New Economy, New Engineer

Rover, Diane T.

doi:10.1002/j.2168-9830.2005.tb00870.x

Cited by 39 publications

(26 citation statements)

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“…This call has come from professional organizations such as the National Academy of Engineering, ASEE and ASME, and influential publications such as The Engineer of 2020 [4,5]. As a result, the role of entrepreneurship in engineering, science and technology education is undergoing a transformation.…”

Section: Importance Of the Problemmentioning

confidence: 97%

Assessing student learning in technology entrepreneurship

Shartrand

Weilerstein

Besterfield‐Sacre

et al. 2008

2008 38th Annual Frontiers in Education Conference

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Driven by changes in the global economy, entrepreneurship has grown rapidly as a curricular focus at many engineering schools in the U.S. Nonetheless, defining appropriate content and assessing how these educational experiences impact student learning has not yet been accomplished. To address this need, we have developed two tools to assess the educational outcomes of entrepreneurship courses and programs among engineering students. The first tool, the NCIIA Entrepreneurship Inventory, measures students' selfreported familiarity with technology entrepreneurship terms and concepts, has been piloted at eight schools, and shows high reliability. The second tool is rubric that provides a framework for analyzing higher-level entrepreneurial thinking in more advanced undergraduate and graduate students. The rubric was derived empirically from student responses to two brief technology start-up cases, and was piloted at four NCIIA member schools. Discussion will focus on the results and implications for future development of assessment tools in technology entrepreneurship.

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Section: Importance Of the Problemmentioning

confidence: 97%

Assessing student learning in technology entrepreneurship

Shartrand

Weilerstein

Besterfield‐Sacre

et al. 2008

2008 38th Annual Frontiers in Education Conference

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show abstract

“…Founded on a framework of 3C's -curiosity, connections, and creating value -student learning outcomes include demonstrating a constant curiosity about the changing world and exploring a contrarian view of accepted solutions, integrating information from many sources to gain insight and assess and manage risk, and identifying unexpected opportunities to create value and persist through and learn from failure 2 . In 2004, the National Academy of Engineering published "The Engineer of 2020: Visions of Engineering in the New Century" putting forth aspirations for the profession and a call for engineering educators to prepare students with both a strong foundation and a new knowledge that advances society and creatively applies technology with broad consideration 9 . Many of the attributes used to describe the engineer of the future include qualities associated with creativity, innovation, and entrepreneurship.…”

Section: Entrepreneurial-minded Learningmentioning

confidence: 99%

Implementing an Entrepreneurial Mindset Design Project in an Introductory Engineering Course

Jensen

Schlegel

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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joined Florida Tech's College of Engineering as Director for Innovation in 2015. Recognizing the value of collaboration, communication, teamwork, talent, and opportunity recognition during her professional technical experience catalyzed a return from industry to academia. Delivering unique solutions to government missions as a federal contractor and mentoring FIRST Robotics inspired an interest in building our next generation of engineering talent through innovative curricular and co-curricular experiences. Jennifer has always explored broad, multi-disciplinary engineering solutions earning her

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“…9,10 Graduating engineering students cannot simply be technically proficient; they must be able to develop innovative new products, but also explore customer needs, understand the market, and have the abilities to commercialize products or start-up businesses. [11][12][13] However, traditional curricula do not sufficiently incorporate entrepreneurship skill development. Because entrepreneurship has been typically relegated to a business curricula, business students may be well-prepared to manage or start a business, but less prepared to develop a new technology, while engineering students are ready to innovate, but not equipped to market it or manage employees.…”

Section: Entrepreneurship Engineering Educationmentioning

confidence: 99%