A spiral approach to teach value propositions using the NABC framework in core engineering courses

LeBlanc, Heath J.; Hassan, Firas

doi:10.1109/fie.2017.8190583

Cited by 7 publications

(15 citation statements)

References 4 publications

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“…What are the important customer and stakeholder needs? A need should relate to an important and specific user-client segment with the end customers clearly stated [11,12]. Then, the Approach to meet the need is described.…”

Section: ) Written Proposal (70%)mentioning

confidence: 99%

An EML Project on Steel Beam Design

Ardakani¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Section: ) Written Proposal (70%)mentioning

confidence: 99%

An EML Project on Steel Beam Design

Ardakani¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

show abstract

“…What are the important customer and stakeholder needs? A need should relate to an important and specific user-client segment with the end customers clearly stated [10,11]. Then, the Approach to meet the need is described.…”

Section: Competition Descriptionmentioning

confidence: 99%

“…As the approach develops through iterations, it becomes a full proposal or business plan, which can include cost, staffing, deliverables, a timetable, etc. [10,11]. The Benefits of the approach to the specific stakeholders must be highlighted and should demonstrate a favorable benefit to cost ratio.…”

Section: Competition Descriptionmentioning

confidence: 99%

“…Each approach to a client's need results in unique client benefits, such as low cost, high performance, or quick response. Success requires that the benefits be quantitative and substantially better -not just different [10,11]. Finally, the Competition should be analyzed to show how the idea improves upon the competing solutions [10,11].…”

Section: Competition Descriptionmentioning

confidence: 99%

“…Success requires that the benefits be quantitative and substantially better -not just different [10,11]. Finally, the Competition should be analyzed to show how the idea improves upon the competing solutions [10,11]. Why are our benefits significantly better than the competition?…”

Section: Competition Descriptionmentioning

confidence: 99%

See 2 more Smart Citations

Incorporating an Entrepreneurial Mindset Competition into a Structural Analysis Course

Ardakani¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Structural Analysis is a required course for junior civil engineering students. They learn the theory of the common methods of analysis of structures during the course; however, do not get to apply such methods to a hands-on project. The paper discusses a competition that provides the students with an opportunity to apply the concepts learned in the class through a hands-on experience on analysis, design, and fabrication of a balsa wood bridge. The project challenges the students to fabricate a wooden truss bridge that yields the highest load bearing capacity and weight ratio to win the competition. In addition, students get to improve their entrepreneurial mindset by applying Kern Entrepreneurial Engineering Network (KEEN) learning objectives on curiosity and creating value via investigating multiple truss bridge systems and selecting the superior design through NABC approach. The direct assessment was conducted by rubric evaluation and an anonymous survey was used for the indirect assessment of the project. The students' feedback indicated that they enjoyed the real-world application of the project and liked being able to learn how to analyze trusses using professional software and apply their learning to an actual design. ID Member Type Length Cross-sectional Dimensions Quantity Required The written product proposal should include the following:

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A Systematic Literature Review of Entrepreneurial Education in Electrical, Electronic, and Computer Engineering Curricula

Browning,

Bustard

2024

IEEE Access

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This study contributes to entrepreneurship education within electrical, electronic and computer (EEC) engineering curricula by providing a comprehensive overview of the teaching methodologies and assessment designs currently employed by educators. We explore the challenges faced by both EEC engineering educators and students in entrepreneurship education. This study is motivated by the need to understand the landscape of entrepreneurship education within EEC engineering curricula. This will benefit those who are starting an entrepreneurship course or reflecting on their course design and delivery. The following research questions are examined in this study: Is the need for entrepreneurship education in EEC engineering curricula based on development of soft skills and/or economic need?; What teaching methods are used within entrepreneurship teaching for EEC engineering students?; How are the students assessed within EEC engineering entrepreneurship education? Does EEC engineering entrepreneurship education vary based on country?; What challenges do students encounter participating in EEC engineering entrepreneurship?; What challenges do educators encounter in delivering EEC engineering entrepreneurship?; This study adopted a systematic literature review approach. The findings revealed that project-based learning is the most popular method of curriculum delivery along with lectures, while, a business plan, pitch, and prototype product are common components in assessment. The study also highlighted the United States of America as being well established in this field compared to other countries. The administrative challenge to educators was discussed but there are new opportunities, such as experiential based learning, which has started to be adopted.

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A spiral approach to teach value propositions using the NABC framework in core engineering courses

Cited by 7 publications

References 4 publications

An EML Project on Steel Beam Design

An EML Project on Steel Beam Design

Incorporating an Entrepreneurial Mindset Competition into a Structural Analysis Course

A Systematic Literature Review of Entrepreneurial Education in Electrical, Electronic, and Computer Engineering Curricula

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