Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Vincent Huerta, Arizona State University; Jeremi S. London, Arizona State University; Amy Trowbridge, Arizona State University; Marvyn Arévalo Avalos, Arizona State University ; Wen Huang, Arizona State University; Ann F. McKenna, Arizona State University

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Entrepreneurship & Engineering Innovation

; andwhich attitudes and behaviors they perceive are necessary for success after graduation. Theresults of this study reveal that students seamlessly weave together thoughts on actionsperformed during the design process with facets of an EM throughout their reflections. Itincludes evidence of how engineering design and EM can inform and influence one anotherwhile engineers engage in their work. The findings of this study help make the case for the needto co-facilitate the development of an EM as part of teaching engineering design inundergraduate engineering education.Motivation It takes time for new norms to be established in the engineering education community,but given enough time and a little reflection, changes become more apparent

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University

Tagged Divisions

Entrepreneurship & Engineering Innovation

encouraged to explore a range of possibleinternships. With the approval of the program director, each student makes a commitment for asummer role which will contribute to advancing technical innovation in a real organization.Because each internship is also anticipated to have educational value, the program provides asupporting structure to help each internship experience become a student’s “ultimate elective”.Since the launch of the program, formal and informal assessments of each student’s learningfrom their own internship have been integrated into the program curriculum as part of theprogram design. Initially, learning assessment was primarily from written journal entries and afinal paper of accomplishments and reflections. In recent years

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Bill Riley, Saint Mary-of-the-Woods College

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Entrepreneurship & Engineering Innovation

with asingle hand, in order to provide an in-class example. (a) (b)Figure 1. a) Solid Model constructed by student showing the exploded view of child’s cornpopper and b) picture of actual product.The second assignment required students to investigate ongoing engineering work at ourcampus’s startup/business incubator (Rose-Hulman Ventures), producing ethnographic insightsby observing as comprehensively as possible actions, statements, and activities that occurred.They were to note how decisions were made, conclusions reached, and problems solvedincluding what kinds of evidence, reasoning, and persuasion that were used to communicate toothers. In addition, the students were to reflect

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Curtis Abel, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute

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Diversity

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Entrepreneurship & Engineering Innovation

an employment agreementbetween pipe fitters and the city’s engineering department. Each team learns how toprepare for the negotiation by exploring each other’s needs, interests, and positions.Then, the students negotiate and experience the challenges of reaching an agreement thatsatisfies both parties. Our assessment materials include the outcomes of the negotiationsthemselves (whether teams reached an agreement and whether they met their ownrequirements) as well as student reflective essays on the experience and what theylearned. We present this course module as a case study that can be adapted in differentclassrooms.  Introduction and statement of the problemIn 1970, Worcester Polytechnic Institute (WPI) created a unique and innovative

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen C. Davis, University of Cincinnati; Fred Richard Beyette Jr., University of Cincinnati

Tagged Divisions

Entrepreneurship & Engineering Innovation

be integrated into engineering and computer scienceclasses at all undergraduate levels. They consist of independent work done via online lessonsthat include video and readings, along with reflective exercises and quizzes.At the University of Cincinnati, we deployed the module on developing an elevator pitch in asenior capstone design course. The online module consists of four lessons. The first two lessonsintroduce the concepts of stakeholders and value propositions, while the latter two introducedeveloping a pitch and recovering from a failed pitch. We split the four lessons into two halves,two to be completed at the beginning of the semester and the remaining two at the end. Therationale for doing so is that students collect voice-of

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Bryan M. Jenkins, University of California, Davis, Dept. of Biological and Agricultural Engineering; Martin Lehmann, Aalborg University, Denmark; Chresten Træholt, Center for Electric Power and Energy, DTU Department of Electrical Engineering; Ronnie D. Lipschutz, University of California, Santa Cruz; Kurt Lawrence Kornbluth, University of California, Davis; Michael S. Isaacson, University of California, Santa Cruz

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Diversity

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Entrepreneurship & Engineering Innovation

