Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Mona Eskandari, Stanford University; Ville Taajamaa, University of Turku

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Diversity

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Entrepreneurship & Engineering Innovation

not an easy practice. Students discover the characteristics of story as they experience it with the class.In this sense, storytelling is emotionally co-imagined. Previous work25 defines the SBL as an environment where individual participantsact as both storyteller and audience member. In both of these roles, specific use of theconcepts of mindfulness48 and social proof39 provide a theoretical foundation and drawsfrom constructs in socio-cognitive psychology. In the context of mindfulness, the aim isto consciously create new categories and levels of awareness. In practice this is done bydiscussion through reflective questions from both facilitating teacher and the class.Relevant here, is that while there is a syllabus that

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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Entrepreneurship & Engineering Innovation

through Project & e-Learning Final Exam Module (Blackboard) Question Discussion Reinforce learning through a Class Project Figure 1. Integration components of e-Learning modulesInstructors are asked to perform the following to integrate e-learning modules into their classes: 1. Complete the e-learning module; 2. Attend training designed for faculty deploying the modules; 3. Revise course syllabi to reflect integration of e-learning

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

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Entrepreneurship & Engineering Innovation

the last class and the cue is thetelevision. The routine is to turn it on, and the result is to relax and catch up on things.This leads to the next cue, which is hunger and the routine is to go out for a quick mealand the result is feeling good. Late that night, he/she finally gets to work on somehomework and it is probably that which is due tomorrow. The work is difficult, given thelate hour, and the quality reflects neither the student’s ability nor desire. Therefore, youadvise the student to use the method shown in Figure 6 to replace his/her bad homeworkhabit with a good one. Learning a new Habit Recognize cue: conscious mind decides

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Douglas Muir, University of Virginia; Elizabeth P. Pyle, University of Virginia

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Entrepreneurship & Engineering Innovation

become a valued resource for business incubator programs throughout Virginia and her success as a business consultant is reflected in the successful outcomes of her clients. c American Society for Engineering Education, 2016 Beyond "The Innovator's DNA:" Systematic Development of Creative Intelligence in an Engineering Entrepreneurship ProgramIn a seminal paper published in the Harvard Business Review in 2009 and titled “The Innovator’sDNA,” Dyer, Gregersen, and Christensen argue that there are "five discovery skills thatdistinguish the most innovative entrepreneurs from other executives." The specific skills theyidentified through their research were (1) associating, (2) questioning, (3

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

David G. Alexander Ph.D., California State University - Chico

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Entrepreneurship & Engineering Innovation

form of workshops were delivered to the team duringweekly meetings to develop and enhance skills in team development, communications, projectmanagement, business development, brainstorming, and ideation. In addition, engineeringstudents collaborated with business students during the business management course to providetechnical expertise during market research and analysis and students presented to one another ontopics related to their particular disciplines. This paper describes the workshops that weredelivered, student reflections and feedback, and lessons learned throughout the experience basedon faculty observations and student performance.IntroductionMany engineering programs today include opportunities to work in multi-disciplinary

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan R. Peterfreund, SageFox Consulting Group; Emanuel Costache, SageFox Consulting Group; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University & SKG Analysis; Sheri Sheppard, Stanford University

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Entrepreneurship & Engineering Innovation

) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Shannon Katherine Gilmartin, Stanford University & SKG AnalysisDr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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Entrepreneurship & Engineering Innovation

in the description of both cases—regardless of cultural and institutional differences—there are several common places between the two approaches to change presented in this paper(see Table 2 for a summary). There is a common motivation and goal, which is achievingexcellence in engineering education within the region and worldwide. Although each institutiondescribes its guideline principles in a different way, they all respond to the logic model suggestedby CORFO. Of note is that both leading engineering schools were aware of previous experiencesrelated to cultural change in engineering education and to the creation of university-basedentrepreneurship ecosystems. This awareness can be reflected in three major change strategiesconsidered from

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

engineering textbooks. They had tounderstand what assumptions they should make and were making in order to assess the accuracyof their calculations. Students started trying to change assumptions and exploring parameters ofthe design to see how that would affect the results indicating an arousal of their curiosity. Forinstance, what if they changed the pipe’s diameter, the material used, the reflectivity, or addedinsulation? Figure 1 shows an insert from the students’ daily online logbook (which they wererequired to keep as part of their project documentation) that shows their curiosity in changingthese parameters.Furthermore, unlike typical problems solved in textbooks, these challenges require understandingthe constraints of dynamic contexts

