Displaying results 1 - 30 of 38 in total
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- Entrepreneurship and Engineering Innovation Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- J. Chris Carroll, Saint Louis University; Kelsey Z. Musa, Saint Louis University; Shannon M. Sipes, Indiana University, Bloomington; Scott A. Sell, Saint Louis University; Michelle B. Sabick, Saint Louis University
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structures (if available), 3) creating a basic structure model, and 4)placing a model within an imported geo-location and adjusting for terrain differences. Inaddition to the in-class tutorial, students also received a document with step-by-step instructionsand the in-class tutorial was recorded via Zoom so the students could re-watch later. Fig. 2shows two screen captures from the tutorial. (a) (b) Fig. 2—(a) Importing a geo-location and (b) placing a finished model within the imported geo- location (existing, imported SketchUp models in the background).Design Project The instructor presented four hypothetical design project sites to the class after theSketchUp
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University
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- Diversity
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- Entrepreneurship & Engineering Innovation
online synchronousand asynchronous training sessions (see Appendix A for list of sessions) and six weeks ofworking on a team project with PPs and mentor guidance (see Appendix B for projectrequirements and judges’ rubric). Graduate student coaches from a summer seminar worked with21 interns who volunteered for the extra sessions. Survey results in July and August werecompared to the baseline measure at the beginning of summer to show gains in self-reported skilllevels.The Skill Development scales were taken from an instrument used with 39 universities’engineering colleges as part of the study of Vision 2020 by Lattuca and her colleagues (Lattuca,Trautvetter, Codd, Knight, & Cortes, 2011). Likert-type scales were used for all survey
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Heydi L. Dominguez, New Jersey Institute of Technology; Vibhavari Vempala, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Jacob Frederick Fuher, University of Michigan
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education has been widely noted. Thishas been driven by the need to develop a wide range of skills such as innovativeness, creativity,and problem-solving in engineering students to succeed in today’s technology-driven economy.Increasingly, graduates are expected to adapt their complex problem-solving skills to align withthe modern-day multidisciplinary practice of engineering [1], know how to integrate theirscience and technical training to enhance industrial practice [2], and successfully navigate futurechallenges through continued innovation [1]. As noted by Torres, Velez-Arocho, and Pabon [3],“The contemporary engineer must be able to (a) effectively communicate orally as well as [in]writing, (b) be capable of working in multidisciplinary teams
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University; Ellen M. Swartz, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Lauren Singelmann, North Dakota State University; Stanley Shie Ng, Biola University
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4 4 8 B 2 0 3 5 5 3 3 2 C 2 0 4 5 4 3 2 2 D 2 3 5-Subgroup E 2 2 A 5 5 3 2 5-Subgroup 4 F 3 3 B 5 4 2 2 5-Subgroup G 2
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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a hierarchy is defined bypropositions that include the concept map topic (concepts stemming from the central topic) [18].HH is the number of concepts in the longest path down a hierarchy. In the example in Figure 1,the HH is three because Hierarchy A has three concepts which is more that the number ofconcepts within Hierarchy B or Hierarchy C. The NCL represents the knowledge connectednesssub-score where cross-links are links between concepts in different hierarchies [18]. In Figure 1,the NCL is one (the cross-link between Hierarchy A and Hierarchy B). The total concept mapscore is the sum of the NC, five times the HH, and ten times the NCL. The total concept mapscore for the example is 31.We began the scoring process of the collected
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan
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Paper ID #33035The Urgency of Intersectionality: A Review of Racialized Experiences inSTEM EntrepreneurshipJocelyn L. Jackson, University of Michigan Jocelyn Jackson is a second year doctoral student in Engineering Education at the University of Michigan and National Chair of the National Society of Black Engineers (NSBE). Her major work includes improv- ing diversity, equity, and inclusion in STEM and entrepreneurship as well as strategic planning for NSBE. She earned a MS and a BS in Mechanical Engineering from Iowa State University.Dr. Aileen Huang-Saad, Northeastern University In February 2021 Dr. Huang-Saad joined