, solutionsmust not only be technically feasible, but also economically, environmentally, and sociallyviable. Thus, truly impactful innovations cannot be isolated to linear track constructs such aszero net energy or carbon neutrality, but must be addressed holistically as a complex systeminvolving diverse stakeholders and with outcomes that may include such metrics.1Training the next generation of leaders and professionals to tackle such challenges in today’sglobalized economy requires a pedagogy that reflects these complex themes and fosterscreativity, engagement and entrepreneurship required for innovation. Municipalities in Denmarkand California have actively committed resources to achieve 100% renewably poweredcommunities by 2050 and have strong

Conference Session

Exploring the Entrepreneurial and Innovation Mindset

Collection

2017 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Suzann Girtz, Gonzaga University; Stephen E. Silliman, Gonzaga University

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Diversity

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Entrepreneurship & Engineering Innovation

on talent. The Cronbach’s alpha was also applied to the full data set.The negative questions were adjusted by subtracting each response from 7, thus ensuring equivalent scale. Theresulting fit between matched pairs of positive and negative formulation is interpreted as a measure of confidence intwo aspects of the student responses: (1) the extent to which students are reading and interpreting individualquestions; and therefore (2) the reliability of the entire data set as a reflection of student opinion.Results of Analysis of Survey Responses Multiple analyses were pursued relative to these data. These included basic assessment of the reliability ofthe data, as well as consideration of the data as separated by such groupings as

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Aileen Huang-Saad, University of Michigan; Julie Libarkin, Michigan State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

model, sketch, or 3D representation23,26,27 Conduct experiments Running tests to consider hypotheses, gain new information and learn “how prototypes behave”23 Revise and iterate Revisiting the design, using new information or feedback23 Reflect on the process Thinking about challenges, failures, and successes; considering what contributed to or hindered

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Marquette University; Brooke K. Mayer, Marquette University; Patrick McNamara, Marquette University

Tagged Divisions

Entrepreneurship & Engineering Innovation

than simply an “obedient engineer”. The framework proposes that theentrepreneurial mindset of students is increased by promoting curiosity, encouragingconnections, and creating value. The results from this work provide insight into the impact andimplications resulting from applying the KEEN framework to the engineering classroom viaonline discussions.Keywords: writing, journals, reflections, assessment, KEEN, curiosity, connections, creatingvalue.1 IntroductionThe entrepreneurial mindset is a “growth-oriented perspective through which individualspromote flexibility, creativity, continuous innovation, and renewal” [1]. While theentrepreneurial mindset can be useful in starting a new company, this mindset is also critical toexisting

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Thomas P. James P.E., Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Diane Evans, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

, wheregraduates take jobs in finance (10-17%), consulting (7-11%), law (12-17%), and medicine (12-16%), or go on to graduate school (8-9%)3. If our best and brightest inspire to attend eliteschools and upon graduation take jobs, rather than create businesses, one may ask if ourinstructional approach to teaching entrepreneurship is changing mindsets. Upon reflection, wemust ask ourselves, “Does an educational experience infused with entrepreneurship create moreentrepreneurial minded people?”, and more specifically, “How can we assess if a change inmindset is occurring on our campus?”There are two macroscale approaches to conducting research on the subject of entrepreneurship,with one focusing on the impact of entrepreneurship in the economy and how

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernd Steffensen, University of Applied Sciences Darmstadt; Kathryn A. Neeley, University of Virginia

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Entrepreneurship & Engineering Innovation

approximately the same, and the perception ofhighly disparate regulatory effects may be caused by more heavily publicized risks.” (Morrall2011: 452) Other studies have suggested that “the regulatory principles may not befundamentally irreconcilable. Instead, the ways they are implemented may be a major cause ofregulatory divergence.” (emphasis added) (Fung 2014: 452) We began with a mental model of the differences between the U.S. and the EU thatassumed divergence based on differences in history and culture, as depicted in figure 1 below.After we conducted detailed analysis of the evolution of attitudes toward technology-based riskand the way those attitudes are reflected in regulatory and educational systems, we modified themodel as depicted in

