Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Elizabeth Bagley, University of Wisconsin, Madison; Eric Breckenfeld, University of Wisconsin, Madison; Devin West, University of Wisconsin, Madison; Alison Stace-Naughton, Dartmouth College; David Shaffer, University of Wisconsin, Madison

DBT cyclestudents, successfully develop their engineeringepistemic frame, and also provide a wealth of Prototype presentationdata for assessment of learning and professionaldevelopment that can inform the design of future Exit Interviewcourse, curriculum and learning innovations in Figure 2. Nephrotex workflow diagram. DBTengineering disciplines. = design, build, test.AcknowledgementsThis material is based on work supported by the National Science Foundation under grants DUE-0919347 and EEC-0938517.Bibliography1. Schon, D.A., The reflective practitioner: How professionals think in

Conference Session

Trends in Construction Engineering II

Collection

2004 Annual Conference

Authors

Roslyn Smith; Amitabha Bandyopadhyay

learn new ideas and new methodologies. Theproject described in this paper, although not a new technique, gave the student a chanceto work in a research related field. As part of the preparation for the work the student wasgiven basic information required for any research project. A review of various relatedstatistical concepts was also completed. This paper reflects the work done in this seniorproject course by the student and the advisor. The paper describes two work samplingstudies, one each on a residential project and a commercial project.IntroductionLow productivity is a key factor in the high construction cost1. A number of problemsaffecting productivity can invariably be noted when the activities in progress on a typicalconstruction site

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Sara Tracy; Jason Immekus; Susan Maller; William Oakes

self-report measures to assess program outcomes.1. Introduction Service-learning is the focus of considerable research and is a feature within manyengineering programs. Within engineering education, design courses embedded in service-learning provide a way to promote students’ development of technical and professional skills forsolving applied problems. The ability to create learning environments for engineering students toapply mathematical and scientific principles when solving applied problems is critical forpreparing students for careers in engineering2. The need for engineering programs to producestudents proficient in these skills upon graduation is reflected in ABET EC 2000. Service-learning courses may provide engineering

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Erica Cusi Wortham, GW Engineering; Zoe Szajnfarber; Robert Pless, The George Washington University; Ryan Watkins, The George Washington University

scholarship in real-world contexts. The programdoes this through graduate seminars, collaborative courses, peer/faculty/industry mentoring,convenings/symposia/events, and the Summer Incubator. Within this framework, the primarygoals of the incubator are to develop scholarly identity, build community, connect acrossdisciplines, practice core research skills, learn ethics in context, and develop professionalcommunication skills.The Summer Incubator course combines a studio-based learning environment with a designframework whose built-in cycles of reflection and iteration – with an emphasis on prototyping–foster cross-disciplinary connections. We drew inspiration for the structure of the incubatorfrom the design sprint [6], a method created to

Collection

2024 ASEE North East Section

Authors

Susannah GAL, Wentworth Institute of Technology

like Hemo Globin and Myo Globin responding to a job to deliver oxygen to cells.When asked to respond to the case study done in class, students write short (1-2 page) reportsresponding to questions such as how they responded to the clicker-like case, whether or not theyagreed with the judicial panel’s decision (for the trial), what role they played in the environmentalscenario, or by providing a resume for Hemo Globin or Myo Globin for the discussed job. A questionon the final exam allowed the students to reflect on their favorite case and what they learned related tothe course topic. The Case Studies in Science site is a great resource for case studies that can be easilyincorporated into lecture, lab or discussion sections. There are case

Collection

2024 South East Section Meeting

Authors

Evelyn Abagayle Boyd, Clemson University and Colorado School of Mines ; David E Vaughn, Clemson University; Jeffery M Plumblee II, JMP2 LLC; Bridget Trogden, American University

Tagged Topics

Diversity

form of the industry experience so the reason why I joined is kind of similar to what the reason why I did Co-OP. I wanted an experience that would teach me something that I probably wasn't going to get from classes and would be more team based as well.” -JohnJohn was not alone in his reflection that he wanted to participate in a humanitarian engineeringproject but did not have the terminology before participating in CEDC. Clemson University doesnot currently offer a humanitarian engineering major, so CEDC allows students to be introducedto and explore humanitarian engineering within their various curricular structures. In addition toreal world connections, Sam and Rachel heard about specific projects within CEDC and