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside
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paper examines the lack of physical and in-person interaction on collaboration.We explore the extent of the shock on collaborative work due to current pandemic relatedcircumstances in and beyond the classroom and how university students and professors haveresponded to the shock.In a descriptive analysis we consider evidence from diverse literature relating in-personconnections to routine response or inhibition of innovative action (trying something new) andlack of in-person interaction to elevated attempts at innovative action. Preliminaryexamination of qualitative responses from faculty and student collaboration is associatedspecifically with (a) positive affect during first-time experiences vs. practice effects inexisting relationships, (b
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Alexandra Mary Jackson, Rowan University; Samantha Resnick, Rowan University; Rebecca Hansson, Rowan University; Cheryl A. Bodnar, Rowan University
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Paper ID #32586Student Perceptions of an Entrepreneurial Mindset and Its Relevance toEngineering CareersMs. Alexandra Mary Jackson, Rowan University Alexandra Jackson is a senior Electrical and Computer Engineering student with a minor in Mathematics at Rowan University. She began research in Rowan’s Experiential Engineering Education (ExEEd) depart- ment in the Fall of 2019, and has developed interests in entrepreneurial mindset and student development. Besides research, Alexandra is involved as a Resident Assistant and is the Treasurer of Rowan’s chapter of the College Diabetes Network. Upon graduation, she plans to
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrea T. Kwaczala, Western New England University; Robert Gettens, Western New England University; Denine A Northrup, Western New England University
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. B. C. Figure 3. Assistive Technology Mobility Lift, Student Design Example: The Jack Lift Seat. A) Design started with a simple engineering sketch, B.) Converted into a SolidWorks model and then C.) a low- fidelity rapid prototype was created with cardboard, duct tape, straws, popsicle sticks and dowels. Pulley system or Hook that can be electric winch attached to a harness or a Hoyer Lift seat Wheels that can
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
Paper ID #34466Student Motivation and Self-efficacy in Entrepreneurial-minded Learning(EML): What These Mean for Diversity and Inclusion in EngineeringClassroomsProf. Erin A. Henslee, Wake Forest University Dr. Erin Henslee is a Founding Faculty and Assistant Professor of Engineering at Wake Forest University. Her research spans biomedical engineering, e-sports, and STEM education. Prior to joining Wake Forest she was a Researcher Development Officer at the University of Surrey where she supported Early Career Researchers. She received her BS degrees in Engineering Science and Mechanics and Mathematics from Virginia
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Julia A. Scott, Santa Clara University; Evangelia Bouzos, Santa Clara University; Matthew Philip Hendricks, Santa Clara University; Prashanth Asuri, Santa Clara University
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building strong relationshipswith the industry mentors. This contrast with a faculty mentoring students in their own lab wherethe success is mostly linked to scholarly works, future funding, and job security. Figure 1. (A) General organizational chart for the Lab and (B) and example of a real industry partner. Students are in green, internal mentors in pink, leadership in red, external partners in dark blue, and external mentors in light blue. Solid lines indicate internal connections, dashed are external.At the heart of the endeavors of the Lab are the students, who either approach the Lab for way-finding opportunities or are invited by faculty mentors. A key step in ensuring student success ismatching them to a
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jaby Mohammed, Illinois State University
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- Entrepreneurship & Engineering Innovation
Paper ID #34202Introducing Entrepreneurship and Innovation in a Design CourseDr. Jaby Mohammed, Illinois State University Jaby Mohammed is a faculty at Illinois State University. He received his PhD in Industrial Engineering from University of Louisville (2006), masters in Industrial Engineering from University of Louisville (2003) and also a master’s in business administration from Indira Gandhi National Open University (2001). His research interests include advanced manufacturing, design methodologies, six sigma, lean manufacturing, and engineering education. He previously taught at Khalifa University (UAE),Indiana
