June 15, 2019
June 15, 2019
June 19, 2019
Entrepreneurship & Engineering Innovation
A recent report published by the --- Foundation documented the importance of innovation to the US economy and the critical relationship between innovation, university research and education for workforce development and economic prosperity. To develop an innovation-based ecosystem, the US must produce more STEM graduates capable of driving innovation. “At the heart of an innovative local ecosystem is its capacity to absorb new knowledge for industrial use. Industrial innovation is defined by the capability and propensity to engage, translate, absorb and exploit new knowledge and the active participation of a university, including facilities, faculty, staff and students who can aid this process.” Developing an Innovation Concentration focuses on the faculty, students, outcomes and curriculum to create graduates who can engage, translate, absorb and exploit this new knowledge and who can begin to do so along the way.
To fulfill this need, a pilot program has begun, collaboratively developed by the ----- College of Engineering (CoE) and the ---- College of Business (----) at the ----. The program is designed to be a scalable, repeatable, multi-college, interdisciplinary academic and experiential learning-based innovation track and is in its third year. Starting in this third year, first-year engineering students are now partnered with business students to focus on innovation principles and processes, while incorporating classroom content with hands-on experiences to focus on new the innovation process and new product development. Students from both colleges learn why innovation matters, how to work together to create innovation, and how to solve problems that have market demand. Also in this third year, for a second year senior design/capstone engineering and business students are partnered and are exposed to a broader innovation climate, partnering with regional humanitarian, engineering and technology industries in a manner that can serve as a model for expansion and for other institutions. As also noted in the report, “Regions with weak innovation outcomes tend to be those that are organizationally and institutionally ‘thin.’ Regions must encourage/demand that their universities participate in the network-based relationships and contribute to the institutional arrangements to promote innovation outcomes that can be deployed in the marketplace.”
The CoE and (----) will use a combination of qualitative and quantitative data to evaluate and iteratively improve the program with the overall objective of attracting, retaining, and graduating students who are capable of innovating in a realistic, commercializing environment. These students will enter the workforce better prepared to improve the economic health and competitiveness of the US.
This paper focuses on the strategy, design and development of this program, lessons learned, and plans for evolution and expansion for the future.
Schubert, K. D., & Massey, L. B., & Ellstrand, A. E. (2019, June), Expanding and Evolving an Innovation Concentration Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32787
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015