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rodney Boehm, Texas A&M University; Cameron Wesley Davis, Southern Methodist University; Laura A. Frazee, Southern Methodist University; Jennifer Diane Boehm, Southern Methodist University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Utilization of Resources Goals and Objectives Physical Space Figure 4 – Top Characteristics of TeamsSubjective AnalysisThe qualitative study for this IDE explored the unique interaction of team development over timeand its ability to predict team success. Through the utilization of the survey tool, three third partyobservers extrapolated significant themes found across the three observation points during theintensive weekend: 10:00 am Saturday, 5:00 pm Saturday, and 10:00 Sunday. Additionally, eachteam completed a team self-report on Sunday at 10:00 am as means to gather data and self-reflection from each team member.The third party observers found that the most significant positive and negative change

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Lawrence Technological University; Heidi Lynn Morano, Lawrence Technological University

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Diversity

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Entrepreneurship & Engineering Innovation

designprocess, from opportunity identification to ideation to prototype testing, will reflect insights thatare both innovative and responsive to actual user needs and desires.​9 To initiate this user-centered, empathetic design approach, students engage in anaccessibility simulation exercise on the first day of class designed to foster greater understandingof the everyday experiences of people with disabilities. In this exercise, students break intogroups and engage in multiple simulation activities including: 1. Mobility impairment in which students ambulate using either a wheelchair or a walker, 2. Dexterity impairment in which students place braces on both hands that limit range of motion, 3. Vision impairment in which students

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Reissman, University of Dayton; Allison L. Kinney, University of Dayton; Kevin Patrick Hallinan, University of Dayton

Tagged Divisions

Entrepreneurship & Engineering Innovation

of student innovations from the first two projectsdescribed in Table 1. The creative space for the first project was a vertical farming system. Within thisspace, students had the freedom to consider any system they wished that utilized vertical space (or tiers)and was consistent with the goal of increased growing productivity with less fresh water. The scale of theprojects emerging ranged from a system mounted to a door in an apartment, to an indoor/outdoor systemthat would meet 100% of the vegetable needs of a Midwest American family, to a mass scale vertical ricefarm, and an orange tree farm in California. The diversity displayed in the systems was also reflected inthe target markets, which ranged from apartment dwellers, to suburban

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luke Nogales, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

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Diversity

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Entrepreneurship & Engineering Innovation

problemformat that was less constrained also offered the student a more genuine and creative engineeringexperience.The workshop leverages the LLP methodology to provide the students with an experientialengineering design learning experience. The LLP process forces the participants to formalize aseries of hypotheses [7] that are tested and refined based on feedback provided by possiblestakeholders and customers. Students test their ideas and modify their designs to reflect theirnewly gained knowledge. In this regard failure is an option. Failure of the student’s hypothesishappens on a routine basis and requires the student to go back to the drawing board, figurativelyand literally. These ‘failures’ are used as learning opportunities where the student’s

Conference Session

New Tools for Teaching Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Christe, Drexel University (Eng. & Eng. Tech.); Jay J. Bhatt, Drexel University (Eng. & Eng. Tech.); Douglas G. McGee, University of Pennsylvania; Ruth Wolfish, IEEE

Tagged Divisions

Entrepreneurship & Engineering Innovation

from “totally agree” to “totally disagree”. The facilitator would then invite sharing ofperspectives along the spectrum, to engage the group in social knowledge construction. Students could beasked to breakout into small groups and craft pitches on portable whiteboards, and a facilitator wouldinvite a few groups to pitch the audience on their ideas for startups.As the Harvard education strategist Tony Wagner writes “The world doesn’t care what you know, it caresabout what you can do with what you know”[15]. There is clear opportunity for university libraries toform partnerships to develop a new layer of experiences focused on entrepreneurship that go beyondcontent delivery. The work herein reflects a collaborative partnership between two

Conference Session

Institutionalizing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Jeffrey E. Froyd, Texas A&M University; Raina Michelle Khatri, Western Michigan University; Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Robby Sanders, Tennessee Technological University; Bonnie J. Bachman, Missouri University of Science & Technology; Renee Cole, University of Iowa; John Lovitt, Wichita State University and Missouri University of Science & Technology; Melissa Geist, Tennessee Technological University; Charles Henderson, Western Michigan University ; Debra May Friedrichsen; Phil Weilerstein, VentureWell

