Saturday


7:00-11:30 Conference Registration
8:00-9:00 Breakfast (Regency Ballroom)
9:00-10:30 Breakout 1
  Product Development Track: Papers (STATE); Moderator: Larry Richards, University of Virginia
  Sat 1A1

Larry G. Richards, University of Virginia

Teaching New Product Development and Engineering Entrepreneurship to Virtual Teams via Distance Learning

Creativity and New Product Development has been taught at the University of Virginia since 1995. This course covers all aspects of the product development process: personal and interpersonal issues as well as technical and business concerns. Student teams develop new product ideas, carry them through to a physical prototype, plan for production, and formulate business plans, marketing strategies, and appeals for funding. Guest speakers address Intellectual Property issues, and several successful entrepreneurs visit to describe their experiences. We have previously taught this class in both traditional and distance learning formats, and will offer it in the distance learning mode this fall. In this paper, we discuss the challenges and rewards of teaching engineering entrepreneurship in this environment. The mixed audience (on-campus graduate students and off-site working engineers) brings opportunities for fruitful collaboration, but also special issues and concerns.
  Sat 1A2

Frank Skinner, University of North Carolina at Charlotte

Engineering Innovation – Successful Products and Student Employment

Engineering Innovation is a successful, rewarding course when it is linked to your local industries. UNC Charlotte has developed and implemented the Mechanical Innovation course by linking this capstone program with industries seeking innovative products. Student innovators remove the corporate "risk of innovation" and provide low cost experimental designs. Student innovations give industry the opportunity to observe and generate creative abrasion at optimum times. Industry has subsequently hired our student innovators to complete the product development and manufacturing cycle. Thus, Innovation Links have proven themselves effective in conveying technology to industry and employment to the university students.

Click here to view the paper

  Global Entrepreneurship Education Track: Papers (CONTINENTAL); Moderator: Walter Bradley, Baylor University
  Sat 1B1

Walter Bradley, William Jordan, Anne Grinols, Glenn Blalock, Greg Leman, Cynthia Fry, Baylor University

Incorporating Global Entrepreneurship Courses into an Engineering Curriculum

While it is generally acknowledged that engineering students need to know more about business practice, entrepreneurship, and the global economy, there is precious little space in the engineering curriculum for such classes due to engineering accreditation requirements and university core requirements. This presentation will highlight a two-course sequence we are developing at Baylor that will make space for students to be introduced to entrepreneurship and the global economy without adding hours to our current curriculum. In the proposed curriculum change, technical writing and engineering economics will be replaced by a Technical Communications class and a Global Entrepreneurship class. Engineering economics and written and verbal communications will be integrated into this two-course sequence where engineering and business students will develop technology-based business plans for industrial firms. Students can also elect to take these two classes in Shanghai, China in a six-week study abroad program.

Click here to view the paper

  Sat 1B2

Gary Palin and Jennifer Anderson, North Carolina State University

Global Social Entrepreneurship Education

The Entrepreneurship Education Initiative (entrepreneurship.ncsu.edu) of NC State University and the University ofAarhus in Denmark (www.au.dk/en) are establishing a strategic alliance for undergraduate entrepreneurship education. A first step in this is the creation of an undergraduate course that stresses experiential learning via the assessment of technology to the development of business and product prototypes to address global social entrepreneurship. Students will form joint global E-Teams and learn and apply entrepreneurship skills and knowledge. Examples include market analysis, project management, intellectual property, etc. The final course deliverable is a business analysis and prototype application. Other hoped-for outcomes include a greater awareness of global and cultural issues in entrepreneurship, and long-term relationships between the students from the US andDenmark. Lastly, the course will include student and faculty exchanges and the use of experienced entrepreneurs from both countries as mentors.
  Sat 1B3

David Gibson and Susan Hull Grasso, University of Vermont

Saving the Earth on Their Way to College

The 2004 special report of the National Academy of Engineering entitled “The Engineer of 2020” raises a question about how best to prepare young people for a rapidly changing, globally interconnected, diverse and multidisciplinary, complex, technologically driven engineering future. This presentation proposes that part of the answer can be found in “global challenges” as an integrative active learning theme for K12 pre-engineering learning experiences in science, technology, engineering and mathematics (STEM) placed within an informal, game-like, online learning platform. The presentation will report on the first two years of “The Global Challenge” at the University of Vermont College of Engineering and Mathematical Sciences, a National Science Foundation funded ITEST project. Observations of the program’s first years indicate how a radical re-design of engineering and entrepreneurial education is possible operating independently from organizational change in K12 and higher education systems to attract and support young people into STEM majors and careers.

