Lessons Learned through Sequential Offerings of an Innovation and Entrepreneurship Boot Camp for Sophomore Engineering Students

2015 ◽  
Vol 6 (1) ◽  
pp. 52-67 ◽  
Author(s):  
Cheryl A. Bodnar ◽  
Renee M. Clark ◽  
Mary Besterfield-Sacre
Keyword(s):  
Engineering Students ◽  
Boot Camp ◽  
Lessons Learned ◽  
Innovation And Entrepreneurship

scholarly journals Supporting medical innovation and entrepreneurship through curriculum-integrated information literacy instruction

2018 ◽  
Author(s):  
Alexander James Carroll ◽  
Shelby Hallman
Keyword(s):  
Training Program ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Lessons Learned ◽  
Medical Innovation ◽  
Research Libraries ◽  
Literacy Training ◽  
Innovation And Entrepreneurship

This presentation will share the results of a longitudinal cohort study of undergraduate students matriculating through the UNC & NC State Joint Department of Biomedical Engineering. Over the last few years, students in this program have participated in an experimental, specialized information literacy training program aimed at preparing them to navigate the labyrinth of business hurdles associated with medical innovation and entrepreneurship. This longitudinal study, led by two librarians, sought to determine whether an intensive, specialized information literacy training program could introduce undergraduate biomedical engineering students to the complex environment surrounding innovative design in healthcare and medical entrepreneurship in order to improve their design projects. In addition to discussing our study’s results, we will share our lessons learned from conducting this study and some possible implications for professional practice. We will close with a discussion of the challenges involved in partnering with an academic department to conduct formal assessments of student learning, and by sharing practical strategies that other librarians can use to identify opportunities to build similar partnerships at their local institutions.Originally presented at the Triangle Research Libraries Network (TRLN) Annual Meeting 2018 in Durham, NC on August 20, 2018.

Rethinking the Comprehensive Test on Qualitative Reasoning for Designers

2013 ◽  
Author(s):  
Maryam Khorshidi ◽  
Jami J. Shah ◽  
Jay Woodward
Keyword(s):  
Time Allocation ◽  
Cognitive Skills ◽  
Analogical Reasoning ◽  
Divergent Thinking ◽  
Engineering Students ◽  
Deductive Reasoning ◽  
Qualitative Reasoning ◽  
Lessons Learned ◽  
Abductive Reasoning ◽  
Technical Problems

A battery of tests assessing the cognitive skills needed for the conceptual design is being developed. Tests on Divergent thinking and visual thinking are fully developed and validated. The first version of the qualitative reasoning test has also been developed; this paper focuses on the lessons learned from testing of the first version of the test (alpha version) and the improvements made to it since then. A number of problems were developed for each indicator of the qualitative reasoning skill (deductive reasoning, inductive reasoning, analogical reasoning, and abductive reasoning). Later, a protocol study was done with the problems to make sure that the problems assess the desired skills. The problems were also given to a randomly chosen population of undergraduate senior-level or graduate-level engineering students. Data was collected from the test results on the possible correlations between the problems (e.g. technical and non-technical problems); feedback on clarity, time allocation, and difficulty for each problem was also collected. Based on all of the observed correlations, the average performance of the test takers, and test parameters such as validity, reliability, etc. the beta version of the test is constructed.

scholarly journals Makerspaces as Social Innovation and Entrepreneurship Learning Environments: The DOIT Learning Program

2019 ◽  
Vol 10 (2) ◽  
pp. 60-71
Author(s):  
Guntram Geser ◽  
Eva-Maria Hollauf ◽  
Veronika Hornung-Prähauser ◽  
Sandra Schön ◽  
Frank Vloet
Keyword(s):  
Young People ◽  
Social Innovation ◽  
Lessons Learned ◽  
Learning Program ◽  
Children And Young People ◽  
Digital World ◽  
Research And Innovation ◽  
Different Types ◽  
Mind Set ◽  
Innovation And Entrepreneurship

Abstract Developing social innovation and entrepreneurship competences and skills of children and young people is on the agenda of European educational policy-makers. The European research and innovation project “DOIT – Entrepreneurial skills for young social innovators in an open digital world” suggests using makerspaces and tools, within schools and externally, to promote practice-based social innovation and entrepreneurial learning of children and young people. This article first gives an overview of different types of maker-spaces, addresses the concept of maker education, and highlights common development goals of such education with entrepreneurship education regarding particular attitudes and competences. The main part then describes the DOIT learning program that allows children and young people (6–16 years) to acquire skills and an entrepreneurial mind-set for turning creative ideas into potential social innovations. This program is currently trialed in DOIT pilots in different types of makerspaces in ten European countries. The article describes learning processes and outcomes that are promoted by the program with two examples that are different regarding the makerspaces, topics and other aspects. Some first experiences and lessons learned from these and other pilots are summarized.