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed Yousef Ismail, Texas A&M University - Qatar; Hamid R. Parsaei, Texas A&M University - Qatar; Bing Guo, Texas A&M University - Qatar; Konstantinos E. Kakosimos, Texas A&M University - Qatar; Raelene Dufresne, Texas A&M University - Qatar; Nasser Alaeddine, Carnegie Mellon University - Qatar

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Diversity

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Entrepreneurship & Engineering Innovation

offers a venue for increasing awareness,demonstrating relevance, building confidence, and proving satisfaction for faculty audiences.Furthermore, the influence of peers can play an important role in promoting change in theattitudes of faculty audiences 19, 20, 21, 22. The competition acting as a medium for triggering acontagion effect, or social spillover effect, can lead faculty audiences to imitate the adoptionbehaviors of their peer group of participants.Finalist ProjectsResults from the 2013 competition have demonstrated the potential of the approach in promotinginnovation in engineering education 18. In 2014, there was a variety of projects reflecting thevision of contributing faculty members in relation to advancing education through

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina S. Morton, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

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Diversity

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Entrepreneurship & Engineering Innovation

students’ entrepreneurial intentions and entrepreneurial self-efficacy, it is not surprising that the Theory of Planned Behavior and Social Cognitive Theoryare commonly used. Although all of the papers in this review placed an emphasis on gender within theirstudies, there appeared to be little consensus regarding which theoretical frameworks to use thatpertain to gender. Three of the 24 papers (12.5%) used Eagly’s Social Role Theory33, whichdescribes how beliefs concerning the different sexes are reflective of the sexual division of laborand gender hierarchy within society. Other theories pertaining to gender that were used to framestudies included Gender Schema Theory34, Liberal Feminism Theory35, Gender Role Theory36,and Sex Role

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado - Denver; Heather Underwood, Inworks; John K. Bennett, Inworks; University of Colorado - Denver

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Entrepreneurship & Engineering Innovation

. Diffusion of research-based instructional strategies: the case of SCALE-UP. Int. J. STEM Educ. 1, (2014).11. Daly, S. R., Mosyjowski, E. a. & Seifert, C. M. Teaching creativity in engineering courses. J. Eng. Educ. 103, 417–449 (2014).12. Zappe, S., Mena, I. & Litzinger, T. Creativity is Not a Purple Dragon. Natl. Coll. Invent. Innov. Alliance (2013). at 13. Schön, D. A. The Reflective Practitioner: How Professionals Think in Action. (Basic Books, 1983). at 14. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D. & Leifer, L. J. Engineering Design Thinking, Teaching, and Learning. J. Eng. Educ. 94, 103–120 (2005).15. Wing, J. M. Viewpoint: Computational Thinking. Commun. ACM 49, 33–35 (2006).16. Rosen

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E. Moyer, University of Pittsburgh - Johnstown

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Diversity

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Entrepreneurship & Engineering Innovation

make adaptations to suit students with less flexibleschedules, especially engineering students, reflected a commitment by faculty and administratorsto be entrepreneurial in seizing opportunities to develop the program.Engineering ChangesAs entrepreneurship activities proceeded in the Business Department, in the Engineeringdivision, a first-year introductory course intended to familiarize students with computerapplications for engineers was modified in 2013 to follow a new paradigm wherein coursecontent was presented paralleling a real-world engineering consulting project. Topic-specificlectures focused on requisite computer application, analysis and writing skills were paced withperiodic “business meetings.” Those meetings were related to a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University

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Diversity

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Entrepreneurship & Engineering Innovation

twenty competency clusters. We have developed our framework based on thecompetencies proposed by Waychal et al. 8, who have proposed a smaller reasonable subset ofVloke‘s cluster. That, we posit, is a good starting point.We developed the framework with an axiom that the throughput of a learning process increasessignificantly with active participation, intense reflections, and collaborative working on casestudies and real-life projects i.e. student-centered learning. We have synergistically combined theelements to ensure the targeted outcome of the workshop - the ability to explain creativity andinnovation and their underlying dynamics, and the ability to apply the understanding to provideinnovative solutions to real-life problems. We do not

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Peter Golding, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

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Diversity

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Entrepreneurship & Engineering Innovation

) teach with examples andcases, 5) prime student motivation and use formative assessment.8 Learning blocks werecreated, refined, and utilized in our two most recent Tech-E camps to see if they couldmaintain the same level of engagement with learners while involving deeper learning andentrepreneurship concepts in them.Learning blocks were designed to take advantage of key strategies found in project-basedlearning, such as, tackling realistic problems using the learner’s knowledge, increasinglearners control over their learning, involving instructors that serve as coaches/facilitatorsof inquiry and reflection, and utilizing either pairs or groups in the process. 9,10 Thechallenge portions of the blocks introduce some key entrepreneurship components