This two-course sequence is required for all seniors in the Mechanical and Aeronautical Engineering Department. The fall deliverable is a set of engineering drawings and a manufacturing plan. Teams select products from a list of ideas. The spring project is a tested prototype. Seventy students take the course and form eight to ten E-Teams of about six to seven students each. NCIIA funding allows students to focus on the development of quality prototypes
Cooper Union for the Advancement of Science and Art - $10000.00
In this project, Rowan University's Engineering Clinic incorporated an E-Team structure, enhancing the existing entrepreneurial focus of the Clinic. NCIIA funds were used for E-Team prototypes and product development in the junior and senior phases of the Clinic's four-year course sequence. Throughout the sequence, courses are team-based and focused on design and development of products. Innovation is stressed and students are encouraged to create new technologies.
This E-Team-focused course, Innovation for the Community, offers lectures on entrepreneurship, IP, and team development from visiting mentors. E-Teams learn first-hand about product development by designing, building, and testing interactive learning exhibits for K-12 classrooms. Students explore the market potential for such products and evaluate competitor products at the Association of Science-Technology Centers conference. An important part of this course is that students "learn by doing."
The course is offered to sophomore engineering and business students who have not taken the course First-Year Engineering Projects. Experience has taught the PIs that students work harder and produce better products when they serve a real client. Students gain an understanding of how innovation causes people and society to change for the better. The course is part of the Integrated Teaching and Learning (ITL) Program that began as a grassroots, college-wide initiative to reform the engineering curricula to incorporate hands-on, team-oriented, project-based learning
To meet the growing need for business skills in technically-trained individuals, Carthage College founded the Entrepreneurial Studies in Natural Science (ESNS) program, an integrated undergraduate program in technical entrepreneurship. The ESNS Program begins with a one-year course covering a range of materials including: accounting and marketing; intellectual property and regulation; personnel management; communications and presentation skills; international business issues; information retrieval and organization; creativity; and an overview of technical careers.
Following the initial course work, students participate in a hands-on internship to prepare them for their senior technology business project. NCIIA funding allows ESNS to integrate E-Teams into the year-long course, by modifying the course work activities, re-ordering and supplementing topics, and reformatting the entire second semester curriculum to shift from individual to team projects. This class was developed with support from a Planning grant in the March 1996 cycle.
The Invention Project is an extension of the Invention and Innovation Project, which received a Course & Program Development grant in the December 1995 cycle to support IIT's innovative curriculum. The program has advanced considerably since the award of its first NCIIA grant. The program generated the Advanced E-Team Automotive Ozone Pollution Fighter, which won the BF Goodrich Invention Award in the undergraduate division; Professor Ruiz was invited to speak about the E-Team course before the Harvard Business School Club of Chicago; the program was awarded a grant from the US Department of Education for curriculum development and dissemination of the "Invention Center" concept, providing more resources for E-Teams; IIT is establishing E-Teams into all levels of its undergraduate program and the university is renovating a 30,000 square foot building for the "Invention Center". With the NCIIA Level II grant, the Invention Project class offered continued support for the development of E-Team projects in the class, and for equipment for the students.
With NCIIA grant funding, a new product design course was created at the University of Nevada/Reno by Professors M.S. Fadali and R.C. Barnes. By combining EE 491 Senior Design and MGRS 487 Entrepreneurship, the Entrepreneurship and Senior Design course prepares students for today's marketplace. Within the course, multi-disciplinary groups of engineering and business students form companies and are asked to build a product and investigate its market potential. To provide students with a concise but clear representation of the organization required to accomplish this task, students use the "Hierarchical Process Modeling" (HPM). HPM requires the collection of considerable information, yielding insights into the operation and potential of an organization as a whole. NCIIA funding provided students with HPM software and equipment, prototype development money, and legal assistance with patent searches.
This program is an interdisciplinary product and business development course conducted online. Students form E-Teams at the six South Dakota University (SDU) campuses around the state. At the beginning of the course, ten teams form, and include at least two technology-based members and two business members. Most teams have a team leader who is a student funded by the South Dakota National Science Foundation EPSCoR program. The E-Team works with a local mentor from a technology business to identify the product, conduct research, and create a development plan.
The course is delivered to students at SDU campuses using the internet in conjunction with two-way video and audio technology. Successful technology entrepreneurs present to the teams about product development and business issues. Topics and activities in the program include legal issues, sources of capital, budgeting, brainstorming, and successful collaboration. The objective of the course is for E-Teams to continue to work with businesses and organizations to make the projects a reality. Some E-Teams will continue work to compete for financial awards and support
This project supported development of New Product Development and Venturing, a course offering students the opportunity to design a product and take it to market. The course is modeled on the E-Team concept. Students design a new product, develop a feasibility study, learn about patenting and seed capital sources, and work in a team with product-oriented entrepreneur mentors. Each E-Team makes two formal oral presentations to a panel of entrepreneurs and professors: one on its business feasibility study and the other on its product design. An award is presented to the E-Team with the best presentation
Springfield Technical Community College is developing a new course,
E-Tech E-Teams, to generate student E-Teams. Within the course, E-Teams conduct research on engineering technologies and analyze the findings; carry out experiments in product development; and then identify, create, and market new products. The content of the course curriculum includes mathematics, written/oral communication, historical aspects of design, scientific principles and business knowledge. E-Teams work with entrepreneurs from the on-campus technology business incubator in the areas of telecommunications and optics. The courses and materials developed at STCC are used as the basis for a model for a technical entrepreneurship curriculum to be offered to a consortium of State Community Colleges.