Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, Texas A&M University; Rodney Boehm, Texas A&M University

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Diversity

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Entrepreneurship & Engineering Innovation

startups [1] [2]. In recent years, institutions across the nation have beeninvesting resources in developing maker spaces plus curricular and extracurricular programs toprovide opportunities for students to acquire knowledge, skills, and pursue innovative ideaswhile still in college. In 2011, the National Science Foundation (NSF) [3] launched theInnovation Corps (I-Corps) program focused on accelerating economic and societal benefits ofNSF funded research projects. Today, there are almost 100 institutions participating in theprogram with an I-Corps Site program on their campus. While each institution utilizes similarapproaches, including an I-Corps team formation, knowledge and skills training, customerdiscovery and guidance from experienced

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr., Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

authors attended a three and one-half day meeting called theIntegrating Curriculum with Entrepreneurial-Mindset (ICE) Workshop to help students developan entrepreneurial mindset. [1] During the workshop, the authors developed a set of learningmodules focused using KEEN’s model. The student must deliver a presentation and a writtenreport focused on the entrepreneurial mindset for a digital communication course, identified asEE 463. Several Entrepreneurial-Minded Learning (EML) activities prepared students for theresearch project and report. Although the senior and adult students were exposed for the first-time to the KEEN framework, they performed tasks to foster an entrepreneurial mindset based onthe following topics covered in six of the eleven

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

Leadership program covering engineering designand engineering entrepreneurship [1]. These are junior-level, project-based courses withLean Launchpad [2], [3] and I-Corps [4] as principal inspirations for their curriculum anddelivery. But while our students learned a great deal about product-market fit, design, andbusiness models, the course lacked content that provided direct learning about thestudents’ aspirations, professional growth, career planning.We realized that it might be possible to fill this gap by applying the courses’lessons ofdesign and entrepreneurship to each student’s own professional self. In a sense, eachstudent would be her or his own people group. To this end, we integrated design thinkingabout the students’ own lives into the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Rose Morehouse, Rose-Hulman Institute of Technology ; Thomas P. James P.E., Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

% of Generation Zhas an interest in starting their own business (Universum, 2015). Another study conducted byMillennial Branding and Internship.com (2014) reported 72% of high school students aim to starttheir own business someday. In the same study, 61% of high school students responded that theyplan to start their business right out of high school (Millennial Branding & Internship.com,2014). Universum identified two motivating factors for Generation Z’s affinity forentrepreneurship: 1) The ability to quickly earn large sums of money, and 2) the opportunity tomake an impact (Universum, 2015).The desire to earn large sums of money is supported by The Vision Critical Report2 that showed65% of Generation Z identifies earning a high salary as

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

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Diversity

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Entrepreneurship & Engineering Innovation

evaluator on numerous, large-scale, federally funded programs. She has played a pivotal role in the development and successful funding of various programs, as recognized in comments from review panels.Randi Mendes, University of Connecticut c American Society for Engineering Education, 2019 Entrepreneurial Engineering Education – A Research Experience for Undergraduates focused on Entrepreneurship and Technical InnovationBackground and Motivation:In the summer of 2013, a report in The Bridge, published by the National Academy ofEngineering, stated that entrepreneurship or entrepreneurial thinking are some of the mostcritical skills to be taught to engineering undergraduates [1]. While there has been

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University, West Lafayette; Michael R. Ladisch, Purdue University, West Lafayette; Soohyun Yi, Purdue University

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Entrepreneurship & Engineering Innovation

startup. The vision for the course was to leveragethe experiences of a wide variety of faculty entrepreneurs that would inspire scientists how tomake an impact on the world through translation and commercialization of their research.Attention was given to developing a course that addressed the wide range of complexities andrealities associated with technology commercialization and entrpreneurship in a way thatdifferentiated it from other entrepreneurship offerings. These occur on two levels: 1) thedifferent nature of early-stage commercialization which is characterized by multi-year timelines,high levels of investment, and complex challenges related to commercialization strategies; and 2)the reality that involvement in entrepreneurship requires

