Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 11

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

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Entrepreneurship & Engineering Innovation

Paper ID #16795Mirror Mirror: Reflection and the Building of MindsetsProf. Joe Tranquillo, Bucknell University Dr. Joseph (Joe) Tranquillo is an Associate Professor at Bucknell University in the Department of Biomed- ical Engineering, He is also co-director of the Institute for Leadership in Technology and Management, co-director of the KEEN Winter Interdisciplinary Design Program, and chair of the Biomedical Engineer- ing Division of ASEE. Tranquillo has published three undergraduate textbooks and numerous engineering education publications, and has presented internationally on engineering and education. His work has

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

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 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tobias Haertel, TU Dortmund University; Claudius Terkowsky, TU Dortmund University; Dominik May, TU Dortmund University

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Entrepreneurship & Engineering Innovation

(“Findings”), the results collected in the tutorials are discussed. Possible reasons whysome learning outcomes could be reached while others failed are reflected. The paper ends with aconclusion.Creativity and Entrepreneurship in EngineeringCreativity is an essential element of 21st century life5. For Cropley & Cropley6, the sputnik shockwas a starting point for broad discussions about creativity in western societies. Creativity wasseen as a key to catch up with the technology advantage of the Russians, as it had becomeobvious by the successful satellite mission and its worldwide receivable beeping. Therefore,Western countries made substantial efforts to promote the creativity of its engineers.However, up to now for many leaders, managers

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

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 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Alan R. Peterfreund, SageFox Consulting Group; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, Stanford University

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Entrepreneurship & Engineering Innovation

(Entrepreneurship, Political Science, History) 9% Academic status Undergraduate 83%** Graduate 11% Post-doc/Working/Neither a student nor working 5%* Percentages reflect some rounding error.** Nearly 70% of undergraduate respondents were juniors or seniors.Sponsors are a more diverse group in terms of department and position. Table 4 provides anoverview of the Sponsor demographics. Sponsors oversee 1 to 9 Fellows, but the mean andmedian are both 3. Table 4: Sponsor demographics* n=66 Department Engineering/Computer Science 41% STEM (Not Engineering/Computer Science) 11% Business

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne-Marie Jacob Job, Tulane University; Rebecca Zarch, SageFox Consulting Group; Alan R. Peterfreund, SageFox Consulting Group; Donald P. Gaver, Tulane University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Fellows matriculatedthrough the FDA along a path of relatively unstructured discovery, wherein they learned aboutthe agency and the processes and issues associated with product regulatory practices. Likewise,the agency came to realize the value of an exploratory approach to orientation and training that iscurrently under consideration for new FDA analysts.The FDA internship has also proven to be influential to the professional growth of the graduatefellows. They found particular value in their role as “active witnesses” to the agency’s SignalReview Meetings, where they were able to observe, reflect and follow up with professionals onthe decision making process associated with the adverse effects of a medical device. Theseinteractions taught them

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

 Effective communication for different audiences (scientific versus business)  Formats for presentations and pitches Success as an entrepreneur is  Oral versus written communication determined in large part to one’s ability to communicate. 14. Leadership  Skillset associated with being an Entrepreneurship requires inspiring the inventor/innovator versus CEO team with vision, energy, and insight to  Identifying and attracting talent achieve a common goal.Grades are based on attendance and class participation, two reflection papers, and a team projectconsisting of a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Joseph Victor Sinfield, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

byproducts, among other types of outcomes [19, 24]. These use-inspiredframeworks can help support evidence-based decision making, address practice-related issues ofhigh concern, stimulate reflective practice, enhance teaching [26] as well as create newdirections in research and practice [19]. It is “serious, disciplined work that seeks to interpret,draw together, and bring insight to bear on original research” and aims to fit one’s own researchand the research of others into larger patterns [18] (p. 19).In this study, the scholarship of integration aims to create a framework that illustrates themindset, processes, and behaviors of the entrepreneur for uses beyond business-centric contexts,and in particular for design and problem-solving purposes