Conference Session

Innovative Teaching Techniques in the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jayne Marks, University of Pittsburgh; Kevin J. Ketchman, University of Pittsburgh; David R. Riley II, Pennsylvania State University, University Park; Lisa Riley Brown, Penn State University; Melissa M. Bilec, University of Pittsburgh

Tagged Divisions

Civil Engineering

course in which students arechallenged to apply concepts of sustainability through tangible and appropriate projects carriedout with a partnering community/project. The Pennsylvania State University is a publicuniversity with 36,749 full time undergraduates and 6,418 graduate students. The flipped classwas of similar design and make-up, containing 12 students of mixed majors and years in school.Both classes were pilot programs for the National Energy Leadership Corps (NELC). TheNELC is a joint program under development at Penn State and UPitt and is designed to teachstudents about home energy efficiency and sustainability and empower them to conduct homeenergy assessments in their community. The design of the program reflects the need

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

making utilizing theinstrument. Traditionally, engineering curricular approaches to ethics have been case-based orhave centered around lecture and discussions about ethical frameworks. While necessary, suchapproaches can be supplemented by individual assessments of students’ ethical reasoningabilities and reflective activities about the tasks. Specifically, we address curricular interventionsin multidisciplinary project teams focused on real world applications. These interventions Page 23.1350.3leverage the utility of engineering ethical reasoning models and instruments into curricula. Wefocus on the EERI but recognize that similar models and

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

determining the extent to which students’ engagement with Frankensteinwas able to facilitate ethical reflection and professional identity formation. To address thisquestion, the current study begins by situating the class discussion of the novel within thebroader aims and structure of the course; then, it analyzes a series of student written reflectionson moral aspects of the novel and its portrayal of Victor Frankenstein specifically. The analysisorganizes the data into salient themes that emerge from the written reflections illustrated byselections of student writing. The data indicate that students were able to articulate severalethical themes that emerge from the novel’s depiction of Victor Frankenstein’s practice of roguetechno-science and

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

Tagged Divisions

First-Year Programs Division (FYP)

qualitative case study research design and identifies the successes andchallenges of institutionalizing a successful NSF-funded S-STEM recruitment and retentionprogram. Institutionalization of successful educational programs is a goal of many NSF-fundedprograms. Reflection and critique of the institutionalization of our program will provide criticalinsights for similar programs on planning their institutionalization and contribute to theunderstanding of the institutionalization process, timeline, and effort areas. Throughout a“COVID-interrupted” 7-year period, this NSF-funded S-STEM program implemented research-based student success and retention strategies to serve 90 students and provide scholarshipsupport to 42 students. As programmatic elements

Conference Session

Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan R Broberg, Purdue Applied Research Institute; Jose Capa Salinas, Purdue University; Susan Khalifah

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

space to support the adoption of evidence-based strategies, transfer of methodologies and tools,critical self-reflection of teaching practices, adoption of improved pedagogy by new instructors,and learning of innovative teaching techniques by more established instructors [3], [4]. Althoughmulti-lecturer courses bring these advantages to students and instructors, they can be difficult toplan, execute, and assess. Some of the challenges reported are consistent messaging, classhousekeeping, overlapping roles, the dominance of one discipline, loss of individual autonomy,and poor logistics [2], [5].This paper discusses a team-taught engineering course for pre-college students. Over the pastfour years, a team of three to five graduate student

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Michael William Butler, Case Western Reserve University

student reflections, an assignment which asks students to write about what they havelearned during the semester.Results and DiscussionThe finished adventurers showed that the students used additional manufacturing techniques anddesign know-how to develop more creative finished products (Fig. 1). The instructors observedthat the students were generally more engaged because there was more work to spread among theteam members and more ways to succeed in the obstacle challenge. Figure 1. Whegs and giraffe-themed adventurer attached to remote controlled car.Adding the adventurer increased the number of materials and manufacturing techniques eachteam used. The most popular material was cardboard (82%), followed by plywood (18%) andacrylic (11

