Bozic, C. L., & Hartman, N. W. (2014, June), Case-Based Instruction for Innovation Education in Engineering and Technology  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20155

\bibitem{asee_peer_20155}
  Bozic, C. L., \& Hartman, N. W. (2014, June), \emph{Case-Based Instruction for Innovation Education in Engineering and Technology}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20155

Christy L. Bozic and Nathan W. Hartman.  "Case-Based Instruction for Innovation Education in Engineering and Technology".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20155 Internet.  23 Apr, 2024

\bibitem{asee_peer_20155}
  Christy L. Bozic and Nathan W. Hartman.
  "Case-Based Instruction for Innovation Education in Engineering and Technology".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20155 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_20155
author = "Christy L. Bozic and Nathan W. Hartman"
title = "Case-Based Instruction for Innovation Education in Engineering and Technology"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20155}
number = {10.18260/1-2--20155}
}

TY  - CPAPER
AB  -            Case-based Instruction for Innovation Education in EngineeringThe need for the integration of relevant curriculum focused on innovation theory and themanagement of innovation within engineering education has been a topic of ongoing discussionat the national level. The Council of Competitiveness suggests STEM graduates will be the keyto innovation growth, although the number of engineers entering the field is not sufficient toreplace retiring professionals. Today’s global economy requires engineers and technologists totake the lead role in innovation and idea generation, although innovation is not a topic that istypically included in the undergraduate curriculum.One approach to teaching innovation theory is case-based instruction. Case studies are effectivein engineering education because they bridge the gap between theory and practice. Students alsoreport being more engaged in coursework when case studies are included in the curriculum.Although effective, case analysis is not as prevalent in the classroom as the more traditionallecture-based instructional methods.This paper explores student attitude toward the use of case studies in engineering education. Thedata is drawn from the results of a mixed-methods study of engineering technology students whoparticipated in a case study discussion of disruptive innovation theory. An assessment of studentattitude toward the use of the innovation case study was given to a sample of 90 engineeringtechnology students. Qualitative results from this instrument will be presented in this paper.This research is intended to provide insight into student perception and acceptance of the use ofcases in the engineering and technology classroom. This phenomenological research willexamine students’ personal views of their attitudes. Research will be supported by thick, richdescription drawn from students’ own words to gain further insight into student perception ofboth innovation education and case-based instruction.
AU  - Christy L. Bozic
AU  - Nathan W. Hartman
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Case-Based Instruction for Innovation Education in Engineering and Technology
UR  - https://peer.asee.org/20155
DO  - 10.18260/1-2--20155
ER  -