A Global Experiential Design Studio for Engineering Students

2012 ◽  
Author(s):  
Dries Verstraete ◽  
K. C. Wong ◽  
Kai Lehmkuehler ◽  
Thomas Netzel ◽  
Patrick Hendrick
Keyword(s):  
Work Environment ◽  
Engineering Students ◽  
Pilot Project ◽  
Lessons Learned ◽  
Design Studio ◽  
Learning Space ◽  
New Graduates ◽  
Global Team ◽  
Intercultural Collaboration ◽  
Collaboration Skills

The growing trend of global, multi-company collaboration within the engineering community has led to a changed work environment where new graduates must function under constraints that include global, cultural, and business contexts as part of the new engineering “fundamentals”. The classical “engineering science” education model lacks opportunities for students to gain experience that prepares them for this new work environment. To provide learning opportunities that will enhance the global communication and intercultural collaboration skills of engineering students, a pilot project for providing some goal-directed learning space was set up as a global experiential learning design studio in aeronautical engineering. During this project, engineering teams spread across the globe are designing, building and testing innovative blended wing body UAV airframes. The lessons learned from this pilot project are intended to generate a template that can effectively be used across different disciplines of engineering. This paper describes the education initiative and the accomplished designs. It additionally reports on experiences and lessons learned to date, and steps taken to improve the learning outcomes and graduate attributes, to enhance global team collaboration skills.

scholarly journals Developing Leadership Skills in Engineering Students – Foundational Approach through Enhancement of Self-Awareness and Interpersonal Communication

2013 ◽  
Author(s):  
David J. Bayless
Keyword(s):  
Interpersonal Communication ◽  
Engineering Students ◽  
Leadership Skills ◽  
Lessons Learned ◽  
Leadership Education ◽  
Self Awareness ◽  
Use Of Self ◽  
Listening Skills ◽  
Leadership Communication ◽  
Critical Leadership

Engineering leadership education is emerging as a vital addition to the development of theprofession. However, practitioners of engineering leadership education are still defining outcomes, objectives and curricula. The assumptions, desired outcomes, and our pedagogical approach to engineering leadership education discussed in this paper starts with a strategic assumption to minimize the emphasis on development of “vision” that is a clear focus of leadership training in business and other disciplines. While vision is clearly a critical leadership characteristic, engineering schools already excel at developing students who envision solutions to complex problems. Therefore, less effort is needed for the engineer to transition “problem solving” into “leadership vision.” Instead, the focus is placed on interpersonal communication (vs. organizational communication) and understanding of motivation and behaviors of self and with respect to interactions with others. This paper will present the methodology and reflective assessments in teaching engineering students “leadership communication,” and “self-awareness.”Leadership communication consists of techniques to develop intentional listening skills and questioning/interviewing approaches to define problems and understand motivations with emphasis on application of lessons learned from behavior inventory assessment. Further, the use of self and group reflection will be discussed in the context of both learning leadership concepts and increasing self-awareness.

scholarly journals A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2958 ◽  
Author(s):  
Zhiliang Huang ◽  
Annan Peng ◽  
Tongguang Yang ◽  
Shuguang Deng ◽  
Yuexia He
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
System Thinking ◽  
Sensor Technology ◽  
Learning Approach ◽  
Passive Learning ◽  
Teaching Procedure ◽  
And Performance ◽  
The Individual ◽  
Innovation And Entrepreneurship

This paper provides and illustrates a design-based learning (DBL) approach for fostering individual sustainability competency in engineering education. We performed two studies with engineering students in typical educational activities. The first study helped students perform a topic-specific design task in the practicum unit of a sensor technology course, which compared the performance of the DBL approach and conventional passive learning approach. The second study guided students to develop innovative projects for participating in the "Internet Plus" Innovation and Entrepreneurship Competition (IPIEC). To validate the proposed approach, stakeholder questionnaires and performance evaluations were implemented. The results show that the DBL approach was viable for sustainability competency teaching in terms of learning demand and teaching procedure. We found that students in the DBL group gave more prominence in the individual competencies, such as system-thinking, multidisciplinary applications, and collaboration. These findings suggest that applying the DBL approach to train sustainability competency in engineering education is beneficial for promoting students’ abilities in dealing with challenges involved in sustainability practice.

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