Collection

2024 Rocky Mountain Section Conference

Authors

Timothy Frank; Daphne DePorres; Emily Stoneham; Joel Sloan P.E.; Vincent Bongionanni; Eric Tucker

engagement through working in teams, interactive introduction to engineering fields,hands-on applications, and examples of diversity in engineering, rather than the more traditionalmethod of prescriptive learning. To increase the effectiveness of these approaches, the courseutilized a combination of problem-based learning projects, engineering exemplars, near-peermentoring, and provided a psychologically safe and encouraging environment.Working in TeamsThe course design prioritized the development of student awareness surrounding diversity and itsimpact on team effectiveness. An initial reflective activity encouraged students to examine theiridentities and delve into the multi-faceted nature of diversity. Subsequently, students discussedand

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University at West Lafayette; Katey Shirey, eduKatey LLC, STEAM Education Services; Alejandra J. Magana, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Faculty Development Division (FDD)

card on EngineeringUnleashed.com,and (5) Upload a minimum of four completed student metacognitive reflection submissions tothe learning management system.2.1.2 Curriculum Development - Training Overview The professional development training followed the backwards curriculum designapproach ([11], a structured approach to curriculum development that ensures student learning isguided toward assessments designed to provide evidence students have mastered the learninggoal or objectives. Participants received peer and facilitator feedback three times throughout theprofessional development program. The Learning Goal was provided to the participants [8]. The purpose of the learninggoal is to articulate how students will be changed as a

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3: Projects and Student Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Carlos Okantey; Clifton L. Kussmaul, Green Mango Associates, LLC; Esther Mensah; Eugene Eluerkeh; Oscar Rodriguez

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

ideas, formed teams,worked to identify and address important elements and issues, and presented their project. Thispaper briefly describes the current and planned structure of the Palm GreenLab; describes theStartup Weekend; reports results from participant reflections; and outlines lessons learned andfuture directions. Projects included agricultural products, education software, and electionsoftware. During the weekend, participants completed a Strength - Improvement - Insight (SII)reflection. Strengths focused on teamwork and collaboration, entrepreneurial thinking, andcreativity and problem solving. Improvements focused on teamwork issues and the foodprovided. Insights focused on the value and challenges of teamwork.1. IntroductionPalm

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University - Bozeman; Sidrah MGWatson

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

these environments. However,whether LGBTQ students experience self-concept or social fit may determine avoidancebehaviors that may ultimately lead them to abandon a STEM major and their STEM career goals.The disclosure of LGBTQ identity to others then reflects both higher self-concept fit and socialfit in that LGBTQ students can be their “true selves” in STEM environments and have theirLGBTQ identities validated by their peers. The decision to compartmentalize LGBTQ identitieswithin STEM environments reflects social identity threat posed by a lack of self-concept and/orsocial fit. Given what prior research has indicated about the LGBTQ climate in STEM, then,these environments would be expected to pose more social identity threat than many

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Svend Christiansen, Aalborg University; Lykke Bertel; Bettina Dahl, Aalborg University

pre-studyof existing and best practices (activity 1 in figure 1) and on establishing and testing out virtualSTEMlabs (activity 4) as well as on recruiting schools, pre-college engineering institutions andteachers to LabSTEM (activity 5). In early 2022, the iterative process of developing a problem-based and STEM-integrated teaching approach and testing it in practice has commenced(activities 2 and 3).Preliminary findingsAs DBR allows for, and emphasizes the continuous reflection on and adapting to potentials,challenges, and critical issues in practice to improve theories, methods, designs, and practicingawareness and reflexiveness is crucial in all stages of proposing, preparing, facilitating andassessing research and educational designs

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Sean Knecht, Penn State University

Tagged Topics

Diversity

, but ratherdue to the unpredictability of the number of projects each semester, the specific needs of thoseprojects, the number of students from each major taking Capstone that particular semester, andthose students preferences regarding the available projects. Potential systemic solutions to these issues all have clear limitations. Removing theability of the students to provide project preferences would likely exacerbate the enumeratedproblems. Requesting that sponsors provide a larger number of potential projects that could beimplemented selectively depending on the distribution of student majors in a given semester is anexcessive burden on sponsors and likely would not reflect their needs regarding potentialimmediacy of solutions

Conference Session

Curriculum Challenges

Collection

2022 ASEE Zone IV Conference

Authors

Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Casey James Keulen, University of British Columbia, Vancouver; ANGELA Mercy RUTAKOMOZIBWA