Click here to view the paper

  Opportunity Recognition Track: Workshop (FAR EAST)
  Sat 1C

Peter Hackbert, University of Illinois at Urbana-Champaign

Opportunity Recognition Scorecard: An Interactive Experiential Exercise

Opportunity recognition is a skill competency that cuts across disciplines and can be developed. New venture entrepreneurs can learn how to discern if an idea can be shaped and turned into a profitable new venture quickly and resourcefully. This workshop presentation demonstrates the time-tested experiential model developed at the Academy for Entrepreneurial Leadership, UIUC to help systematically assess new commercial, technical and social venture opportunities based upon eight dimensions and forty-five crucial success factors. After presenting one-page summaries and a three-minute student presentation innovators will know precisely where judges rank their ventures and how their ideas stack up against others. If the idea comes up short, creative entrepreneurs know exactly where it needs improvement and, if unable to improve it, the idea generator will know how to find a better idea. The exercise takes as little as ninety minutes.
10:30-11 Break and soapbox sessions
11:00-12:30 Breakout 2
  International Collaborations Track: Papers (FAR EAST); Moderator: Mark Henderson, Arizona State University
  Sat 2A1

Matthew Mehalik, University of Pittsburgh

Product Realization for Global Opportunities: Challenges to International Entrepreneurship and Design

This paper describes some of the unique skills and knowledge University of Pittsburgh and University of Campinas students learned from their collaborative design and entrepreneurship experiences associated with a new NCIIA program grant-supported course, Product Realization for Global Opportunities. The purpose of this effort is to infuse sustainability and product realization into the undergraduate engineering curriculum. We have done this by creating a unique product realization course sequence in which student E-Teams from the University of Pittsburgh and the University at Campinas (UNICAMP) in Brazil developed products for sustainable human development. This paper will report some of the unique learning situations associated with team collaboration, electronic planning and interaction, cultural challenges, and face-to-face interactions with end-users, in addition to how project information can be handed-off during semester transitions. The paper will share observational data as well as performance assessment information.

Click here to view the paper

  Sat 2A2

Jose Gomez-Marquez, Massachusetts Institute of Technology

Medical Devices for the Next Four Billion: The IIH Innovation Model for Accelerating High Impact Medical Technology for Global Health

The Innovations in International Health (IIH) program has created a model of innovation for accelerating the development of global health technologies across a wide array of disciplines. The resulting collaboration between researchers, users, and health practitioners has launched a growing portfolio of inventions that are at different stages of deployment. These include an inhalable vaccine delivery technology, RFID-enhanced disease surveillance systems, and low-cost incubators for rapid tuberculosis detection. IIH enhances sustainability by bridging the gap between the invention, funding, and clinical trial stages of products aimed at the four billion patients not served by current medical technology.  This workshop shares some of the products developed as part of IIH as well as new collaborative tools that enhance cross-border product development.
  Sat 2A3

Christelle Scharff, Olly Gotel, Pace University;Vidya Kulkarni, University of Delhi, and Long Chrea Neak, Institute of Technology of Cambodia

Keeping Software Engineering Education Up-to-date with Globally Distributed Software Development

This presentation will describe three years of a teaching initiative between Pace University in New York City, the Institute of Technology of Cambodia in Phnom Penh and the University of Delhi in India. The partnership brought together undergraduate and graduate students of the three countries to work on globally distributed software development projects, while also exploring the entrepreneurial opportunities that can arise from such collaboration. Students worked together to engineer small software systems that were specific to the local Cambodian market. ITC students acted as customers. Pace undergraduate students acted as developers. Graduate students of the University of Delhi worked as database sub-contractors. The setup integrated strong mentoring aspects where Pace graduate students acted as mentors for the Pace undergraduate students and auditors on the project quality. This presentation will emphasize the three-year evolution of this innovative software engineering teaching initiative, the lessons learned and the resulting entrepreneurial opportunities.
  Academic-Industry Partnerships Track: Workshop (OAK)
  Sat 2B

