Students Seeking Different Paths to Entrepreneurial Education

Abstract

Sergio Celis is an Assistant Professor in the School of Engineering and Sciences at the Universidad de Chile. He conducts research on higher education, with a focus on teaching and learning in STEM fields. His primary research interest is in how multiple forces, internal and external to the institution, influence what and how we teach in colleges and universities. His doctoral thesis investigated how social and intellectual movements influenced the emergence of entrepreneurship education in engineering. Sergio

Action on Diversity: A Content Analysis of ASEE Conference Papers, 2015–2016

“…Some examples of the specific questions being asked around these characteristics of diverse people are: which factors enable minorities' success, how do specific demographics perform in teamwork scenarios, and how can we recruit diverse groups. Some specific examples of nontraditional questions asked within this category are the "relationships between student characteristics and entrepreneurship education (curricular and co-curricular) choices" (Celis & Huang-Saad, 2015), as well as how does socio-economic status play a role in course performance (Agrawal, Stevenson, & Gloster, 2016).…”

Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

“…Continued promotion of entrepreneurship and innovation [6] through programs such as the National Science Foundation (NSF) funded Epicenter Program: National Center for Engineering Pathways to Innovation and NSF I-Corps [3], and Kern Entrepreneurial Engineering Network [7] has likely increased the number of programs offered to engineering students. Engineering entrepreneurship programs expose students to entrepreneurial practices such as developing business models, performing customer-discovery, and participating in pitch competitions [8] through an unique combination of courses, active learning pedagogies, and co-curricular programming [4], [9]- [11]. For example, students in these courses might work towards developing a mobile app in a team-based project-learning environment by identifying problems, performing customer discovery, developing a business model and participating in pitch competitions to gain funding.…”

Teaching Entrepreneurial Thinking Through a Companion Course for All Types of Capstone Senior Design Projects

“…All engineering students must work on a year-long capstone design project, and many schools have tried to exploit this opportunity to work on a project that has commercial value [13]. Many schools will encourage students to compete in VentureWell e-teams or BMEidea, local or regional startup competitions, and other "beyond-the-classroom" initiatives [14]. While these opportunities reinforce entrepreneurial thinking for motivated students working on prototype/products type of projects, 50 percent of our senior design projects are not eligible to compete in these opportunities due to the pedagogical nature of their senior design project [5].…”