Tagged Topics

Conference Submission

discussion on preparing for multi-campus course development.• Reflect on some best practices for teaching multi-campus courses in an international context.As implemented, learning material for this module is heavily interactive and includes videos andH5P content such as slideshows to promote engagement. Learning activities are structuredaround reflection and role playing, where the student considers the possible variety of learningexperiences available within a multi-campus learning context. By framing benefits andchallenges early in the course, participants are provided motivation to approach the rest of themodules through a very practical lens.C.3. Module 2: Multi-campus instructional frameworkThis is an asynchronous module and is the last module

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Elmer Irizarry Rosario, University of Puerto Rico, Mayaguez Campus; Laura Garcia Canto; Rocio Sotomayor-Irizarry, University of Puerto Rico, Mayaguez Campus; Ruben Leoncio Caban, Polytechnic University of Puerto Rico; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

accounting of how the experience generated by thecrossroads that the program creates, share how they are served by the program. The experiencesgenerated between the professional interdisciplinarity, the approach to infrastructure’ssustainability, and the concept of resiliency have impacted the experience of servingness forstudents in the program. This paper presents students’ reflections on the contribution of RISE-UP in students’ development of the following non-academic outcomes of servingness:leadership identity, critical consciousness, research and graduate school aspirations and civicengagement.2. Methods and Results.The methodology selected for this study is based on case studies. Case studies can be used togain insight on in-depth personal

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joel Mejia, The University of Texas at San Antonio; Alberto Esquinca, San Diego State University

Latino/a/x teachers. The research teamcoached teachers to create and adapt engineering lessons for their students, which included a highpercentage of students classified as ELs. Together we created a community of practice that fosteredconfianza (trust) [9] and colaboración (collaboration) where teachers could share and have access toexpertise from member of the community of practice, and facilitated through both formal and informalinteractions. These strategies were intended to serve as a resource for collaborative reflection anddeeper learning of and about engineering and funds of knowledge. Three researchers with expertise inengineering, bilingual education and learning sciences facilitated the coaching sessions whereworkshops, monthly

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University, Logan; Angela Minichiello, Utah State University, Logan; Zain ul Abideen, Utah State University, Logan ; Talha Naqash, Utah State University, Logan; Assad Iqbal, Arizona State University

Tagged Topics

NSF Grantees Poster Session

thinking and reasoning. To be effective problem-solvers, students mustunderstand the relationship between the MKT, SRC and SRM throughout the problem-solving activities.Four research questions will guide the research: (1) How do students perceive their self-regulation ofcognition (SRC) and motivation (SRM) skills for generic problem-solving activities in EM courses; (2) Howdoes students’ metacognitive knowledge about problem-solving tasks (MKT) inform their Taskinterpretation?; (3) How do students’ SRC and SRM dynamically evolve?; and (4) How do students’ SRCand SRM reflect their perceptions of self-regulation of cognition and motivation for generic EM problem-solving activities?A sequential mixed-methods research design involving quantitative and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert A Baffour, University of Georgia; Adel W. Al Weshah, University of Georgia; Eliza A Banu, University of Georgia; Ramana Pidaparti, University of Georgia; Kun Yao, University of Georgia; Barbara Norton McCord P.E., University of Georgia; Adam Wineland, University of Georgia

Tagged Topics

NSF Grantees Poster Session

. • Developed Separate evaluation instrument for each focus area. • Conducted several evaluations site visits.Faculty involved: Seven (7)ResultsIn this project, faculty peer observation was conducted in two groups, with one group focusing onthe flipped classroom model and the other on lecture-based teaching method. Both groups startedby developing a peer observation instrument that was specific to their teaching modality. The maincontent for these two instruments is shown below in table 1. This instrument was used to gatherfeedback from peers on various aspects of teaching, including course design, classroommanagement, and student engagement. The results of the evaluation showed that the peerobservation process encouraged instructors to reflect on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

