Epicenter Research Slides - Open 2012

Entrepreneurship and Innovation Learning—

Shaking up Research and Assessment

NCIIA Open ConferenceMarch 22-24, 2012 –San Francisco

Grant Number: 1125457

Sheri Sheppard, Shannon Gilmartin, Angela Shartrand

Epicenter Mission

The Epicenter is dedicated to unleashing the entrepreneurial potential of undergraduate engineering students across the United States to create bold innovators with the knowledge, skills and attitudes to contribute to economic and societal prosperity.

Definitions

Entrepreneurs have the knowledge, skills and mindset required to identify and solve problems, and to seize opportunities. [entrepreneurial thinking]

Innovation means to create new products, services and processes which produce positive economic and societal impact. [innovative thinking]

Starting Point:Data from Faculty and Student Surveys

Faculty Data: Jamieson & Lohmann (2011). Innovation with Impact – Draft. ASEE

Student Data: Duval-Couetil, Reed-Rhoads, & Haghighi (2012). Engineering Students and Entrepreneurship Education: Involvement, Attitudes and Outcomes. International Journal of Engineering Education, 28 (2), pp. 425–435.

(Reproduced with permission)

Collaborative learning Experiential learning (e.g., PBL)

Inquiry-based learning

Faculty are already incorporating innovative teaching practices

Data source: Jamieson & Lohmann, 2011. Innovation with Impact – Draft. ASEE Reproduced with permission.












Question:•How might we best leverage these pedagogies in entrepreneurship education?


Entrepreneurship doesn’t rank high in importance for engineering faculty

Rate the importance of engaging undergraduate students in the following learning environments, in advancing a culture of scholarly and systematic innovation in engineering education:

Plotted percentages are the aggregate of “Important” and “Highly important” responses


Question:•How might we explore the rationale of the 46.8% and 5.5% who think entrepreneurship is not important?

Entrepreneurship doesn’t rank high in importance for engineering faculty, but there are different opportunities

Important

PracticedNot Practiced

Not Important

16.5%

5.5%

31.2%

46.8%


=47.7%

Engineering programs interact with industry, less so with other

programsSurvey item: Collaborating with these stakeholders in educational innovation is…

◉ Important ◉ Important and Practiced

Question:•How might we leverage the established relationship with industry in strengthening entrepreneurship education?


% agreement with statement

Students’ Attitudes about Entrepreneurship Education

Sample: 501 engineering students enrolled in senior-level capstone design courses at three large public universities with established entrepreneurship programs.

NO ENTREP COURSES

Data source: Duval-Couetil, N., T. Reed-Rhoads, & Haghighi, S. (2011). Engineering Students and Entrepreneurship Education: Involvement, Attitudes and Outcomes,International Journal of Engineering Education, in press.

Aspirations and

perceived impact





NO ENTREP COURSES

Offerings and opportunities

Aspirations and

perceived impact


*

*

*

*




NO ENTREP COURSES ENTREP COURSES

Aspirations and

perceived impact

Offerings and opportunities

• Faculty are already incorporating innovative teaching practices

• Few engineering faculty feel that entrepreneurship is important and practiced in their programs … but there are opportunities

• Engineering programs do a good job of interacting with industry, and there are untapped opportunities to interact with other colleagues on campus

• Engineering students are interested in entrepreneurship, but do not necessarily see it as being practiced, discussed, or encouraged in their programs

This helps to situate today’s conversation about what you are seeing and emphasizing in entrepreneurship programs at your campus.

Summary…

Ways to get involved

Creating …

Resources, experiences and community for students and faculty

A change in thinking

New knowledge

Our Research Component: some realities

Important and practiced instructional approach or environment

Labs:

94.5%

PBL (Design):now up to

56.9%

EntrepreneurshipPrograms:

16.5%

We have a lot to learn from design education and research, and from a diverse community of researchers…


Our Research Component: possible research questions

What contributes to faculty’s perceptions of entrepreneurship and innovation?

What constitutes evidence of student learning of entrepreneurship and innovation?

How do different entrepreneurial endeavors affect students differently?

