Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Sandhya Arumugam, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

" but provides little emphasis on "thinking." Assuch, little is known about how to incorporate competency-based education into traditionaland professional bachelor degree programs such as engineering, which requires a greaterfocus on knowledge and skill integration. The purpose of this paper is to highlight a newapproach to learning that goes beyond the proverbial "checking boxes" to provide anapproach for demonstrating the integration of abilities and reflection. This innovative andexperimental approach offers three unique attributes. First, it is competency-based in thatstudents are required to demonstrate mastery of meeting core innovative competenciesthrough submission of an artifact (“transdisciplinary-doing”) and reflection

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yanjie Xie, Zhejiang University; Wei Zhang, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

kind of formal curriculum education is notavailable in the entrepreneurial ecosystem in the general sense (Wang Xuyan et al,2018);participating in competitions is a good way to improve students' entrepreneurialability(Harrington, 2017); the number of graduates who choose to start their own businessescan reflect the output of the entrepreneurship ecosystem in a sense (Beyhan et al, 2017).Synergistic symbiosis mainly refers to the cooperation between organizations in universities.This paper divides synergistic symbiosis into two secondary indicators, namely, theuniversity-school synergy and the teacher-student synergy (Zheng Juan et al.,2017). At leastfor the time being, transforming teachers into entrepreneurs is not the most effective way

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

the course, reflection on factors that would encourage ordiscourage students from pursuing their projects, and employment status during and after thecourse. The results of the interviews were assessed through thematic content analysis. Theinterviews suggest that (1) that students do not continue with their projects because they cannottake time away from the paying jobs that are supporting their education, (2) that studentscompleting their junior year do not want to take time away from their senior-year studies, and(3) that students completing their senior year do not want to take the risk of pursuing a startupwhen they could instead obtain a “real” job. Additionally, student startups appear to have beendiscouraged by their expectation in the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

phases or activities; other elements spanned the entire innovation process.In general, learning in this theme extended beyond realization of the importance of thesecomprising elements. Instead, learning came from a place of personal experience, as studentsembraced or internalized an approach or mindset. There were, however, some differences in thedegree to which participants accepted and inhabited these elements. For example, Let go ofselfish innovation was typically an important realization for participants, but one they oftenstruggled to persistently embrace.Table 4. Elements Comprising the Approaches and Mindsets Theme Elements Description Apply critical thinking Critical and reflective thinking are essential at key

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

something new; 3) shifting norms of leaders involved in entrepreneurial-minded action; and 4) developing teaching methods with a storytelling focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chad S. Korach, University of Mount Union; Joshua Gargac, University of Mount Union

Tagged Divisions

Entrepreneurship & Engineering Innovation

and out of class. The presentationserves as an elevator or rocket pitch of their idea and is purposely very short for students to learnabout being concise and the importance of selling their design ideas, which may be moreimportant than the design itself. This is also a great exercise for prototyping and creating aworking prototype.Fear of FailureThis activity is part individual exercise and part class collective in nature, where the activecomponent becomes a collaborative reflection. The exercise was adapted from “Fear of Failure”by Yamakawa and Neck [3]. The first part of the exercise involves an individual assessmentwhere students score themselves on nine questions (provided on a handout) designed to evaluatetheir risk tolerance and fear

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

subservience noted from either side. Projects of an altruisticnature like this one have been shown to be heavily valued by females on design teams.18In the early years, the best assessment tool was a 1-page free-form reflection that each studentwrote at semester’s end. Each student also kept a daily log and the group prepared a final reportthat included a particular tables field product manual. Almost all wrote that 1) they learned a lotof new hands-on skills and how to read schematics; 2) they had a different view of those withdisability; 3) they liked working on a real problem and doing so as a team; and 4) a good numbersaid that it was the best class that they took at the university (the last comment makes me wonderwhere the joy resides in other

