Displaying all 10 results
- 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 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 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 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 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 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