The document discusses entrepreneurship and innovation learning in engineering programs based on faculty and student surveys. It finds that while faculty are incorporating innovative teaching practices, few see entrepreneurship as important. Engineering students are interested in entrepreneurship but do not feel it is encouraged in their programs.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
"The Student Technology Committee: Students as Stakeholders in Medical Educat...Amol Utrankar
Jared Shenson, Ryan Adams, Amol Utrankar, S. Toufeeq Ahmed, and Anderson Spickard, III
Vanderbilt University School of Medicine
Presented at AAMC IT in Academic Medicine 2015, San Diego, CA.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
"The Student Technology Committee: Students as Stakeholders in Medical Educat...Amol Utrankar
Jared Shenson, Ryan Adams, Amol Utrankar, S. Toufeeq Ahmed, and Anderson Spickard, III
Vanderbilt University School of Medicine
Presented at AAMC IT in Academic Medicine 2015, San Diego, CA.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
Creativity and critical thinking in schools - Andreas SchleicherEduSkills OECD
This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
NewSchools’ Expanded Definition of Student Success Ed Tech Challenge was our most competitive to-date, yielding 192 applicants. This analysis offers a holistic perspective on the unique approaches, challenges, and opportunities of the current landscape of ed tech solutions supporting an expanded definition of student success. For funders and purchasers, this resource provides a detailed overview of the state of the entrepreneurial field and the options available. For ed tech innovators, it offers a window into the challenges and opportunities of this nascent space.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Technology & Social Inclusion: Enhancing the First Year Experience
• Overview of current technology trends in higher education and their impact on student social inclusion
• Examples of successful technology-based initiatives aimed at improving the first-year experience for students
• Potential challenges and ethical considerations related to the use of technology for social inclusion
• Strategies for integrating technology into existing programs and resources to promote social inclusion
• Future directions for technology-based initiatives in promoting social inclusion in first year experience.
Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA
Prof Michael Sankey, Director: Charles Darwin University
Learning Analytics for online and on-campus education: experience and researchTinne De Laet
This presentation was used Tinne De Laet, KU Leuven, for a keynote presentation during the event: http://www.educationandlearning.nl/agenda/2017-10-13-cel-innovation-room-10-learning-and-academic-analytics organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Entrepreneurship and Innovation Learning—
Shaking up Research and Assessment
NCIIA Open Conference
March 22-24, 2012 –San Francisco
Grant Number: 1125457
Sheri Sheppard, Shannon Gilmartin, Angela Shartrand
2. 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.
3. 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]
4. 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)
5. 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.
6. 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.
7. 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.
8. Collaborative learning Experiential learning
(e.g., PBL)
Inquiry-based learning
Faculty are already incorporating innovative
teaching practices
Question:
•How might we best leverage these pedagogies in entrepreneurship education?
Data source: Jamieson & Lohmann, 2011.
Innovation with Impact – Draft. ASEE
Reproduced with permission.
9. 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
Data source: Jamieson & Lohmann, 2011.
Innovation with Impact – Draft. ASEE
Reproduced with permission.
10. 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%
Data source: Jamieson & Lohmann, 2011.
Innovation with Impact – Draft. ASEE
Reproduced with permission.
=47.7%
11. Engineering programs interact with
industry, less so with other programs
Survey 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?
Data source: Jamieson & Lohmann, 2011.
Innovation with Impact – Draft. ASEE
Reproduced with permission.
12. % 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
13. % 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.
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.
NO ENTREP COURSES
Offerings and
opportunities
Aspirations
and
perceived
impact
14. % 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.
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.
NO ENTREP COURSES ENTREP COURSES
Aspirations
and
perceived
impact
Offerings and
opportunities
15. • 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…
18. Our Research Component:
some realities
Important and practiced instructional approach or environment
Labs:
94.5%
PBL (Design):
now up to
56.9%
Entrepreneurship
Programs:
16.5%
We have a lot to learn from design education and research, and
from a diverse community of researchers…
Data source: Jamieson & Lohmann, 2011.
Innovation with Impact – Draft. ASEE
Reproduced with permission.
19. 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?
20. 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)
21. Project:
CAREER: A Study of How Engineering Students Approach Innovation
Panelists
Dr. Şenay Purzer
Purdue University
23. Teaching Innovation Skills & Processes to Engineering Students
Şenay Purzer (spurzer@purdue.edu)
NCIIA March 23, 1012
Engineering Students' Definition of Innovation
Understanding 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 emer
• 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.)
24. Assessing Engineering Students’ Approaches to Innovation
Şenay Purzer (spurzer@purdue.edu)
NCIIA March 23, 1012
Engineering Students' Definition of Innovation
Understanding 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 emer
• 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
26. “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)
Experience
Prototype
Dark Horse
Prototype
Functional System
Prototype
Funky
Prototype
Reference Model
Prototype
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
27. Engineering
Manager
New Product Development (NPD) Team
Finance
Manager
Marketing
Manager
Sales
Manager
Human Resources
Manager
ME310X – Product Management Mindsets
Session Topics:
1.What is Product Management?
2.Getting a Product Management Job
3.Leadership and New Product Development
4.The Finance Mindset
5.The Sales Mindset
6.The HR Mindset
7.The Marketing Mindset
8.NPD Strategy
9.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
30. 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)
31. 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?
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Name (optional): _____________________________________________
32. 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?
33. 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.
34. 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.
35. Nathalie Duval-Couetil
Purdue 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.
36. 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 Neeley
Olin College of Engineering
Editor's Notes
Suggest making numbers larger (or maybe just the percent associated with the green slice)
We may want this to be a build up slide, starting with showing the green slide in the three practices, then the light green, then the light pink, then the bright pink. (this is important to establishing the four categories)
Suggest making numbers larger (or maybe just the percent associated with the green slice)
We may want this to be a build up slide, starting with showing the green slide in the three practices, then the light green, then the light pink, then the bright pink. (this is important to establishing the four categories)
Suggest making numbers larger (or maybe just the percent associated with the green slice)
We may want this to be a build up slide, starting with showing the green slide in the three practices, then the light green, then the light pink, then the bright pink. (this is important to establishing the four categories)
Suggest making numbers larger (or maybe just the percent associated with the green slice)
We may want this to be a build up slide, starting with showing the green slide in the three practices, then the light green, then the light pink, then the bright pink. (this is important to establishing the four categories)
We should probably include the prompt, so the reviewer knows what the percentage was responding to.
I suggest a build-up slide on this….let’s talk through what this might be.
Let’s think about how to do a slide build up on this.
Remove hum and pre-college, and start with important then important and practiced
Select up to five of the red.
Build up: first gray up and down, then add green and red
Select up to five of the red.
Build up: first gray up and down, then add green and red
Select up to five of the red.
Build up: first gray up and down, then add green and red
And these types exist in the real world.
Consider a common group experience called a New Product Development Team: 6 or more people, multi-functional (read functions)
The question is how does this difference in problem solving preference moderate information sharing and team decision making?