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- David G. Novick, University of Texas at El Paso; Nicholas A. Ramirez, University of Texas at El Paso; Melanie Anne Realyvasquez, University of Texas at El Paso
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mentioned four times in association with the need for a “real job.” 60% 50% 40% 30% 20% 10% 0% s ce re e b rt y n g ce rin rit
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Peter Golding P.E., University of Texas at El Paso; Scott A. Starks P.E., University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; David G. Novick, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso
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success strate- gies, and b) understanding how Latinx students experience values conflicts and exploring how to help them reconcile those conflicts; 3) promoting student growth/development in multiple dimensions; and 4) reconciling the social and technical nature of engineering. American c Society for Engineering Education, 2021 Leadership in Engineering Innovation and EntrepreneurshipAbstract The establishment of an innovation, entrepreneurship, and leadership engineeringundergraduate program at a university is shared. The development timeline began at TheUniversity of Texas at El Paso (UTEP) in 2007 and culminated in its inception in 2015
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Enrique Alvarez Vazquez, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Stanley Shie Ng, Biola University; Dan Ewert, Minnesota State University, Mankato
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Paper ID #33225The MOOCIBL Platform: A Custom-made Software Solution to Track theInnovation Process with Blockchain Learning TokensMr. Enrique Alvarez Vazquez, North Dakota State University Enrique is an experienced Systems Engineer with a demonstrated history of working in the electrical and electronic manufacturing field. Highly skilled in Embedded Devices, Software Engineering, and Electronics. He is a strong information technology professional with two MSc’s and working on a Doctor of Philosophy - PhD focused in Electrical Engineering from North Dakota State University.Ryan Striker P.E., North Dakota State University
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Julia M. Williams, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology
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Quarterly, among others.Dr. William A. Kline, Rose-Hulman Institute of Technology Bill Kline is Professor of Engineering Management and Associate Dean of Innovation at Rose-Hulman. His teaching and professional interests include systems engineering, quality, manufacturing systems, in- novation, and entrepreneurship. As Associate Dean, he directs the Branam and Kremer Innovation Centers which house campus competition teams, capstone projects, and a maker space. He is currently an associate with IOI Partners, a consulting venture focused on innovation tools and systems. Prior to joining Rose-Hulman, he was a company co-founder and Chief Operating Officer of Montronix, a company in the global machine monitoring industry
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University
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Paper ID #32452Work in Progress: Impact of the Entrepreneurial Mindset for InnovativeTeaching (EMIT) AcademyDr. Sarah E. Zappe, Pennsylvania State University Dr. Sarah Zappe is Research Professor and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sandra Furnbach Clavijo PE P.E., Stevens Institute of Technology (School of Engineering and Science); Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science)
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supporting entrepreneurship around Stevens Campus. Sandra also teaches courses in Entrepreneurial Thinking and Innovation at Baruch College and Lafayette College. Before coming to Stevens, Sandra worked as a consulting engineer with Stantec and T and M Associates specializing in Urban Land Redevelopment and Municipal Engineering. Sandra holds a B.S. Degree in Civil & Environmental Engineering, an A. B. degree in Art History from Lafayette College and a Master of Engineering degree in Engineering Management from Stevens Institute of Technology. She also holds a Professional Engineering license in NJ.Dr. Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science) Kishore Pochiraju is the
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 6
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- Nadiye O. Erdil, University of New Haven
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. Table 1 Assignment 1 – In-class tasks Tasks/Questions Response/Action Results/Methods a) I have no idea a) 0% b) Yes, it is exactly the same Do you think the number of M&Ms in each b) 0% c) Yes, it is same with a bag is the same? c) 50% reasonable difference