Tagged Topics

Diversity, NSF Grantees Poster Session

programming constructs, (2) facilitatingcollaborative learning, and (3) implementing pedagogical strategies for differentiation. Thesethree practices are not novel; in fact, they are supported by extensive research in computingeducation and cognitive science [7, 8, 9, 10]. We provide reflections on strategies to adapt thesepractices to support instructors in resource-constrained settings in enabling computing for all.MethodologyThe approach discussed in the paper is exploratory and incremental. The first author, who alsoteaches an introductory programming course, observed that towards the end of the semester, manystudents who completed his introductory programming course voiced uncertainty regardingvarious concepts covered in the class. The

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs Division (FYP)

objectives of the module 0% Lesson Theory-focused passive content with 10% automatically graded quizzes at the end of the content. Emulate Long-form video showing worked 20% example problems using a think-aloud protocol. Students are required to submit the emulated problem solution. Activity Akin to traditional homework, these are 30% new problems that can be solved using the tools and techniques shown in the emulate and lesson content. Reflection Self-reflective survey about the students’ 3% learning. Next Steps Project mini-milestones aimed at

Conference Session

Biomedical Engineering Division (BED): Best of Works in Progress

Collection

2023 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Ken Gentry, Northwestern University; David P. O'Neill, Northwestern University; Philippa Eshun

Tagged Divisions

Biomedical Engineering Division (BED)

, sophomore laboratory course?IntroductionThis work-in-progress study assesses the impact of reflective practices, including peer reviewusing a co-created rubric, on written assignments in a sophomore-level, biomedical engineeringlaboratory course. As an introduction to experimentation, the course covers the statistical designof experiments and the quantification of measurement data quality. Topics include problem-solving skills, scientific writing, and hypothesis generation amongst other research-related topics.Evidence-based pedagogy used in the course includes standards-based grading and reflection.This study is motivated by work demonstrating the inclusive and effective nature of peer review,co-created rubrics, and standards-based grading. An

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University; Andrea T. Kwaczala, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

entrepreneurial-mindedlearning (EML) with DEI efforts through the design prompt. It is beneficial to make connectionsfrom historical designs to inspire novel approaches to design opportunities. Reflecting onindividual’s unique designs and their individual influences from historical approaches can bringawareness. It can be difficult to initiate conversations around DEI, especially in engineering designclassrooms. The incorporation of DEI in this DfAM workshop helps to naturally coach students toengage in an inclusive classroom environment where they feel an increased sense of belongingand become more socially aware of others differing cultures by talking about one’s own uniquebackground with classmates. This workshop spearheads discussions on diversity

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer M. Case, Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa Benson, Clemson University; David A. Delaine, The Ohio State University; Shawn S. Jordan, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Susan M. Lord, University of San Diego; Rhonda Papp, University of San Diego; Edward Tyler Young, The Ohio State University; Yevgeniya V. Zastavker, Olin College of Engineering

Tagged Topics

Diversity, NSF Grantees Poster Session

equipping faculty with the knowledge and skills necessary to create such opportunities. This work is integrated with Dr. Zastavker’s efforts to understand the ways in which such environments may be sup- ported by critically reflective practices and how these environments serve to induct engineering students into educational careers. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and imple- mentation of project-based experiences in fields ranging from science to engineering and design to social sciences. ©American Society for Engineering Education, 2023 Lessons Learned doing Secondary Data Analysis in Engineering

Collection

ASEE-NE 2022

Authors

Tedi Qafko, Wentworth Institute of Technology; Trevyn Larson; Andrew Michael Seredinski, Wentworth Institute of Technology

layers, to calculate contrast of reflected light betweenregions with a crystal and without. The equation was noted to be easily derived to fit multiplelayers of incidence stacked on top of one another by changing electric field (E) equations withmatrix forms. We begin from matching the E-field above and below each interface:𝐸𝑛 = 𝐸𝑖𝑛 + 𝐸𝑟𝑛 = 𝐸𝑡𝑛 + 𝐸′𝑟(𝑛+1) ,where n represents the layer count, i indicates E-field from an incident ray, r from a reflected ray,and t from a transmitted ray. The prime indicates a phase shift across the thickness of the layer.The light’s magnetic fields (H) are described in the terms of electric fields in the form: 𝜖𝐻𝑛 = √𝜇0 (𝐸𝑖𝑛 − 𝐸𝑟𝑛 )𝑛𝑛−1 𝑐𝑜𝑠𝜃𝑖𝑛 , 0where nn is the

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and