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Gettens, Western New England University; Andrew Zimbroff, University of Nebraska, Lincoln; Harlan E. Spotts Jr., Western New England University; Cameron Houser, 3 Day Startup; Alexis Taylor, 3 Day Startup; Mary G. Schoonmaker, Western New England University

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Entrepreneurship & Engineering Innovation

is contrasted with traditionalclassroom techniques. The assessment methodology and results are presented alongwith student reflection evidence.Program Goals The primary goals of the 3DS program are to teach students skills in the area ofentrepreneurship and to foster an innovative and entrepreneurial mindset on theuniversity campus. A number of outcomes are possible through the program both from astudent and a faculty/staff perspective (Figure 1). Figure 1: Potential outcomes from a 3DS event for both students and faculty/staff.Program Structure The program centered on a three day experiential learning activity starting on a Fridayat 4PM and continuing until Sunday night at around 8PM (Figure 2). The bulk of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder

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Entrepreneurship & Engineering Innovation

opportunities for improvement inreaching goals. The program received good feedback on its pitch practice support in particular.Suggested improvements for future Catalyze CU programing included better development ofbusiness and financial acumen, a stronger effort to involve the local entrepreneurial community,and an improved effort in teaching participating teams how to assess their own projects.IntroductionIn 2015, the White House opened its doors for the first ever White House Demo Day, invitingentrepreneurs from across the country to demonstrate their innovations and share their startupstories.1 Formal entrepreneurship programs at U.S. institutions of higher education havequadrupled from 1975-2006.2 Engineering educators from across the county have

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benedict M. Uzochukwu, Virginia State University; Coray Davis, Virginia State University ; Ben U. Nwoke, Virginia State University

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Entrepreneurship & Engineering Innovation

others.MethodologyThis is a review paper that examines the various challenges, approaches, ideas, and insights thatcan enhance entrepreneurial education as shown in Figure 1. What constitutes an entrepreneurshipprogram in terms of content and teaching approach continues to be a subject matter for discussion(Garner, 1990). The reason for this is because of the tendency for various countries and theireducational institutions to design entrepreneurship education typically in line with their peculiarneeds instead of copying what has been implemented and tested in another place. Strategic Challenges Approaches

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Entrepreneurship & Engineering Innovation

, andidentifying unexpected opportunities to create value. The Kern Entrepreneurial EngineeringNetwork (KEEN) defines curiosity, connections and creating value as three core components ofan entrepreneurial mindset. These 3Cs coupled with associated engineering skills forms KEEN’sentrepreneurial mindset framework. An entrepreneurial mindset enables engineers to developsound technical solutions that address customer needs, are feasible from a business perspective,and have societal benefit.The Tagliatela College of Engineering at the University of New Haven is working to develop anentrepreneurial mindset in its engineering students through a four-faceted framework based onKEEN’s constructs that includes: 1) developing an entrepreneurial mindset amongst

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Louis A. DiBerardino III, Ohio Northern University; Lawrence Funke, Ohio Northern University; David R. Mikesell, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Course1. IntroductionProject-based learning (PBL) has been gaining popularity for some time in engineeringeducation. There are several studies [1-3], including meta studies [4-6], that show theeffectiveness of PBL, especially in terms of increased understanding, motivating students,retaining students, and helping to bridge the gaps between the classroom and workplace​. ​Beingable to work on real-world problems in a group setting is an important, necessary step tobecoming a successful engineer; though, there is more to being a good engineer than simplybeing able to solve problems. More universities are starting to introduce entrepreneurial-mindedlearning (EML) as well (e.g., [7]). EML focuses on teaching the students to go beyond problemsolving to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Entrepreneurship & Engineering Innovation

, interdisciplinary, and competitiveworld. The education they receive must go beyond the topics and skills that have formed part ofengineering and computer science curricula for decades. Many have suggested that programsshould equip students and graduates with entrepreneurial knowledge and skills that will enablethem to contribute to the economic growth of our society – be it as intrapreneurs withincompanies and corporations, or as entrepreneurs themselves [1].Models for adding entrepreneurial content to engineering curricula have begun to surface in thelast 10-20 years. Two common models are: (1) partnerships with business programs for minorsand dual-degrees; and (2) business-topics courses targeted specifically at engineering and sciencestudents [2]. An