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Thomas M. Katona, California Polytechnic State University, San Luis Obispo ; Sarah E. Zappe, Pennsylvania State University; Noa Dunevich, California Polytechnic State University, San Luis Obispo ; Lauren Gase, VentureWell
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responses to these failures. Participants have been selected from those that havereceived funding through the national VentureWell E-Team program. This program awardsthree levels of funding and provides mentorship, training, and networking for the teams. Thestudy uses the framework developed by Henry, Shorter, Charkoudian, Heemstra, and Corwin(2019) in which they associate pre-failure dispositions related to fixed and growth mindset(Dweck, 2000, 2006) and mastery vs. performance disposition (Pintrich, 2000 a, b). Our workwill utilize this framework to guide the research, but more importantly will provide a uniquecontext for analysis, specifically within engineering entrepreneurship, which will add to the bodyof work and expand the understanding of
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific
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Conference Content Access, Virtual Online, June 2020. doi:10.18260/1-2--34678[12] S. Condoor and M. McQuilling, “Incorporating An Entrepreneurial Mindset In Freshman Engineering Students” in 2009 Annual Conference & Exposition, Austin, Texas, June 2009. doi:10.18260/1-2--5566[13] M.L. Loughry, M.W. Ohland, & D.D. Moore, “Development of a Theory-Based Assessment of Team Member Effectiveness,” Educational and Psychological Measurement, vol. 67, no. 3, pp. 505-524, 2007. https://doi.org/10.1177/0013164406292085[14] E.A. Stephan, D.R. Bowman, W.J. Park, B. L. Sill, and M.W. Ohland, Thinking Like an Engineer: An Active Learning Approach, 4th edition, New York, NY: Pearson, 2018.[15] J. Weaver and N. Rayess, “Developing
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- Entrepreneurship and Engineering Innovation Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie M. Gillespie, University of New Haven
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InnovatingCurriculum with Entrepreneurial Mindset (ICE) workshop for their feedback on the initial cardcreation and presentation. The Kern Family Foundation provided financial support for thedevelopment of the four lesson plans and materials.References[1] A. Shartrand, P. Weilerstein, M. Besterfield-Sacre, and K. Golding, “Technology entrepreneurship programs in the U.S. engineering schools: An analysis of programs at the undergraduate level,” in Proceedings, ASEE Annual Conference and Expositions, June, 2010, Louisville, KY.[2] M. Täks, P. Tynjälä, M. Toding, H. Kukemelk, and U. Venesaar, “Engineering students’ experiences in studying entrepreneurship,” Journal of Engineering Education, vol. 103, no. 4, pp. 573-598, 2014.[3] B. E. Moyer
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Douglas E. Melton, Kern Entrepreneurial Engineering Network; Heather Dillon, University of Washington Tacoma; Mark L. Nagurka, Marquette University; Mary Murphy
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Proceedings, 2002, pp. 7.528.1-7.528.14, doi: 10.18260/1-2--10558.[5] B. Mertz, H. Zhu, A. Trowbridge, and A. Baumann, “Development and Implementation of a MOOC Introduction to Engineering Course,” in 2018 ASEE Annual Conference & Exposition Proceedings, Jun. 2018, vol. 2018-June, doi: 10.18260/1-2--30317.[6] C. Brozina and D. Knight, “Credentialing MOOCs: A Case Study,” in 2014 ASEE Annual Conference & Exposition Proceedings, 2014, pp. 24.340.1-24.340.9, doi: 10.18260/1-2-- 20231.[7] J. Green and A. Cohen Sherman, “Leveraging MOOCs to Bring Entrepreneurship and Innovation to Everyone on Campus,” in 2014 ASEE Annual Conference & Exposition Proceedings, 2014, pp. 24.864.1-24.864.12, doi: 10.18260/1
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rachana Ashok Gupta, North Carolina State University at Raleigh; Marshall Brain, North Carolina State University at Raleigh
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. A., & Dunko, G., (2021, March), Team formation in the ECE Capstone course and studying impact, paper presented at Proceedings of the 2021 ASEE-SE Section Conference, Virtual Online.[2] Hosein, N., & Martin, L. M., & Knoesen, A. (2020, April), Fostering Entrepreneurship Through Targeted Adversity: A Senior Design Case Study Paper presented at Proceedings of the 2020 ASEE PSW Section Conference, canceled, Davis, California. 10.18260/1-2—35719[3] Crawley, E. F., & Bathe, M., & Lavi, R., & Mitra, A. B. (2020, June), Implementing the NEET Ways of Thinking at MIT, Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—34785[4] Dahm, K. D., &
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven
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- Entrepreneurship & Engineering Innovation