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Reflected on the source of Applied divergent- Applied an ideation Thinking component of work creativity (nurture vs. convergent thinking technique to generate creatively nature) process to converge on a solutions (Ask-Ask-Ask (TC) solution method, Fishbone Diagram or Mind Mapping method) Made an argument for Provided a non-technical Clearly stated a value Provided a clear path to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marissa Mary Martine, Rowan University; Lia X. Mahoney, Rowan University; Christina M. Sunbury, Rowan University; John Austin Schneider, Rowan University; Cory Hixson, Colorado Christian University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

thethought process for coming up with sub-topics and interconnections within the map [3].Moore et al. [5] states, “They (concept maps) are primarily used in one of two fashions: 1) Anexpert-generated concept map is used as an overview or framework before more detailedinformation is presented, or 2) students are asked to generate maps as a reflective activity at theend of a unit.” Therefore, concept mapping can be used to gauge class and individual studentunderstanding of a topic. It can also be used to aid instructors by helping them identify whatparts of their curriculum need more attention [5]. For instance, a study was conducted wherecivil engineering students were asked to prepare a concept map around the phrase “civil andenvironmental

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christian Schnell, Stanford University; Johann Elmar Nordhus gen Westarp, Technical University of Munich (TUM); Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

open-ended whichenabled the interviewer to ask for specific incidents rather than general events. This approachsupports asking follow up questions that enabled probing of certain mentioned incidents. Thequestions were categorized as: introduction and recent professional experience, involvement andinnovative activities, Entrepreneurial Intentions, Entrepreneurial Actions, and reflection. Further-more, the interviewees in our study (as detailed in Section 4) were also asked about factors thatattract them to found their own company at some point in the future; this future-looking stanceprovides additional insights as compared to a retrospective approach [10, 11].The analysis of the interview data is based on the inductive coding strategy

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael D. Whitt, California Polytechnic State University, San Luis Obispo; Nancy L. Denton P.E., Purdue Polytechnic Institute's School of Engineering Technology; Christopher Heylman, California Polytechnic State University; Rodney Gene Handy

Tagged Divisions

Entrepreneurship & Engineering Innovation

Model.Previous studies have demonstrated that engineering students have differing learning styles.According to Kolb each student’s learning style is divided into four distinct learning modes;accommodator, diverger, converger, and assimilator. 4 These learning styles are summarizedas:4,5,6Converger: person who is best at determining how to apply ideas to resolve a problem; oftenchoosing the engineering professionDiverger: someone with a strong imagination who can generate ideas, with a focus on people andrelationships; frequently found in managementAssimilator: describes those who observe, reflect, and effectively develop theory to logicallyexplain conditions and situations; common trait for scientists and mathematiciansAccommodator: person who thrives

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; Brock Alexander Hays, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

/value. [Accessed: 13-Aug-2018].Appendix A – ONU Expanded KEEN Outcomes (3C’s only)1. Related to Curiosity a. Develop a propensity to ask MORE questions. b. Be able to formulate SALIENT questions. c. Question information that is given without sufficient justification. d. Collects feedback and data from many customers and customer segments. e. Recognize and explore knowledge gaps. f. Critically observes surroundings to recognize opportunity. g. View problems with an open mindset and explore opportunities with passion. h. Be able to self-reflect and evaluate preconceived ideas, thoughts, and accepted solutions. i. Explores multiple solution paths. j. Gathers data to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris Carroll, Saint Louis University, Parks College of Eng.; Scott A. Sell, Saint Louis University, Parks College of Eng.; Michelle B. Sabick, Saint Louis University, Parks College of Eng.

Tagged Divisions

Entrepreneurship & Engineering Innovation

what theresults mean and how they compared with engineering students. The results showed that thefaculty participants tended to prefer a more reflective than active learning style, a more intuitivethan sensory learning style, a more visual than verbal learning style, and were essentially neutralwith regard to preferring a sequential or global learning style. Comparison data fromengineering students provided contradictory learning styles preferences. Students tend to prefermore active than reflective learning styles, more sensory than intuitive learning styles, and amore sequential than global learning style. The only category where faculty participants learningstyles preferences aligned with engineering students’ learning styles preferences