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 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; Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven

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Diversity

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Entrepreneurship & Engineering Innovation

KernEntrepreneurial Engineering Network (KEEN) [1]. As these efforts strengthen, approaches toassess the entrepreneurial mindset have also been developed. A popular approach is the use ofsurvey instruments. Lichtenstein and Zappe [2] reviewed 22 instruments developed to assessentrepreneurial mindset.We have developed a rigorously validated assessment instrument to explore the entrepreneurialmindset of engineering and computer science students [3], [4]. This instrument was developedbased on a framework in which an entrepreneurially minded engineer is defined as one whopossesses curiosity about our changing world, habitually makes connections to gain insight frommany sources of information, and focuses on creating value for others. The italicized words

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew J. Czuchry, East Tennessee State University; Shawn A. Carson, University of Tennessee; James H. Lampley, East Tennessee State University; William H. Knight, East Tennessee State University

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Entrepreneurship & Engineering Innovation

% of those submitting comprehensive business plans are actually given offer sheets byangel investors. Figure 1 offers a conceptual framework for teaching the business planningprocess. The first three steps are essential to get to a business plan with the necessary conditionsto be able to get to an offer sheet from an angel investor. These are documented in the right handcolumn of step four in Figure 1. The left hand column offers an improved list of relationshipfactors based upon our current research. These relationship factors are now taking on equalimportance to the right hand column. This is a fundamental contribution in the current article.Shawn Carson’s doctoral dissertation researched the angel investor process in the SoutheastUnited

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Hector Erick Lugo Nevarez, University of Texas at El Paso; Helen Elizabeth Geller; Fernando Monroy Faudoa

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Entrepreneurship & Engineering Innovation

and to have the abilityto recognize and act on opportunities [1]. Wielerstein and Byers [1] argue "It is no longersufficient to be technically qualified; to succeed, engineers must be prepared to understand thebusiness context of decisions and contribute to, if not lead, the success of the organizations theyjoin. Key skills now include effectively working on interdisciplinary teams, communicatingideas, thinking critically, understanding business basics, and being comfortable with solvingopen-ended problems. Learning entrepreneurship in the context of an engineering educationprovides a means of learning these skills in an applied way." Logically, teachingentrepreneurship and innovation also depends on competencies for imbuing these skills to

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University; Mary Murphy

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Diversity

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Entrepreneurship & Engineering Innovation

EM — fostering curiosity, connections and thecreation of value. An entrepreneurial mindset will allow engineers entering the workforce tocreate personal, economic, and societal value through a lifetime of meaningful work [1].This goal to teach engineers about EM is focused on transformation of the minds and hearts ofindividuals, an invitation to become co-investigators in a nationwide experiment. Facultydevelopment has become one of the four core strategies in this mission. The others includebuilding thriving communities, working with affiliate organizations, and considering emergentideas that surround higher education. Faculty development aligns with all three of the other corestrategies.One important aspect of the EU faculty development

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University, West Lafayette; Salil T. Bapat, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

has also worked extensively with high schools to advance student learning success. Malshe’s notable honors include: Membership in the National Academy of En- gineering (NAE) for ”For innovations in nanomanufacturing with impact in multiple industry sectors”; Society of Manufacturing (SME)’s David Dornfeld Blue Sky Manufacturing Idea Award for ”Factories- In-Space”; SME-S.M. Wu Research Implementation Award; three Edison Awards for Innovation; Tibbett Award by the US Small Business Association sponsored by EPA for successful technology transfer; R&D 100 Award, (the ”Oscar” of innovation); Fellowships to the International 1. Academy of Production Engineering (CIRP), 2. the American Society of Materials (ASM), 3

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

Tagged Divisions

Entrepreneurship & Engineering Innovation

Education for Engineers.For decades the business of ideas and creating startups was relegated to the business schools withengineers coming in to just complete the creative part of the business or to create the MinimumViable Product or MVP. But for the last decade or so, we have seen a proliferation of engineeringschools offer entrepreneurship education. In the United States, many faculty and engineeringstudents act as the entrepreneurial lead and participate in the Innovation Corps programs offeredby NSF [1]. This has been successful in promoting start-ups originating from universities and ledby students, faculty and post-doctoral fellows, who are trained using the Lean Launchpad method.[2] In order to replicate this model in India, we embarked on

