Matthew, V., & Monroe-White, T., & Turrentine, A., & Shartrand, A., & Jariwala, A. S. (2015, June), Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24327

\bibitem{asee_peer_24327}
  Matthew, V., \& Monroe-White, T., \& Turrentine, A., \& Shartrand, A., \& Jariwala, A. S. (2015, June), \emph{Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24327

Victoria Matthew, Thema Monroe-White, Ari Turrentine, Angela Shartrand, and Amit Shashikant Jariwala.  "Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24327 Internet.  15 Jan, 2025

\bibitem{asee_peer_24327}
  Victoria Matthew, Thema Monroe-White, Ari Turrentine, Angela Shartrand, and Amit Shashikant Jariwala.
  "Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24327 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_24327
author = "Victoria Matthew, Thema Monroe-White, Ari Turrentine, Angela Shartrand, and Amit Shashikant Jariwala"
title = "Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24327}
number = {10.18260/p.24327}
}

TY  - CPAPER
AB  -                      Integrating Entrepreneurship into Capstone Design:                     An Exploration of Faculty Perceptions and PracticesMany compelling reasons have been identified for incorporating entrepreneurship into theengineering curriculum. Ohland et al. (2004) found entrepreneurship education boosted GPA andretention rates. Byers et al. (2014) explained that entrepreneurship provides students with theskills and attitudes needed to innovatively contribute to existing organizations, as well as pursuetheir own ventures. Researchers have found that entrepreneurship is most effectively taught usingexperiential methods (Duval-Couetil, Shartrand, & Reed-Rhoads, in press), but these methods areones that faculty may find challenging to incorporate into core engineering classes. Given thatcapstone design courses are by nature applied and experiential, they may provide an optimalopportunity to integrate entrepreneurship.Ochs et al. (2006) illustrated ways to integrate entrepreneurship into capstone whilesimultaneously adhering to ABET standards. Based on a panel discussion that occurred during the2010 Capstone Design Conference, Shartrand and Weilerstein (2011) identified the followingpractices for incorporating entrepreneurship into capstone courses: (1) Develop anEntrepreneurial Mindset, (2) Provide Necessary Curricular Content and Support Scaffolding forEntrepreneurial Goals and Objectives, (3) Incorporate Authentic Deliverables, Constraints andFeedback into the Process, (4) Form Interdisciplinary Student Teams, (5) Allow Students toEngage Early and to Continue Post-Course, (6) Create Opportunities for Competition andExternal Validation, and (7) Facilitate Student Ownership of Intellectual Property.Building on this taxonomy developed by Shartrand and Weilerstein (2011) to categorizestrategies for integrating entrepreneurship into Capstone Design courses, the authors of this paperwill present survey data gathered from the Capstone Design Community designed to a)understand how and to what degree entrepreneurship is currently integrated into Capstone Designexperiences and b) identify faculty’s perceived and actual challenges to implementing thisinstructional practice into the Capstone Design experience. Strategies for addressing thesebarriers (e.g., the lack of a common definition of entrepreneurship, meeting the needs of industrysponsors, and alignment with ABET) will be explored. The authors conclude with recommendedsteps that faculty and administrators can take to foster greater integration of entrepreneurship intoCapstone Design courses.ReferencesByers, T., Seelig, T., Sheppard, S., & Weilerstein, P. (2013). Entrepreneurship: Its Role in        Engineering Education. The Bridge, 43(2), 35–40. Retrieved from        http://www.nae.edu/Publications/Bridge/81221/81235.aspxDuval-Couetil, N., Shartrand, A., & Reed-Rhoads, T. (in press). The role of entrepreneurship        program models and experiential activities on engineering student outcomes. Advances in        Engineering Education.Ochs, J., Lennon, G., Watkins, T., & Mitchell, G. (2006). A comprehensive model for integrating        entrepreneurship education and capstone projects while exceeding ABET requirements.        In Proceedings of the 2006 American Society for Engineering Education Annual        Conference & Exposition. Chicago, IL: American Society for Engineering Education.        Retrieved from www.lehigh.edu/~taw4/LehighASEE2006.pdfOhland, M. W., Frillman, S. A., Zhang, G., Brawner, C. E., & Miller, T. K. I. (2004). Effect of an        Entrepreneurship Program on GPA and Retention*, The. Journal of Engineering        Education, 93(4), 293–301. Retrieved from        http://findarticles.com/p/articles/mi_qa3886/is_200410/ai_n9470228Shartrand, A., & Weilerstein, P. (2011). Strategies to Promote Entrepreneurial Learning in        Engineering Capstone Courses. International Journal of Engineering Education, 27(6),        1186.
AU  - Victoria Matthew
AU  - Thema Monroe-White
AU  - Ari Turrentine
AU  - Angela Shartrand
AU  - Amit Shashikant Jariwala
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Integrating Entrepreneurship into Capstone Design: An Exploration of Faculty Perceptions and Practices
UR  - https://peer.asee.org/24327
DO  - 10.18260/p.24327
ER  -