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Entrepreneurship & Engineering Innovation

location • Feedback and discussion with peers from outside the institutionWhile the benefit of dedicated time was highlighted above, we found that having this workshopaway from campus was helpful. There is a growing body of literature pointing to the need forgroups to have so-called “other places”, particularly when working on innovative projects thatmay be counter to the prevailing culture of an organization.24,25 While we do not claim that thisactivity strictly follows the models that have been reported around corporate intrapreneurship,we do believe some of the benefits seen by groups working in these other places similarly helpedour time of reflection and planning. Lastly, it helped to get input from peers from otherinstitutions. Just as

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Anna Newsome Holcomb, Georgia Institute of Technology, CEISMC

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Diversity

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Entrepreneurship & Engineering Innovation

, specifics of implementation in differentenvironments, and reflections on gender effects. In general, teachers perceive the InVentureChallenge as an engaging way of broadening participation in engineering, expanding thestudents’ experiences outside of the classroom, fostering teamwork and collaboration, andbuilding a partnership with Georgia Tech.Introduction and Guiding QuestionsMany studies have demonstrated the need for greater participation and increased diversity inscience, technology, engineering, and mathematics (STEM) to sustain economic growth andmeet global challenges1. One important element in the STEM enterprise is the process of creativeinnovation—of reimagining problems and solutions in new and different ways and designing andproducing

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University - Engineering Education; Wade H. Goodridge, Utah State University; Melissa H. Scheaffer, Utah State University; Tyler Reed Milliken

Tagged Divisions

Entrepreneurship & Engineering Innovation

influential role model even if the initial question set(focused on the course) did not elicit mention of a role model. The most commonly mentionedtype of role model was family members, but some participants also discussed past jobs andfriends. This emergent theme of role model influence is of particular importance as it developedindependent of initial questions. Not all students brought up entrepreneurial motivations outsideof class, but we wondered how many students had family members, friends, or workrelationships who had significantly influenced their entrepreneurial attitudes. Thus, we adaptedquestioning in the second cohort to reflect this emergent them of role models by addingadditional questions. It is important to remember that the redesigned

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chao Wang, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

through story telling. They then hadto describe in details of their market analysis, i.e., their potential customers and existingcompetitions. They made connections through this market research and interviews of potentialcustomers which resulted in proposing their own solution. Then they had to explain how theirsolution was different and how their design would add value in an economic, environmental, orsocietal sense such as reducing costs, increasing speed, expanding reach, eliminatinginefficiency, increasing effectiveness, or whatever value they could think of. Customerinvolvement was emphasized throughout the project, and students had to reflect on howcustomer feedback influenced their design.Assessment and ResultsThe entrepreneurial mindset

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathalie Neve, Portland State University; Shannon K. Keith-Marsoun, Portland State University

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Diversity

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Entrepreneurship & Engineering Innovation

.” Finally, the last day of the course was the apex of the Invention Bootcamp, with apresentation of all projects in front of an open public.Assessment We collected data using one student focus group, two student surveys and a mentorsurvey. During the focus group, which took place during the final week of the program,students reflected on what they had learned, the challenges they faced, and theirperceived changes in attitude, knowledge, confidence and aspirations related to invention.All but one student (96 percent) participated in the focus group. Students took the student survey online as a group using their program-providedChromebooks, and it was administered in two parts. Part one was administered halfwaythrough the program, to capture a

Conference Session

Entrepreneurship and Innovation: Beyond the University

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton; John B Jackson, California State University, Fullerton; Pradeep Nair, California State University, Fullerton; Amy Cox-Petersen, California State University, Fullerton

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Diversity

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Entrepreneurship & Engineering Innovation

netpromoter items on a 0 to 10 scale, with 0 reflecting the highest positive value (“Interesting,”“Appealing,”) and 10 indicating the closest negative value (“Boring”, “Unappealing”). Table 1. Change in STEM-Inc Student Interest in Computer Science, Engineering & Entrepreneurship, Fall to Spring, 2015-2016 Total 2016 Traditional Lean 2016 2016 Mean Change Mean Change Mean Change (Pre-) (Post-) (Pre-) (Post

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Purdue University, West Lafayette (College of Engineering); Nathalie Duval-Couetil, Purdue University, West Lafayette (College of Engineering); Connor Rene Couetil, Purdue University