Douglas N. Arion, Carthage College, and Matthew Wagner, Center for Advanced Technology and Innovation

Leveraging Late Stage Industrial Intellectual Property for Economic Development and Entrepreneurship

Carthage College and the Center for Advanced Technologies and Innovation (CATI) have developed and implemented a successful model in which students use underutilized, late-stage intellectual property (IP) culled from industrial partners to develop the knowledge, attitudes, and skills of entrepreneurship, and develop products that result in regional economic development. The IP utilized is late-stage—more appropriate for commercialization than more traditional technology transfer activities based on early-stage research activities. The senior business plan projects in the Carthage ScienceWorks program are designed around leveraging CATI IP, and have resulted in several successful startups and new ventures. This workshop will describe a number of the success stories, and provide the background, methodologies, and databases that will allow other NCIIA members to utilize both this approach and the extensive intellectual property library of CATI in their own programs.

Click here to view the paper

  Innovation, Entrepreneurship, and Sustainability Track: Papers (CONTINENTAL); Moderator: Malu Roldan, San Jose State University
  Sat 2C1

William Barnes and Andrew O’Keefe, Nick McCormick and Chris Lambert, University of Portland

Sustainable Fuels:  Lessons from an Algal Biodiesel Student Project

Students and faculty from many disciplines are motivated by the idea of sustainability, but encouraging and creating concrete sustainability-themed projects on campus is challenging. This presentation and paper will focus on the experience of three undergraduate students as they attempt to start a functioning biodiesel production facility that derives from a potentially abundant source: algae. In assessing the economic and biological viability of algal biodiesel it is has become clear that an interdisciplinary approach is ideal. As the project evolves, it is becoming a campus model for projects involving sustainable innovation and environmentally responsible technology. It combines resources from many academic disciplines and draws on expertise from the local business community, including a local biodiesel fuel producer.  The presentation and paper will include discussion of the specifics of the algae biodiesel project as well as a section on lessons that can be applied to future projects.

Click here to view the paper

  Sat 2C2

Anuradha Basu, Asbjorn Osland, and Michael Solt, San Jose State University

A New Course on Sustainable Entrepreneurship

Entrepreneurship typically focuses on opportunities for creating value for customers/users that will ultimately yield a profit for the founders/investors. Entrepreneurship courses and texts share this focus. Sustainable entrepreneurship takes a slightly different perspective by emphasizing the additional goal of promoting sustainable living and environmental improvement. An emphasis on sustainability and cleantech involves searching for opportunities for more efficient use of natural resources, and harnessing new resources that are more abundant, cheaper to produce, and less harmful to society. From an entrepreneurial perspective, such an emphasis presents opportunities in the form of innovative production processes, cost saving, lower risks, and the potential to tackle the world’s critical problems. At present, there is no suitable text on the subject. This paper proposes a framework, learning objectives, course outline, and content for a “Sustainable Entrepreneurship” course for graduate and undergraduate students.

Click here to view the paper

  Sat 2C3

Mariappan Jawaharlal, California State Polytechnic University

Developing and Implementing an Effective and Sustainable Engineering Service Learning Program

Service learning is an effective pedagogical approach that allows students to achieve their curriculum objectives while serving the needs of a community. Service learning provides a meaningful context to address real problems in complex settings rather than simplified problems in isolation. Service learning opportunities actively engage learners in developing new understanding and promoting deeper insight. Well planned service learning projects enhance the academic experience of students by relating academic content and course objectives to real issues in the community. The success of service learning entirely depends on building long-term and sustainable partnerships. Systematic implementation of engineering service learning initiatives began at Cal Poly Pomona four years ago. Since then a number of partnerships have been developed and several projects have been accomplished. This paper discusses all aspects of developing and implementing an effective service learning program at undergraduate institutions.

Click here to view the paper

12:30-2:00 Closing luncheon (Regency ballroom)

 

 

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