How do innovative new hires fit into organizations?

What makes an organization friendly to innovative engineers?

Panel Discussion Q&A

• What are the key skills/abilities/attitudes you think are important for entrepreneurship and innovation?

• How does your course/pedagogy help students develop these skills/abilities/attitudes?

• How do you know your course/pedagogy is effective?

(~5 min each + 15/20 min Q&A)

Project: CAREER: A Study of How Engineering Students Approach Innovation

Panelists

Dr. Şenay Purzer Purdue University

Cognition Behavior Motivation

Associating

ObservingNetworking

Questioning

ExperimentingEnjoyment

Valuing

Şenay Purzer, Kavin Nataraja, Tuba Mirza, James He, Billy Myers, Nick Fila

Acknowledgement: This material is based upon work supported by the National Science Foundation under Grant No. (NSF CAREER 1150874).

Teaching Innovation Skills & Processes to Engineering StudentsŞenay Purzer ([email protected])

NCIIA March 23, 1012Engineering Students' Definition of InnovationUnderstanding how students define innovation is a critical component necessary as we develop curricula that support student innovation skills. The purpose of this study was to identify engineering students’ understanding of innovation in two ways: 1) by directly asking them to provide their definition of innovation, and 2) by asking them to evaluate the innovative qualities of six products. The participants were 50 first-year engineering students who completed a first-year engineering design course. Students’ completed a series of open-ended questions provided in a word document. These responses were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students’ responses. Students’ definitions ranged from focusing on feasibility, desirability, and viability as important aspects of innovative design to a focus on originality. These findings from this open-ended survey were used to develop an assessment tool that is easy to administer and score.

• How Does Teaching Support These skills?

• Current:• Open-ended design project: Students identify a

need & develop solutions

• Future:• Reflective journals showing evidence for the use

of 7 innovative thinker’s attributes (associating, questioning, etc.)

Assessing Engineering Students’ Approaches to InnovationŞenay Purzer ([email protected])

NCIIA March 23, 1012Engineering Students' Definition of InnovationUnderstanding how students define innovation is a critical component necessary as we develop curricula that support student innovation skills. The purpose of this study was to identify engineering students’ understanding of innovation in two ways: 1) by directly asking them to provide their definition of innovation, and 2) by asking them to evaluate the innovative qualities of six products. The participants were 50 first-year engineering students who completed a first-year engineering design course. Students’ completed a series of open-ended questions provided in a word document. These responses were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students’ responses. Students’ definitions ranged from focusing on feasibility, desirability, and viability as important aspects of innovative design to a focus on originality. These findings from this open-ended survey were used to develop an assessment tool that is easy to administer and score.

• How Do You Know It Is Working?

• Current (research & assessment):• Observations: Teams moving from focusing on “own needs”

to others’ needs• Innovation Metric: Evaluation of ideas generated

• Future (research & assessment):• Correlation: Evidence for the use of innovative thinker’s 7

attributes vs. solution innovation quality• Comparison: Gender, cultural, grade level differences

Dr. Mark ScharStanford University

Project: Global Innovation

Panelists

“Innovation refers to the overall process whereby an invention is transformed into a commercial product that can be sold profitably.”

(Crawford and Di Benedetto, 2008)

ExperiencePrototype

Dark HorsePrototype

Functional SystemPrototype

FunkyPrototype

Reference ModelPrototype

ME310 Global Innovation Engineering•Established 1967; partnership with Corporations (+200)•28-32 master’s level students/year (mostly ME’s)•28-40 master’s level students from Global universities•8-9 teams/year; reciprocal travel•Three quarters, about 1/3 of master’s requirements•Two Professors, 3 Course Assistants, Administrator•Students go to work for product management companies

EngineeringManager

New Product Development (NPD) Team

FinanceManager

MarketingManager

SalesManager

Human ResourcesManager

ME310X – Product Management MindsetsSession Topics:1.What is Product Management?2.Getting a Product Management Job3.Leadership and New Product Development4.The Finance Mindset5.The Sales Mindset6.The HR Mindset7.The Marketing Mindset8.NPD Strategy9.Personal Selling: Winning Ethically