curriculum. Exploring eKSO development from makerspaceworkshops or maker community engagement rather than makerspace integrated EM courseprojects could provide more detailed knowledge of makerspace impacts on the development ofan entrepreneurial mindset.Acknowledgements:This research was supported through the Engineering Unleashed Fellowship program, funded bythe Kern Entrepreneurial Engineering Network. A special thanks to Dr. Margot Vigeant forserving as mentor throughout the makerspace project implementation and educational researchprocess, and colleague Brian Marks for his deployment and support from the College ofBusiness.References:[1] Longo, A., Yoder, B., Chavela Guerra, R. C., & R. Tsanov, “University Makerspaces: Characteristics and
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus
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words,applying a systemic approach to CPS, which requires non-linear and divergent thinking might beconsidered counterintuitive. However, research substantiates the effectiveness and benefits offormal CPS training. Several studies show that CPS training can enhance solution quality andoriginality [7], increase individuals’ fluency and flexibility of ideas [8], and lead to increasedcreative behavior [9]. Incorporating CPS skills into existing programs and classes requires atheoretical understanding of CPS processes. Osborn [10] provided one of the first frameworks todefine the processes of CPS. According to Osborn, a CPS process involves three consecutivestages regardless of the domain of the problem: (a) fact-finding, (b) idea finding, and (c
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College
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Business Venturing22: 566-591.13. Edwards, L. J. and E. J. Muir (2005). "Promoting entrepreneurship at the University of Glamorgan through formal and informal learning." Journal of Small Business and Enterprise Development12(4): 613-626.14. Ghazali, A., B. C. Ghosh, and R. S. T. Tay. “The determinants of self-employment choice among university graduates in Singapore.” International Journal of Management 12 (1995): 26-26.15. Kourilsky, M. L., and W. B. Walstad. “Entrepreneurship and female youth: Knowledge, attitudes, gender differences, and educational practices.” Journal of Business venturing 13, no. 1 (1998): 77-88.16. Phan, P. H., P. K, Wong, and C. K. Wang. “Antecedents to entrepreneurship among university students in
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Chad E. Kennedy, Arizona State University
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consult- ing firm in automation and testing systems. Dr. Kennedy was the Co-founder and CEO of the start-up company, Restorative Biosciences Inc., an early-stage company that focused on developing anti-fouling, anti-inflammatory coatings, and therapeutics for ophthalmic applications. Dr. Kennedy was formerly the Chief Strategy and Innovation Officer for OraVu LLC., developer of the DeVA-1 Dental Vision Assistant system designed to provide microscopic live HD vision between the tooth and gum. Dr. Kennedy is currently a faculty member in the Technology Entrepreneurship and Management (TEM) Department in the Fulton School of Engineering at Arizona State University and former National Chair and Professor of Biomedical
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Maria-Isabel Carnasciali, University of New Haven; Cheryl Q. Li, University of New Haven; Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven
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; Exposition, Salt Lake City,Utah, June 2018.[8]. C. Q. Li, R. S. Harichandran, N. O. Erdil, M. Carnasciali, and J. Nocito-Gobel, “Assessingthe Growth in Entrepreneurial Mind-set Acquired through Curricular and Extra-curricularComponents,” in Proceedings of 126th ASEE Annual Conference & Exposition, Tampa, Florida,June 2019.[9]. S. R. Brunhaver, J. M. Bekki, A. R. Carberry, J. S. London, and A. F. McKenna,“Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA),”Advances in Engineering Education, vol. 7, no. 1, p. n1, 2018.[10]. W. J. Schell, A. Kwapisz, K. Aytes, S. E. Bryant, B. J. LaMeres, and E. B. Varnes, “UsingEntrepreneurial Mindset Constructs to Compare Engineering Students and Entrepreneurs,” inProceedings of
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- Entrepreneurship and Engineering Innovation Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello
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para una Cultura Emprendedora, J. C. Sánchez García & B. R. Hernández Sánchez, eds., Ilustre Academia Iberoamericana de Doctores: Mexico City, 2018.[4] Moreno, Navarro, “Perspectivas históricas de la educación de personas adultas” Revista Electrónica de Educación y Formación Continua de Adultos. Efora.Vol. 3 Nº1, 2009[5] M. I. Dorfsman, “La profesión docente en contextos de cambio: el docente global en la sociedad de la información,” Revista de Educación a Distancia – Docencia Universitaria en la Sociedad del Conocimiento, Número 6, pp. 1-23, 2012.[6] S. Ortega, “Formación Continua Proyecto Estratégico Regional Sobre Docentes” UNESCO- OREALC / CEPPE, 2011.[7] F. X. Juca Maldonado, “La educación a distancia, una necesidad