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Answering the Call for Innovation: Three Faculty Development Models to Enhance Innovation and Entrepreneurship Education in Engineering

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Faculty Development

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count


Page Numbers

25.190.1 - 25.190.12

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Paper Authors


Angela M. Shartrand National Collegiate Inventors & Innovators Alliance (NCIIA)

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Angela Shartrand oversees NCIIA's internal and external research and evaluation initiatives as the Research and Evaluation Manager at the NCIIA. She leads research and evaluation projects in areas closely aligned with NCIIA's mission, developing research collaborations with faculty instructors, researchers, and program directors who are actively engaged in technology entrepreneurship and innovation. She recently joined the Epicenter Research and Evaluation team and is in the process of evaluating a new NSF initiative to prepare academic researchers to evaluate the commercial potential of their research. She holds a Ph.D. in applied developmental and educational psychology from Boston College, an Ed.M. from Harvard University, and a B.A. from Williams College.

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Ricardo Leon Gomez National Collegiate Inventors and Innovators Alliance (NCIIA)

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Ricardo Gomez is a Ph.D. candidate at the Center for International Education, University of Massachusetts, Amherst. He received a bachelor's of education degree from La Salle University and holds a master's of education from Victoria University of Wellington, New Zealand. His research interests span educational policy analysis, program monitoring and evaluation, and curriculum design and implementation. Gomez works closely with the Assessment and Evaluation Manager and staff in the development and implementation of the NCIIA's evaluation plans, including client satisfaction surveys, instrument development, data collection, analysis, and reporting.

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Phil Weilerstein National Collegiate Inventors & Innovators Alliance (NCIIA)

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As an entrepreneur leading a not-for-profit organization, Phil Weilerstein has grown the NCIIA ( from founding as a grassroots group of enthusiastic university faculty to an internationally recognized resource supporting and promoting technology innovation and entrepreneurship to create experiential learning opportunities for university students, and successful, science and technology-based, socially impactful businesses. NCIIA does this by providing a linked sequence of programs that develop community and help move faculty and student entrepreneurs from innovative ideas to the launch of products and businesses. Weilerstein began his career as an entrepreneur as a student at the University of Massachusetts. He and a team including his advisor launched a start-up biotech company and took it to IPO. This experience, coupled with a lifelong passion for entrepreneurship, led to his work with the National Collegiate Inventors and Innovators Alliance. He is a Founder of the Entrepreneurship Division of the American Society of Engineering Education and is the recipient of the 2008 Price Foundation Innovative Entrepreneurship Educators Award.

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Answering  the  call  for  innovation:  Program  and  faculty  development  for  innovation  and  entrepreneurial  learning    Amid  widespread  calls  for  innovation,  there  is  an  increased  demand  for  faculty  training  and  development  opportunities  that  focus  on  integrating  entrepreneurship  and  innovation  into  the  engineering  and  design  curriculum.  What  is  the  best  way  to  provide  this  training  to  faculty?  What  model  seems  to  be  most  efficacious?  This  paper  will  describe  learning  and  preliminary  findings  from  the  implementation  of  three  faculty  development  models:  brief  conference  workshops  on  specific  teaching  tools  and  techniques,  a  multi-­‐day  workshop  in  which  faculty  observe  and  assist  with  exercises  with  actual  students,  and  a  second  multi-­‐day  workshop  on  program  design  and  curriculum  development  that  addresses  multiple  components  of  curriculum  change.  Comparative  analysis  of  these  different  models  of  faculty  development  will  be  presented,  highlighting  the  challenges  and  benefits  of  each  and  learnings  from  the  first  year  of  implementation.  Two  consistent  challenges  presented  in  all  three  faculty  training  models:  1)  how  to  integrate  content  area  knowledge  and  innovative  teaching  practices  that  can  be  successfully  translated  back  to  the  traditional  environment  of  higher  education;  2)  how  to  build  a  network  of  like-­‐minded  faculty  that  continues  after  workshops  have  concluded.  Discussion  will  explore  the  pros  and  cons  of  each  model,  and  recommendations  about  how  to  make  faculty  development  sessions  more  effective  in  terms  of  instructional  design,  implementation  and  evaluation.  

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