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

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Diversity

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Entrepreneurship & Engineering Innovation

activities with proper and timely guidance from instructors.Keywords: Higher education, entrepreneur education, educational innovation, active learningIntroductionIn October 2019, a phenomenon known as "social unrest" took place in Chile. According toMadariaga [1], it was a characterization of the social, political, and cultural phenomenon thathorizontally erupted in the Chilean society, mobilizing millions of citizens to protest againstsocial inequalities demanding profound changes altering daily life. The main protagonists of themovement were young students, who, since the return to democracy, had been seeking spaces toexpress their dissatisfaction with the state of education in Chile.To react to the crisis, which coincided with the end of the

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

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Entrepreneurship & Engineering Innovation

students, and integrates many sources of information to provide a seamlessinstructional environment. The practices and mindset associated with quality teaching mirrorpractices of entrepreneurship and the entrepreneurial mindset.The EMIT Academy uses the metaphor of teaching as entrepreneurship to frame a facultydevelopment program for engineering faculty. The EMIT Academy was modeled on the NationalScience Foundation (NSF) funded Innovation Corps (iCorps) experience [1]. In iCorps, facultywork through a curriculum to help bring technology concepts to market. In the EMIT Academy,faculty applied similar entrepreneurial principles and processes as iCorps to teaching innovationand evaluation. During the Academy, faculty do critical reflection

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Jablonski, Bucknell University

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Entrepreneurship & Engineering Innovation

goals for the optimal design include (but are not limited to) minimizing pressure loss to delivery points (faucet exits) and minimizing both the quantity of fresh (city) water coming into the residence hall and that exiting to the sewer. You have also been asked to develop a small model of a grey-water system as this is a technology that may be unfamiliar to certain stakeholders. Your goals for a 1/12th scale model are to best demonstrate the plumbing and equipment necessary to effectively implement grey-water recovery/reuse with a green roof and rain water capture. There are myriad sources of technical information about grey-water systems, rain water capture, and green roof installations available online and in trade

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christy L. Bozic, Purdue University; Nathan W. Hartman, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

not encourage creativity or innovation[1]. Innovation can bedefined as a new and valued product, process, or concept that has been introduced to the marketor society[2]. Engineering educators should better prepare students for careers in innovation. Indoing this, they must “undermine their students’ blind commitment to the engineering paradigm”[3] which is centered around the scientific approach to knowledge making. To accomplish thischallenge, the exploration of paradigms such as ones used in the schools of business,communications, and political science is suggested. Incorporating this exploration will allow theengineering and technology student to critically reflect on and debate the beliefs, practices, andvalues of their paradigms and

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

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Entrepreneurship & Engineering Innovation

24.864.3The course is segmented into six weekly modules of five and ten video lectures per week. Videolectures are typically ten to twenty-five minutes in length. There are assessment activities foreach module to provide the students with opportunities to integrate and apply learnings. Theassessments are due weekly. The modules and lecture topics are listed in table 1.Table 1. Course Modules and Lecture Topics Page 24.864.4Lecture CreationThe creation and production of the MOOC lecture content was influenced by existing for-creditentrepreneurship and innovation courses taught on campus. An early challenge for the MOOCwas determining the right type and

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

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Entrepreneurship & Engineering Innovation

learning are worthy offurther investments.I. IntroductionAs early as 1916, J. Dewey propounded the complementary ideas of experiential learning andinterdisciplinary learning.1 H. Taba, a student of Dewey's, expanded the field of progressivelearning by introducing inductive and creative learning techniques.2 Students were encouraged toorganize related concepts from two or more diverse fields of learning, into groups. Ackerman,Perkins and Jacobs3 put forth very strong arguments in favor of a combination of discipline-specific as well as complementary inter-disciplinary learning. Furthermore, they emphasized theimportance of interweaving skills and knowledge-based content in the learning process.Today, many university programs try to integrate

