The Making of an Innovative Engineer: Academic and Life Experiences that Shape Engineering Task and Innovation Self-Efficacy

Abstract

The focus of Mark's research can broadly be described as "pivot thinking," the cognitive aptitudes and abilities that encourage innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers.Mark has extensive background in consumer products management, having managed more than 50 consumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and "onthe-fly" A|B testing program to qualify software improvements.Mark is the Co-Founder and Managing Director of One Page Solutions, a consulting firm that uses the OGSP R process to help technology and branded product clients develop better strategic plans. Mark is a member of The Band of Angels, Silicon Valley's oldest organization dedicated exclusively to funding seed stage start-ups. In addition, he serves on the board of several technology start-up companies. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver's research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. In addition, she conducts studies of new engineering pedagogy that help to improve student engagement and understanding. in Psychology from Stanford University. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript. Dr. Sheri Sheppard, Stanford UniversitySheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. The Making of an Innovative Engineer: Academic and Life Experiences that Shape Engineering Task and Innovation Self-Efficacy Abstract This research paper presents the results of a study that uses multivariate models to explore the relationships between participation in learning experiences, innovation self-efficacy, and engineering task self-efficacy. Findings show that many engineering students participated in learning experiences that are typically associated with engineering education, such as tak...

Educating Future Engineers: Student Perceptions of the Societal Linkages of Innovation Opportunities

“…Previous research has demonstrated that better learning outcomes of sustainability related challenges are reached when multi-method learning experiences are produced [20]. Additionally, problem-based design challenges and teaching have been connected to increase awareness of societal issues, entrepreneurial intentions and innovation self-efficacy amongst engineering students [11,20,51], highlighting the benefits of generatively applying knowledge within courses. Overall, the students ability to implement the measured sub-themes of sustainability, ethics and collaboration in seven out of the nine sub themes improved statistically significantly.…”

Analyzing Innovative Behavior Outcomes of Early-career Engineering Graduates

“…Underrepresented minorities (URM) and first generation college (FGC) EMS3.0 graduates at 11 percent and 14 percent are also close to the fractions of the initial EMS 1.0 sample with 14 percent and 16 percent, respectively [3]. The former number (URM fraction) is almost identical to the overall engineering workforce, where the NSF reports 11.5 percent minority groups employed in engineering [1].…”

“…Earlier publications have identified positive effects of targeted education on innovativeness for students studying engineering, e.g. [2][3][4][5][6][7]. In this current research study, we investigate the actual realized innovative behaviors of engineering graduates at the workplace.…”

Exploring how Innovation Self-efficacy Measures Relate to Engineering Internship Motivations and Outcomes

“…Working in an engineering environment as an intern is often a key component of the educational experience of today's engineering students [6]. A 2014 Gallup-Purdue University study of undergraduate alumni found that work and internship experiences in college increased the likelihood of post-graduate full-time employment and greater engagement at work [7].…”