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

content of several existing classes were adjusted to better reflect nationaltrends in Aerospace engineering education. The intention of the Introduction to Flight course within theMechanical Engineering curriculum is to motivate sophomore level undergraduate students to differentaspects of aerospace engineering so that they can make an informed decision about pursuing aerospaceengineering as their career. The topics covered in the course are shown below - 1. Aviation Pioneers 10. Thrust to Weight Ratio and Lift to Drag 2. Parts of Airplane (Activity) Ratio (Gimli Glider activity) 3. Nomenclature of Airplane and Airfoils 11. Finite Wing Aerodynamics

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa

Tagged Divisions

Entrepreneurship & Engineering Innovation

theories. In her transformation model of experiential learning experiences, students gothrough four stages: 1) Reflective observation: students identify barriers that represented an entity theory they held; 2) Abstract conceptualization: participants in an experiential learning environment identify alternative incremental implicit theories; 3) Active experimentation: students’ engagement in embodied experiences helps them discuss future work and provides them with concrete enacted experiences; 4) Concrete experiences: students engage in exercises that represent “aha experiences” that help them recognize new incremental implicit theories. [35, p.67].In the context of our study, first and second-year

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Bruce D. Oestreich, Rowan University; Scott Duplicate Streiner, Rowan University; Kevin D. Dahm, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

presentations in global engineering ed- ucation at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, University of Mount Union; Daniel John Hampu, University of Mount Union

Tagged Divisions

Entrepreneurship & Engineering Innovation

practical teaching methods to handle conflict, such asproviding “crisis clinic” sessions to brainstorm solutions to actual or potential group difficulties[15]. Additionally, a self-reflection activity could be added at the conclusion of the project. Forthis activity, students could address the need for consistent communication, identify weaknessesin their team’s communication, and create a plan for how they would fix those issues if they wereworking on a similar project in the future.References: 1. CJ Creed, EM Suuberg, and GP Crawford, “Engineering Entrepreneurship: An Example of a Paradigm Shift in Engineering Education,” Journal of Engineering Education, 2002, 91 (2), 185-195. 2. SG Bilan, EC Kisenwether, SE Rzasa, and JC Wise

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University Of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

has indeed shifted from broad domains ordomains that are related to entrepreneurial mindset to specific dimensions, such as those found in anypsychometric protocol. Furthermore, this particular sentiment is mimicked by the strict and more moderndefining of the entrepreneurial mindset as being one that “reflects deep cognitive phenomena,” including“particularly deep beliefs and assumptions” (Krueger, 2015). This increased rigor in the definition ofentrepreneurial mindset coupled with an expansion of survey instruments designed to create dimensionsendemic to it is promising, but it is still too early to determine the future of this line of study.In the spirit of sharing our work, we have composed this brief work-in-progress as an addendum to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

that should be measured and identify where previously developedconstructs can be leveraged; or where new constructs must be developed and tested forvalidity and reliability. Critical evaluation of construct development is necessary as themost commonly used entrepreneurship scales have been developed in the context ofbusiness creation among business students. As engineering entrepreneurship educationcontinues to evolve into its own unique field and encompass a wider scope beyond newventure creation, it is critical to reflect on this evolution in research and assessmentdevelopment.As the research community collaborates to formalize a common definition of EM, weadvocate that this should not stop practitioners from assessing student-learning

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Hadi Bozorgmanesh, University of Connecticut; Manisha Srivastava, SurePath Evaluations LLC; Randi Mendes, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

as part of the formal program, and as such, student confidence in theirabilities there showed significant increases. Confidence in written skills improved, thoughperhaps not as much, which likely more broadly reflects individual project mentors requirementsfor written work - there were no formal written report requirements for the REU as a whole, andso different students had different experiences here. The ​Communications Skills​ summary datais presented in ​Figure 7​.Figure 7: Pre-Post Confidence Changes for Communication Skills. n = 14.Limitations of this Study:There are a number of limitations to this study that the authors would like to disclose. The first isthat this is a relatively small sample size (n=14). However, qualitative studies

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sandra Furnbach Clavijo P.E., Stevens Institute of Technology (School of Engineering and Science); Kishore V. Pochiraju, Stevens Institute of Technology (School of Engineering and Science)