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jameel Ahmed, Rose-Hulman Institute of Technology; Renee D. Rogge, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Thomas W. Mason, Rose-Hulman Institute of Technology; Michael Wollowski, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

best practices and aninstructor’s guide would be helpful to instructors striving to successfully implement the IC intheir curricula.While the IC provides a useful framework for the design process and its context, it is intended tobe used in conjunction with many of the technical analysis tools that are already taught inengineering curricula. Some of these tools include; voice of the customer, interactions, featuresand minimum viable product, main parameter of value, modularity, and product architecture.These tools and how they might react with the IC are further described in reference 3.An Introduction to the Innovation CanvasThe Innovation Canvas (see Figure 1) consists of a poster on which the design team can postideas, lists, and analyses

Conference Session

Entrepreneurship & Engineering Innovation Division New Ideas Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Cory Hallam, University of Texas, San Antonio; Dorie Jewel Gilbert; Olivier Wenker MD, The University of Texas MD Anderson Cancer Center; Gary L. Frankwick, University of Texas at El Paso

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Entrepreneurship & Engineering Innovation

of 2014. The project comprises two major phases: (1) education ininnovation, entrepreneurship, and commercialization, and (2) identification and funding ofpromising and competitive technologies.The project’s education initiatives include: A comprehensive assessment of entrepreneurial orientation, perceptions and activity Page 24.1254.3 • across UT System campuses. • An Entrepreneurs Academy™, an online program designed to help faculty learn the fundamental concepts of starting a business and commercializing their innovations. The modules provided in the Academy combine a selection of best-in-class videos and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

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Diversity

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Entrepreneurship & Engineering Innovation

Entrepreneurship Work for CollegeStudents” [1], requiring local governments to vigorously promote innovative andentrepreneurship education and college students’ self-employment work to achievebreakthrough progress. The innovative and entrepreneurship education of colleges anduniversities in Chinese mainland has entered a stage of comprehensive advancement underthe guidance of the education administration. Since then, the State Council and the Ministryof Education have successively issued programmatic documents on innovative andentrepreneurship education, such as “Basic Requirements for Entrepreneurship Educationand Teaching in General Undergraduate Schools (Trial)” [2], and established policyorientation for innovative and entrepreneurship education.In

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven

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Entrepreneurship & Engineering Innovation

from student survey data explore the impact that single-class EMopportunities can have on first year engineering students.1. Introduction1.1 Entrepreneurship in engineering educationEngineering programs are continuously redesigning themselves to stay current with populardemand from their paying students as well as from funding organizations. Even as far back as2010, there was a critical mass of ASEE member schools incorporating entrepreneurship intoengineering education, with over half offering entrepreneurship initiatives, and 25% offeringformalized programs that resulted in credentials [1]. Students often have the choice to exploreentrepreneurship in a variety of methods, including courses through the business school,innovation courses co

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University

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Diversity

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Entrepreneurship & Engineering Innovation

undergraduate engineering courses,Computational Modeling in Engineering and Control Systems and Instrumentation, typicallycompleted in the junior year. The design of the course activities was guided by (1) the “threeC’s” of the Kern Engineering Entrepreneurial Network (KEEN) framework: Curiosity,Connections, and Creating Value and (2) four inclusive classroom practices: representation, safespaces for failure, promoting collaboration over competition, and supporting student autonomy.The Computational Modeling in Engineering activities implemented a Problem Solving Studio(PSS) pedagogy that introduced students to the contributions of scientists, mathematicians andengineers from traditionally underrepresented groups. In the 21st century, an

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

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Entrepreneurship & Engineering Innovation

withengineering undergraduates across multiple class years and majors. We sought to answer thefollowing research questions: (1) How do engineering students’ definitions of EM differ fromliterature definitions? and (2) How do engineering students believe EM will be useful to theircareer? Students were interviewed using a semi-structured protocol to get a clearerunderstanding of how they define EM. The interview protocol included questions focused onwhat students think EM means, how it has affected them, and how it might continue to affectthem in the future. These interviews were then transcribed and thematically analyzed todetermine the attributes of an EM that are common in students’ definitions of EM. The analysisof the interviews identified trends that