Developing the Entrepreneurial Self: Integrating Professional Growth in an Engineering Design and Entrepreneurship Course Sequence (original) (raw)

Building an “i-Learning” environment for entrepreneurial engineering

2011

This paper presents an experimentation, realized within an International Master's, aimed to develop in tomorrow's engineers the entrepreneurial capabilities required to develop technology-intensive products and services in the domain of e-business. The new professional profile of the Entrepreneurial Engineer is introduced, along with the innovative features of an “i-learning” environment which supports the development of such profile. The interdisciplinarity, interactivity, immediacy, internetworking and individualization aspects of the environment are discussed with a particular focus on the curriculum design and the action learning strategy applied in the program.

The Engineer As Entrepreneur: Education For The 21st Century At Rose Hulman Institute Of Technology

2001 Annual Conference Proceedings

Over the past five years, Rose-Hulman has invested over $40M dollars creating an environment to encourage entrepreneurship in its graduates. Components of the educational, organizational, and physical infrastructure are described. These components include a course in entrepreneurship, internships with entrepreneurial companies, the Technology and Entrepreneurship Development (TED) program, Rose-Hulman Ventures (RHV), and the John T. Myers Center for Technological Research with Industry. Case studies of recent successes are presented.

AC 2007-2925: CREATIVITY AND NEW PRODUCT DEVELOPMENT: BRINGING ENTREPRENEURSHIP INTO ENGINEERING DESIGN CLASSES

We have taught a course on Creativity and New Product Development since 1995. It is unique in its attention to all aspects of the product development process, including the personal and interpersonal issues in product development, as well as the technical ones. Our focus is not just on studying product development, but on actually DOING it. The students develop a new product idea and carry it through to a physical prototype. They must also formulate a business plan, marketing strategy, and an appeal for funding. We bring in guest speakers with expertise in intellectual property issues and several successful entrepreneurs (including former students from this class). In this paper, we discuss the three versions of this class, and how they have evolved. We also discuss our students' successes, and some of the problems they have encountered in trying to commercialize their ideas.

Ac 2010-1215 : Fostering Entrepreneurship While Teaching Design

Rowan University has a unique 8-semester Engineering Clinic sequence. This sequence helps develop professional skills identified in the ABET A-K criteria though project-based-learning. The Freshman Engineering Clinics are an introduction to the profession, teamwork, and measurements. The Sophomore Engineering Clinics provide an introduction to technical communication and engineering design principles, and in the Junior/Senior Engineering Clinics, students work in multidisciplinary teams on real research and design projects. Most Junior/Senior Engineering clinics are sponsored by companies, or federal or state government agencies. As a secondary objective, the Engineering Clinic supports entrepreneurship in engineering students. The College of Engineering has a long-standing program that allows students to apply for funding to pursue their own entrepreneurial ideas through the Junior/Senior Engineering Clinics. However, the program has been utilized by very few students. Recently, tw...

Entrepreneurial Thinking in a First-Year Engineering Design Studio

2017 ASEE Annual Conference & Exposition Proceedings

Anneliese Watt is a professor of English at Rose-Hulman Institute of Technology. She teaches and researches technical and professional communication, rhetoric and composition, medicine in literature, presidential election rhetoric and other humanistic studies for engineering and science students. Her current work focuses on engineering design.

ENTREPRENEURSHIP TRAINING IN TECHNOLOGIC UNIVERSITY BY MODELING

What distinguishes early on the worst architect from the most expert of bee, is that she built the cell in her head befor building it in the beehive", Karl Marx Although drawn from its context, the reflection of K. Marx is completely suitable to illustrate what we mean by problem building or "problematization". Problematize, it is therefore to represent a complex situation . This representation is important because it carries actions. They're no longer working on the situation but rather on its performance. This situation encountered by the architect is it different from the one met by the engineer who develops an innovative product or an entrepreneur? One of the common characteristics of these various activities to project can be undertaken under consideration from a perspective view of problematization. This is the starting point that we used in our institution in order to build and to disseminate an approach and tools aiming to train engineering students to the problematization (problem building) specifically and to the management of activities in overall project. Indeed, situations that engineers are stationed to handle refer to this need of problematization. .

Growing the Entrepreneurial Mindset in First Year Engineering Students Using Sociotechnical Design Challenges

International Journal of Engineering Pedagogy (iJEP)

Engineering graduates must acquire both technical knowledge and a diverse range of professionalskills to effectively address the current global challenges. Equally important is aprofound understanding of how technological solutions are influenced by the human andnatural environments in which they are implemented. An open-ended, team-based designchallenge integrates entrepreneurial-minded (EM) skill development into an interdisciplinaryfirst-year engineering course that approaches engineering from a sociotechnical perspective.A mixed-methods study using a post-course reflective questionnaire explored students’self-perceived development of EM skills. Quantitative results from a series of 5-point Likerttypequestions indicate that students felt they developed EM skills in all three areas of the 3-Cframework, with average mean scores above 4.0 in all three categories. Scores were significantlyhigher in the Connections and Create Value subscales (mean 4.31 ± 0.62 and 4.23 ± 0.76,respectiv...

Entrepreneurship in Future Design Education

2011

Design Methods and Design Thinking have become important elements in innovation and entrepreneurship processes. Introduction of design subjects into business and engineering educations shows this. One could also mention the success of IDEO publications, presenting state of the art design methodology, stressing user focus. An increasing number of innovations directly address or involve end users, by offering immaterial products; services, leisure etc. Norwegian University of Science and Technology, NTNU has focus on Entrepreneurship and innovation and is amongst the leading universities worldwide when it comes to university-business cooperation. NTNU has an active TTO (technology transfer office), the NTNU School of Entrepreneurship is well renowned after 5 years of operation, and in 2010 a new vice rector position was established with responsibility for innovation and business cooperation. Working with the Industrial Design Engineering (IDE) at NTNU education we also observe student...

Demystifying the Genius of Entrepreneurship: How Design Cognition Can Help Create the Next Generation of Entrepreneurs Journal: Academy of Management Learning & Education Academy of Management Learning & Education

Entrepreneurship education is a key beneficiary of design thinking’s recent momentum. Both designers and entrepreneurs create opportunities for innovation in products, services, processes, and business models. More specifically, both design thinking and entrepreneurship education encourage individuals to look at the world with fresh eyes, create hypotheses to explain their surroundings and desired futures, and adopt cognitive acts to reduce the psychological uncertainty associated with ambiguous situations. In this article, we illustrate how we train students to apply four well-established cognitive acts from the design cognition research paradigm—framing, analogical reasoning, abductive reasoning, and mental simulation—to opportunity creation. Our pedagogical approach is based on scholarship in design cognition that emphasizes creating preferred situations from existing ones rather than applying a defined set of tools from management scholarship. In doing so, we provide avenues for further development of entrepreneurship education, particularly the integration of design cognition.

Entrepreneurship in engineering education

2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007

The recent changes in the world and engineering present both challenges and opportunities to the engineering education. Engineering education is changing to meet these challenges. More and more engineering programs strive to include entrepreneurship and innovation, traditionally American values, in the engineering curriculum. In this paper, we present our view on teaching entrepreneurship to future engineers and describe our experience in introducing entrepreneurship in engineering education through an NSF-sponsored pilot program based on collaboration between Stony Brook University and three other major higher education institutions on Long Island.