Tagged Divisions

Entrepreneurship & Engineering Innovation

for students [7]. Best practices in assessing teamwork supportusing tools like the “Comprehensive Assessment of Team Member Effectiveness (CATME)” toallow students to evaluate and reflect on team members [8].Shepard has noted that when students are interested in the subject area of projects, students tendto have higher satisfaction [9]. In non-discipline specific courses, it can be challenging to designa project that piques the interest of all students. Some, like Shepard, will opt for giving thestudents a choice of projects. Most professors do not allow students to design and choose theirprojects, as it can be tough to achieve engineering learning and grading rubrics can bechallenging. Even having a few options for students, can be a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning. c American Society for Engineering Education, 2019 Work in Progress: Integrating Entrepreneurial Mindset within Undergraduate Engineering Course ProjectsAbstractEntrepreneurial mindset is important for maintaining a competitive edge in this dynamic and changing engineeringworld. The Kern Family Foundation through its Kern Entrepreneurial Engineering Network (KEEN) has made it itsmission to equip engineers with an entrepreneurial mindset with the hope that this

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

,” Int. J. Qual. methods, vol. 8, no. 4, pp. 49–62, 2009.[48] L. Cohen, L. Manion, and K. Morrison, Research methods in education. Routledge, 2013. 13[49] A. K. Shenton, “Strategies for ensuring trustworthiness in qualitative research projects,” Educ. Inf., vol. 22, no. 2, pp. 63–75, 2004.[50] M. Patton, Qualitative Research and Evaluation Methods. Sage, 2002.[51] J. Saldaña, The coding manual for qualitative researchers. Thousand Oaks, CA: Sage, 2010.[52] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” J. Eng. Educ., vol. 102, no. 4, pp

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Macarena Zapata P.E., Universidad de Chile ; Sergio Celis, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

the concept of entrepreneurship whenIngeniería 2030 began, but with time they integrated it. Authorities integrate entrepreneurshipinto their discourse, which mobilized people.When the idea of entrepreneurship is present in the discourse of the highest authority, the ideaflows downwards and transcends faculty members, staff, and students. In our sample, the top-down model is best reflected at the PUC case. Here, the Ingeniería 2030 project strengthened analready existing emphasis already in the dean, increasing its importance among the facultymembers and other actors, who did not necessarily share the vision of the entrepreneurialengineer. One strategy was to make them see that this was a public policy matter and not somewhimsical move on the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

potential stakeholders for a new product or service3 Business value creation is the company owner’s concern4 Business risk assessment is the business manager’s responsibility5 I like to learn about entrepreneurship Every time I fail a task, I reflect on why I failed so that I can learn how to do better6 in the future7 I understand why a monopolistic market is usually not favorable to consumers8 I consider how multiple changes affect each other9 I am confident in leading a team to work on a project10 I have had exposure to entrepreneurship concepts before entering college I have the ability to anticipate technical developments by interpreting surrounding11 social trends12 When I see a piece of machinery, I always

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

transferrable skills in contrast to the content andknowledge-based approach taken in most classes where the emphasis is on facts, memorization,and rote problem-solving that reward correct (and singular) answers. The need for 21st centuryskills has evolved to focus on “learning progressions (that) reflect typical trajectories of specifiedlearning domains that describe how skills or concepts might be demonstrated, both in their earlyforms and in increasingly advanced forms.” [16, p. 19] Important in this approach is acombination of “scaffolding” – providing a means to deal with knowledge or skills not yetavailable to the students – and guided learning transition from “unknown” to “known” or“inexperience” to “experienced.” What is then rewarded is the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan John Washuta P.E., The Citadel; Patrick Bass, The Citadel

Tagged Divisions

Entrepreneurship & Engineering Innovation

above the neutral response of 3.0, which indicates that students felt that thesemodules had a positive impact in both the short and long term. The highest ratings came from theimportance of developing an elevator pitch, while the lowest ratings, including the only ratingamong this group below the neutral response, involved participation in the business competition.The higher ratings associated with developing an elevator pitch could again be due to thestudents’ higher level of comfort with oral presentations. The lower ratings associated with thebusiness competition do not reflect the student self-assessment of learning outcomes, and theseratings seem to depend heavily on whether the students advanced past the initial paperwork-onlyround of the