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University; Heather Sapp, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

either workingwithin the immediate community or as part of a mission trip to a foreign country, but thisapproach blurs the distinctions between community-based learning and service learning. In anattempt to provide clarity, Weigert offered the following six elements to describe servicelearning:3  the student provides meaningful service,  the service that students provide meets a need or goal of some kind,  members of a community define the need,  the service provided by the students flows from course objectives,  service is integrated into the course by means of one or more assignments that requires some form of reflection on the service in light of course objectives, and  assignments rooted in the service must be

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell/Epicenter; Thema Monroe-White, SageFox Consulting Group; Shelly Engelman, SageFox Consulting Group

Tagged Divisions

Entrepreneurship & Engineering Innovation

ideas shared, (4) “realized value” are theoutcomes of any applied value and (5)“reframing value” is a reflective process wherebyparticipants reevaluate their strategies and measures of success34.More recently however, network researchers indicate the need for a more sophisticated approachto analysis that takes into account the myriad factors outside of the network that impact results,including the evolving nature of networks. This indicates a need to analyze networks starting attheir emergence and onwards. Effectiveness of any network and the definition of effectivenessare, in addition, context specific, and so too should be the approach for evaluating networkeffectiveness30. This more progressive approach, when combined with social network

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Todd M. Fernandez, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Austin Spencer Bohlin, Purdue University, West Lafayette

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Entrepreneurship & Engineering Innovation

through INSPIRE. c American Society for Engineering Education, 2016 Innovation and the Zone of Proximal Development in Engineering EducationAbstractRecent scholarship has emphasized incorporating innovation experiences into engineeringcurricula. These experiences are often positive, especially when students have the opportunity tosolve novel but challenging problems, navigate their own processes, critically reflect on theirexperiences, and receive appropriate levels of support and scaffolding. This study furtherexplores the role of scaffolding on innovation and non-innovative projects through the lens ofVygotsky’s theory of proximal development. Ten engineering seniors participated in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandy Chang, University of Calgary

Tagged Divisions

Entrepreneurship & Engineering Innovation

about the pervasiveness of technology in our daily lives, and how unconscious andinsidious (e.g. cell phones and social media) as well as tremendously beneficial (e.g. medicineand transport) that enmeshment can be. Some students responded that they have changed theirphone usage because of what they learned in the class and as a consequence increased theirproductivity and sleep time. Other students reflected on how their projects have made them muchmore mindful of their personal contribution to their project topic, such as waste disposal. Inhis/her internship, one student stated that s/he “now always think[s] about the social andenvironmental consequences of the work I do.” By supporting the students’ qualitativecomments with quantitative

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 11

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael S. Lehman, Lehigh University

Tagged Divisions

Entrepreneurship & Engineering Innovation

are workingon their own products/services and associated business models, across a variety of industries, the“dedicated model” provides a common platform. Through the dedicated curriculum, the theorycourses were specifically designed to accommodate students from different undergraduatedegrees and real-world experiences. The project courses, tightly integrated with the theorycourses, accommodate the variety of directions the students may take. The dedicated space andassociated 3D printing technologies were designed and continue to evolve to support thecurriculum. And the dedicated faculty are aware of the many moving parts of the program,allowing for “real time” adjustments to reflect what is happening in technical and businessarenas.What

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

Tagged Topics

Diversity

Tagged Divisions

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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Diversity

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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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Diversity

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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 9

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cristi L Bell-Huff, Lawrence Technological University; Donald D. Carpenter P.E., Lawrence Technological University; Andrew L. Gerhart, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

these factors into account and based on input from a myriadof potential customers on the LTU campus, the theme “Accessibility on Campus” was chosen forthe first section of the new studio course. Thus far, this theme has been quite appealing to thestudents.Course AssessmentIn order to assess the efficacy of the course in the development of an entrepreneurial mindset,several methods of assessment are planned. First, students will take a pre- and post- coursesurvey to measure changes in mindset brought on by participation in the course. Also, after eachmilestone review, time to reflect on the learning process is built into the course calendar. Thistime will involve the students writing a reflective essay and participating in a group

