Gargac, J., & Hampu, D. J. (2019, June), The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33432

\bibitem{asee_peer_33432}
  Gargac, J., \& Hampu, D. J. (2019, June), \emph{The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33432

Joshua Gargac and Daniel John Hampu.  "The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33432 Internet.  18 Apr, 2024

\bibitem{asee_peer_33432}
  Joshua Gargac and Daniel John Hampu.
  "The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33432 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_33432
author = "Joshua Gargac and Daniel John Hampu"
title = "The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33432}
number = {10.18260/1-2--33432}
}

TY  - CPAPER
AB  - The benefits of integrating the entrepreneurial mindset into the engineering curriculum has been well documented.  According to the Kern Entrepreneurial Engineering Network (KEEN), the entrepreneurial mindset helps students understand the bigger picture, recognize opportunities, and learn from mistakes to create value.  In an effort to develop the entrepreneurial mindset, the Department of Engineering partnered with the Entrepreneurial Studies Program at [School Name] to develop a collaborative design project between an upper-level entrepreneurship course (ENT350) and the first-year engineering course (EGE120).  

In ENT350, the culminating experience for the entrepreneurship minor, students develop an idea using customer interaction and the business model canvas.  ENT350 students often lack the resources and motivation to develop working prototypes of their ideas.  In contrast, engineering students are comfortable with prototype creation and begin implementing the engineering design process early in the curriculum.  At [School Name], engineering students complete a semester-long design project in EGE120, the second course in the engineering sequence for first-year students.  For this project, students follow the engineering design process to develop and build prototypes that solve real-world problems.  Previously, they worked without market analysis or client feedback.  Therefore, the goals of connecting these two courses were to 1) implement a cross-disciplinary design project, 2) generate quality, market-driven prototypes, and 3) promote the entrepreneurship minor within the engineering program.

To collaborate, teams of ENT350 students solicited prototype proposals for new toy ideas inspired by ABC’s The Toy Box.  Throughout the semester, the ENT350 “clients” provided market data and direction to EGE120 students as they designed and developed the prototypes.   At an Engineering-Entrepreneurship Design Expo, the teams demonstrated their prototypes to the greater campus community.  Overall, student surveys revealed this unique collaboration was beneficial to the learning outcomes of both courses. 

AU  - Joshua Gargac
AU  - Daniel John Hampu
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - The Toy Box Project: Connecting First-Year Engineering Students with Entrepreneurship
UR  - https://peer.asee.org/33432
DO  - 10.18260/1-2--33432
ER  -