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Entrepreneurship & Engineering Innovation

critical to engineeringstudents for two reasons. First, the scope and depth of business concepts presented to engineeringstudents is inevitably narrower than it is for business students exposed to a portfolio of conceptsduring the course of a four year business degree 11. Second, the societal and cultural excitementsurrounding technical entrepreneurship has resulted in media constructions of entrepreneurs andentrepreneurship that may not accurately reflect the characteristics or experiences of the generalpopulation of “real entrepreneurs”10,12.Within this context, understanding the misconceptions students have constructed aboutentrepreneurial action and business concepts is critical to entrepreneurship education. Knowingthe specific misconceptions

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Antonie J. Jetter, Portland State University; Gerald W. Recktenwald, Portland State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Innovation Program is voluntaryand projects are not explicitly coupled to the coursework of engineering students. The Beta Program has seen successes and challenges. We have adjusted to improveoutreach and streamline the application process. We are currently reflecting on how bestto continue. In a companion paper9, we examine the Beta Program using thecomponential model of creativity and innovation10. In this paper, we focus on theprogram implementation and student participation, and we speculate on how to adapt theBeta Program to the evolving environment in our college.The Beta Program ProcessThe primary activity for the Innovation Council is the selection of projects to receivefunding and other support. The sequence of events for project

Conference Session

Entrepreneurship and Innovation: The Student Experience

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering)

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Entrepreneurship & Engineering Innovation

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher Kitts, Santa Clara University; Anne Mahacek, Santa Clara University

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Diversity

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Entrepreneurship & Engineering Innovation

entity along the lines of a maker lab? In somecases, existing facilities are rebranded, but in other cases, brand new spaces are created.The “origin story” of SCU’s maker lab is that of a new space that grew out of a desire for anenhanced level of accessibility to a broad set of tools of making. SCU’s School of Engineeringhas a well-equipped, maintained and managed suite of standard fabrication/assembly/test labs.These shops have been developed, operated, and maintained by individual departments, withpolicies and use reflecting decades of practice. Traditional shop use typically serves students ina single department once students reach a specific point in their program. While these shopsserve their traditional purpose well, they are not at all

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Yuexin Jiang, Zhejiang University; Xiaofeng Tang, Pennsylvania State University

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Diversity

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Entrepreneurship & Engineering Innovation

interdisciplinary model for engineering education in ZJU is reflected in ACEE (Advanced HonorClass of Engineering Education. Through integrating interdisciplinary general education,professional education, and comprehensive innovation education, ACEE prepares professionallycompetent engineering leaders who are capable of organizing and leading projects in key areas ofengineering and technological innovations, and has been recognized as a national “ExperimentalZone for Paradigm Innovation in Educating Comprehensive Engineering Talents.” ACEE emphaseson “fundamentals, design, and creation,” aiming to educate comprehensive engineering talents whoare solidly grounded in the natural sciences, have strong ethical principles, and display command ofengineering

Conference Session

Entrepreneurship & Engineering Innovation Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carolin Christin Dungs, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. At Stanford she has served a chair of the faculty senate, and recently served as Associate Vice Provost for Graduate Education.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timothy Joseph Balz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Jessica Livingston, Rose-Hulman Institute of technology; Stephen Michael Misak, Rose-Hulman Institute of Technology

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Entrepreneurship & Engineering Innovation

engineeringdesign and problem solving. Both coding word sets identified these points.Looking back, what part of the program was most rewarding for you?“It was incredibly rewarding we finished building the prototype, tested it, and got very promising results! Thefact that we had designed and built a functioning device from nothing was impressive.“Providing students with the opportunity to develop their own solutions from design to prototypingallows them to develop a personal investment in the project. Creating a functional prototype for ahumanitarian client can be incredibly rewarding for students as they reflect on not only the skillsthey have developed but the lives they can improve. This personal investment significantly boostsstudent motivation and

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

Plan Review and Annual Business Forum Committees. In addition, she has served on the Charlottesville Business Innovation Council and as a founding Director for the Business Growth Network. She also served on the board of the Division of Professional Affairs Advisory Council for the American Association of Petroleum Geologists. Known for her candor and high ethical standards, positive energy and astute people skills, she has 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, 2017 The Social Mechanisms of Supporting