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

Tagged Divisions

Entrepreneurship & Engineering Innovation

spaces for entrepreneurs and students to meet  Encourage schools to offer courses in entrepreneurship that are easily accessible to all students and to integrate innovation into the curriculum  Identify ways for colleges and universities to award academic credits to students for starting a business  Remove unnecessary costs for students starting a businesses in VirginiaWright and Katz (2016) reflected on the article written by Katz, Harshman, and Lund Dean (2000)where the authors advocated for establishing classroom norms for promoting and protectingstudent intellectual property. Why is this important? Universities and other educational institutions

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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Diversity

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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 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Douglas E. Melton, Kern Family Foundation

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Incorporating an item or two from Table 1 is agood place to start. Also focus on some of these key elements of EML as defined by Wheadonand Duval-Couetil:  In order to better create value in society, students need to learn how to discover, identify, and dig deeper into real problems rather than just solve given problems.  Learning through experience and reflection is critical to entrepreneurship education due to the situated nature of entrepreneurial thought and action.  EML is student-centered and focused on developing a combination of affective factors, thinking patterns, knowledge, and skills.  EML involves creating learning experiences through which students develop self-efficacy, value-orientation

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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Diversity

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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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Diversity

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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 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farnaz Ghazi Nezami, Kettering University; Massoud S. Tavakoli, Kettering University; Mohammad Torfeh, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurial attitude and intention,but expectedly the effectiveness of these efforts cannot be assessed in practice due to the time lagbetween action and attitude. A new course design with industry participation is discussed byCreed, Suuberg, and Crawford [3], where students collaborated with industry to propose abusiness plan and prototype product. Student reflections were very positive about the learningoutcomes of the course. The impact of student’s exposure to entrepreneurial aspects ofengineering on freshman engineering students and their perception of professional engineeringskills is examined through a simulation game by Dabbagh and Menasce [4]. Their analysisshowed that students’ perception of engineering improved significantly as a result of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenifer Blacklock, Colorado School of Mines; Mark B. Mondry, Colorado School of Mines

Tagged Divisions

Entrepreneurship & Engineering Innovation

led efforts have so far culminated into anew entrepreneurship course for undergraduates, a campus-wide student innovation competitionsupported by significant corporate sponsored financial and other resources, and a new maker-space for students. Faculty and students have worked together to also develop and launchnumerous video training resources on the Colorado School of Mines digital hub. Collectively,all these new innovation and entrepreneurship activities reflect an astounding success in only oneyear.What Has Not Worked?Although our institution has progressed significantly in implementing an innovation andentrepreneurship mindset on campus, it is currently still a challenge to get more faculty on-boardand integrated with these initiatives

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas M. Katona, California Polytechnic State University - San Luis Obispo; Jonathan L. York, California Polytechnic State University - San Luis Obispo; Robert S. Crockett, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Entrepreneurship & Engineering Innovation

development and expansion for a program without a strong centralized leadership. 2) Structuring a model for programmatic assessment is particularly helpful when communicating with senior administration regarding funding for continued sustainability and growth of the program. 3) Programmatic assessment of extracurricular interdisciplinary activity that supports the academic accreditation of the individual colleges can lead to enhanced ownership of the program even if it lies outside of the specific college’s charter. 4) Assessment of alignment of objectives provides a framework for self-reflection and improvement which is critically important for a loosely managed program and resource. Mapping Between

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 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Darren C. Olson, Central Washington University

Tagged Divisions

Entrepreneurship & Engineering Innovation

used the results from their analysis ofincidental interactions, along with reflections on product interactions with the environment andthe user, to identify risks and seek means by which those risks could be countered via robustdesign enhancements. Students were taught about failure mode effects analysis (FMEA), a toolthat is well suited for the activity at hand, and a template was available for their use. However, itwas necessary to limit the project scope so that work could be accomplished within the timeavailable and so that unreasonable expectations would not be placed upon students. Therefore,FMEA was not a required project activity. At a minimum, students were required to identifyissues that they believed might present unacceptable risks

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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Diversity

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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