theNational Collegiate Inventors and Innovators Alliance (NCIIA).One of the core ideas of the class is the Eight-dimensional methodology for inventive andinnovative problem solving. It is a systematic approach that stimulates innovation by effectivelyusing both sides of the brain. The methodology is a unified approach that builds oncomprehensive

Collection

2001 Annual Conference

Authors

Larry Richards

familiar with some computerapplications, but not very sophisticated in general.In addition to differences in computing background and skills, our students also varywidely in learning styles and motivation. Some students become excited about what theyare learning and try to master these programs to a high level of expertise. Others must beforced to achieve minimum competence. In labs, about 80% of each class feels the levelof instruction is about right. Of the remainder, about as many object that the class is toodifficult as say it is too easy. Regarding the lab scripts, some students resent being toldtoo much, others feel we tell them too little; most work through the assignments with nocomplaints

Collection

2001 Annual Conference

Authors

Mark Rajai; Mel Mendelson

students to real worldproblems and entrepreneurship. This invention has received extensive media coverage since itsdevelopment. Over 30 million people worldwide heard about the project and its abilities throughvarious media channels such as TV, Internet, radio, and newspapers. This paper focuses onmarketing aspect of the product, which includes writing a successful business plan.IntroductionIn the real world, global out-sourcing is causing industrial products to be developed in virtualteams to reduce costs and development times 1. These needs have created the opportunity forthis proposed project. Here product teams must design, manufacture, and market new productswhere the team members are not co-located in the same place at the same time 2. It is

Collection

2001 Annual Conference

Authors

Ronna Turner; Ken Vickers; Greg Salamo

entrepreneurship toward the formation of startuptechnology businesses. This course has been implemented as a team-taught class by ProfessorJohn Todd of the College of Business Administration and by Professor Vickers. Business studentsinterested in technology-based businesses sign up for the class, as well as technology students withentrepreneurial personalities. It is expected that this same mixture of students from outside ofphysics will also enroll in this two-course sequence.In this course the students will first be formed into small teams, with each team’s membersselected by the instructor to maximize educational and cultural diversity across all teams. Each ofthese teams will be given an area of current research strengths in the department to examine

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2001 Annual Conference

Authors

Leslie Crowley; Ray Price; Jonathan R. Dolle; Bruce Litchfield

during one of two Saturday “labs.” This experience buildscamaraderie and trust among class members.The second section of the course focuses on Interpersonal Development, and we use severalinteractive activities that help students to identify their tendencies and characteristics in relatingto others. A key focus of this section of the course is empathy, as we believe that empathy is afoundational component of emotional intelligence. Students complete an empathetic listeningactivity and reflect on their strengths and weaknesses in this area. Students also organize andimplement a Service Project as part of the second experiential “lab.” Working in teams, theyselect and plan a Service Project, often with the help of the UIUC Office of Volunteer

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2001 Annual Conference

Authors

M. Silva; Sheri Sheppard

Session 2330 Enabling and Sustaining Educational Innovation M. Kathleen Silva, Sheri D. Sheppard The Carnegie Foundation for the Advancement of Teaching/ The Carnegie Foundation for the Advancement of Teaching and Stanford UniversityAbstractThis paper reviews the responses to questions regarding innovation in engineering educationposed to a nine-person panel assembled for The Carnegie Foundation for the Advancement ofTeaching’s pre-conference workshop at the Frontiers in Education (FIE) 2000 in Kansas City.Questions were focused on the

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2001 Annual Conference

Authors

George DeLancey

questions related to the preceding topics. An illustration fromD*cide is presented in Figure 2 for professional development where four outcomes are illustratedand five levels of response are possible. Analysis of the survey results can be accomplished in anumber of ways. A collective assessment report is illustrated in Figure 3 wherein the responseswere weighted, summed, and the distribution of total scores reported. In addition, the instructorin the course can also answer the same or similar questions and rate the class as a whole. A gapanalysis between the responses of the instructor with the students responses may lead tosignificant improvements in learning.We have carried out a number of surveys to gain experience and are preparing surveys to

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2001 Annual Conference

Authors

Constantin Chassapis; Kishore Pochiraju; Sven Esche

criteria (CPC) addressed bythe individual course. It relates the assessment methods (exams, quizzes, projects, homework, etc.)of the course to the course objectives. SeaApp maintains a roster of students for the class. Itcreates a Microsoft EXCEL™ workbook for entering and maintaining the scores for eachindividual assessment method and processes the scores into a report on the curriculum objectivesand the student performance listed by performance criteria. SeaApp also creates a curriculum mapof courses in any program and the student performance by listed CPCs. SeaApp is made availableto instructors for downloading via the web.Comprehensive information on the distributed grading methodology can be found by following theURL: http://attila.stevens