Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cheryl A. Bodnar, Rowan University; Siddharthsinh Jadeja, Rowan University; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Entrepreneurship & Engineering Innovation

difficult to assess whether the EM isbeing developed within engineering students.One method for assessment that could address this lack of an exact definition is conceptmaps. Concept maps are used to assess the knowledge and understanding of a specific topicarea. The graphical representation of the concept map, through nodes and links, captures abroader perspective and comprehensive knowledge of the centralized idea by the participant.In this work, we explore the development of a master concept map as a tool that can be usedwhen assessing students’ understanding of the EM. The master concept map was developedthrough the review of 26 concept maps on the subject “Entrepreneurial Mindset” prepared byfaculty members at institutions across the United

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

, and the ability toaccept failure [2]. Students in both engineering and business can benefit from these skills, asthese skills have widespread application in today’s professional environments.In order to better understand how both business and engineering students perceived the term“entrepreneurial mindset,” this study utilized concept mapping to visually elicit business andengineering students’ perspectives. Concept mapping is a useful assessment tool since it outlinesrelationships between ideas and concepts [3]. Using a concept map, it is possible to observe howstudents connect different attributes and topics to an overarching theme (in our case:“entrepreneurial mindset”). Two different methods of scoring concept maps were used:traditional

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg West, Ohio State University; Meagan Eleanor Ita, Ohio State University; Laine Rumreich, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M. Kecskemety, Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

’ ability to make connections. Concept maps have been previouslyused to assess student development of an EM as a whole, and we believe they can also be used tospecifically assess the ability of students to make connections. Specifically, we collectedresponses from a pre-existing individual concept map activity used in two sections of a first-yearengineering course and two sections of an aerospace engineering course at The Ohio StateUniversity. A total of 238 responses were collected, 106 responses from the first-yearengineering course and 132 responses from the aerospace engineering course. The concept mapswere evaluated using the traditional concept map scoring method. Through our analysis, wefound no strong correlation between course grades and

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

individual’s understanding of a process ortopic11. They consist of a series of elements (concepts, stages, people) and theirinterrelationships11. Concept maps have been used to investigate engineering students’understanding of engineering design processes12 as well as innovators’ approaches to technologydevelopment10. The instrument described in this paper is based on a variation of a concept mapcalled a process map. A process map contains a series of stages or actions diagramed in asequential order. While concept maps can be assessed based on centrality of important topics andstrength of described interrelationships13, process maps can be assessed based on inclusion ofkey elements, position of elements in relation to other elements (e.g., stakeholder

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

foraccentuating student performance. The first is identified as Concept Mapping Model andthe second in identified as Structured Content Model. The Concept Mapping Model utilizes the principles of a learning paradigm.(Tagg, 2003). The principle is to select an appropriate learning paradigm approach andpreferably categorize and assign the needed information into the various components ofthat chosen paradigm. A model for knowledge acquisition and content delivery can besuggested however, this is normally accomplished utilizing well established andstandardized building blocks of a learning paradigm (Barr and Tagg, 1995). The Structured Content Model may be chosen as an alternative when theinstructor finds that the Concept Mapping Model may not

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Catholica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile; Manuela De la vega, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Concept maps were developed in the third roundin order to reduce information and clarify themes, codes and categories. Data matrixes were usedto contrast expert answers around a common theme. Although we cannot generalize findings dueto the use of using convenience sampling, citations were used to support internal validity.a Link to informed consent form used in this study:https://docs.google.com/document/d/1fJ2jH29piZJtM02_AHC_dWemaOWdcGDaOr8YnaOtpCQ/edit?usp=sharingb Link to the interview guideline use in this study:https://docs.google.com/document/d/1TKCASPqQiJaai5mjqI9qRlEQFlVrmNMXgZPK75i7R3Y/edit?usp=sharing Table 2: Category and Dimensions of Questions for Semi-structured Interviews Category Dimensions

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Mary Jackson, Rowan University; Samantha Resnick, Rowan University; Rebecca Hansson, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

) and open ended responses. The faculty that took this survey believed that EMis based more on personality than skill and identified two main attributes of EM, which are driveand risk tolerance. This paper also brings to light the fact that faculty beliefs on EM influencehow curricula are structured and what content is taught in regards to EM [13]. In a studyconducted by faculty at Rowan University and Wake Forest University, 26 faculty members ofuniversities in the United States that have knowledge in the engineering entrepreneurship fieldwere asked to create concept maps based on their perceptions of EM. The purpose of collectingthis information is to provide a way for faculty members to track the development of theirstudents’ EM. After

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University; Mark Cuson; Michelle Marie Grau, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

://www.stanford.edu/dept/pres- provost/irds/ir/survey_research/Alum2009.pdf23. Matusovich HM, Sheppard S, Atman C, Streveler RA, Miller RL. Work in progress - Engineering pathways study: The college-career transition. Frontiers in Education Conference (FIE), 2011. 2011. p. S1F–1 –S1F–3.24. Simard C, Henderson AD, Gilmartin SK, Schiebinger L, Whitney T. Climbing the technical ladder: Obstacles and solutions for mid-level women in technology. Anita Borg Institute and Stanford University. 2008;25. Turns J, Atman CJ, Adams R. Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions. Education, IEEE Transactions on. 2000;43(2):164–73.26. Besterfield-Sacre M, Gerchak J, Lyons MR, Shuman LJ, Wolfe H

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

: Recap of the Previous Session, Videos. Welcome to the Module which can be answered using the Lesson recording for students Brief Biography of the chat, the microphone, the virtual with connection problems or Facilitator whiteboard, or BB surveys to others. PowerPoint presentation Syllabus verify attention and degree of with concept maps. Bibliography engagement. The development contemplates experience. Generally, a group challenge is carried out synchronously, reflection and application

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bryan O'Neil Boulanger, Ohio Northern University; Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

 (Purzer and Fila, 2013); technology and venturing self­efficacy (Lucas and Cooper, 2009); and the outcomes and value of programs (Stock and Zacharias, 2011). Survey instruments, however, are rarely open­ended, typically capture only pre­ and post­ information, and are not naturally integrated into the program (i.e. students are more aware that they are participating in a research study). In a previous study we conducted pre­post surveys as well as coded design concept maps (Kim and Tranquillo, 2014). In this study we analyze data that is integrated into the program for pedagogical reasons first, and only later used as source data for analysis. The form of these data are written reflections that were collected throughout the program. Other forms

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

student at the university. The scope of the project includes12 EML-focused chemistry learning modules that include process-oriented guided inquirylearning, real-world context, and hands-on activities in high-enrollment courses. Four chemistryfaculty members are collaborating on this project that could truly transform introductorychemistry for all STEM majors.Creating Value in Biology Courses with a Systems and EML Approach This project is a seed grant that will focus on implementing the Entrepreneurial Mindsetwithin an existing immunobiology course through concept maps, conceptual models, processmaps, and stakeholder/feature analysis. The seed grant will test the feasibility of using these fournovel activities in more STEM courses and also