•3 hour sessions, 3 per quarter•MBA Materials: Harvard, Stanford•Case Study and Discussion•Simulation•“Real World” Guests

• 100% Placement (61 students), multiple offers• “ME310X Certificate of Product Management”• www.bit.ly/ME310X

Dr. Nathalie Duval-CouetilPurdue University

Project: Certificate in Entrepreneurship and Innovation Program

Panelists

Dr. Lawrence NeeleyOlin College

Project: Innovation through Design+Entrepreneurship

Panelists

Panel Discussion

• What are the key skills/abilities/attitudes you think are important for entrepreneurship and innovation?

• How does your course/pedagogy help students develop these skills/abilities/attitudes?

• How do you know your course/pedagogy is effective?

(~5 min each + 15/20 min Q&A)

1. Map how important and practiced entrepreneurship is in:

Important

PracticedNot Practiced

Not Important

X Your classroom Your Institution# Your Program(place in the appropriate quadrant)

2. What are the Entrepreneurship/Innovation skills students should acquire?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name (optional): _____________________________________________

Table Discussions

1. What key skills/abilities/attitudes are necessary for innovation and entrepreneurship?

2. What course/pedagogies have you or your program been experimenting with? [or, what roles might your organization play in helping students learn these things?]

3. What would you really like to know about entrepreneurship and/or innovation education?

Bio Sketch

Şenay Purzer is an Assistant Professor in the School of Engineering Education and is the Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. In 2012, Dr. Purzer received a NSF CAREER award, which examines how engineering students approach innovation. She is currently leading projects funded by NSF, NASA, and corporate foundations. She has journal publications on instrument development/validation, teaming & design education, and teacher professional development. She is also an editorial board member for the Journal of Pre-College Engineering Education (JPEER). Purzer has received her M.A. and Ph.D. degrees in Science Education at Arizona State University. She has a B.S. degree in Physics Education and a B.S.E. in Engineering.

Mark Schar Mark works in the Center for Design Research at Stanford; he is a member of the Symbiotic Project of Affective Neuroscience Lab or "spanlab" at Stanford; and he is a lecturer in the School of Engineering.

Mark's area of research is the intersection of design thinking and the neuroscience of choice where he has several research projects underway. Mark comes to us from a 30 year career in industry as a Vice President with The Procter & Gamble Company and Senior Vice President and Chief Marketing Officer with Intuit here in Silicon Valley.

Mark has a BSS from Northwestern University, an MBA from the Kellogg School of Management and his PhD is from Stanford University.

Nathalie Duval-CouetilPurdue University

Nathalie Duval-Couetil is the Director of the Certificate in Entrepreneurship and Innovation Program, Associate Director of the Burton D. Morgan Center, and an Associate Professor in the Department of Technology Leadership and Innovation at Purdue University. She is responsible for the launch and development of the university’s multidisciplinary undergraduate entrepreneurship program, which has involved over 3500 students from all majors since 2005. As part of the program, she has established entrepreneurship capstone, global entrepreneurship, and women and leadership courses and initiatives. Prior to her work in academia, Nathalie spent several years in the field of market research and business strategy consulting in Europe and the United States with Booz Allen and Hamilton and Data and Strategies Group. She received a BA from the University of Massachusetts at Amherst, an MBA from Babson College, and MS and PhD degrees from Purdue University.

Lawrence Neeley is an Assistant Professor of Design and Entrepreneurship at Olin College in Needham, MA. He brings to Olin his passion for design, prototyping, manufacturing and entrepreneurship. Both his research and educational efforts center upon helping designers rapidly imagine, realize and offer compelling real world products.

Before coming to Olin full time, Lawrence spent three years as a postdoctoral associate in mechanical engineering at the Massachusetts Institute of Technology. Lawrence holds a Ph.D. and an M.S. in mechanical engineering from the Center for Design Research at Stanford University. He also holds a B.S. in Mechanical Engineering from the University of Maryland, Baltimore County.

Lawrence NeeleyOlin College of Engineering

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