Boulanger, B. O., & Tranquillo, J. (2015, June), Blending Entrepreneurship and Design in an Immersive Environment  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23626

\bibitem{asee_peer_23626}
  Boulanger, B. O., \& Tranquillo, J. (2015, June), \emph{Blending Entrepreneurship and Design in an Immersive Environment}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23626

Bryan O'Neil Boulanger and Joe Tranquillo.  "Blending Entrepreneurship and Design in an Immersive Environment".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/23626 Internet.  15 May, 2024

\bibitem{asee_peer_23626}
  Bryan O'Neil Boulanger and Joe Tranquillo.
  "Blending Entrepreneurship and Design in an Immersive Environment".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/23626 Internet.  15 May, 2024

@INPROCEEDINGS{asee_peer_23626
author = "Bryan O'Neil Boulanger and Joe Tranquillo"
title = "Blending Entrepreneurship and Design in an Immersive Environment"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23626}
number = {10.18260/p.23626}
}

TY  - CPAPER
AB  -        Blending  Entrepreneurship  and  Design  in  an  Immersive  Environment    The  KEEN  Winter  Interdisciplinary  Design  Experience  (K-­‐WIDE)  at  XXXXXXX  and  the  Interdisciplinary  Design  Experience  (IDEX)  at  XXXXXXXXXX  bring  together  16-­‐24  students  for  a  10-­‐day,  immersive,  off-­‐semester  experience  that  challenges  them  to  build  new  products  that  address  a  large  social  problem  (e.g.  Urban  Infrastructure,  Human  Weight,  Building  Energy).  The  large  scope  of  the  initial  problem  is  intentional  in  that  it  allows  students  to  experience  how  to  integrate  design  thinking  and  entrepreneurial  thinking.  The  theory  behind  the  program  has  been  outlined  in  a  previous  ASEE  paper  (XXXX  and  XXXX,  2014)  that  discusses  learning  outcomes  and  objectives  as  well  as  the  integration  of  engineering  design  and  entrepreneurship.  A  hallmark  of  the  program  is  the  intentional  focus  on  attitudinal  development,  in  parallel  with  knowledge  and  skills.    The  purpose  of  this  paper  is  to  report  out  the  more  specific  methodologies  used  and  to  examine  the  role  of  immersion  in  the  experience.  Data  from  four  offerings  (2  from  each  school,  one  group  of  international  students)  will  be  presented.  Two  forms  of  data  will  be  used  to  explore  two  hypotheses  that  are  related  to  the  immersive  experience.  The  first  data  set  is  responses  to  a  validated  survey  instrument,  administered  in  pre,  post  and  post-­‐adjusted,  that  target  the  learning  objectives.  The  second  data  set  is  text  from  daily  reflections  that  guide  students  through  the  Kolb  Cycle  of  Learning.  The  linguistic  analysis  tool,  Leximancer,  will  be  used  to  test  the  following  hypotheses:    Hypothesis  1:  Design  and  entrepreneurial  thinking  become  more  tightly  coupled  together  throughout  the  program.  In  immersive  experiences  the  adjacency  in  time  of  topics  can  make  them  more  tightly  bound  together.  We  will  code  noun  phrases  (Lande  and  Nelson,  2013)  as  either  design  or  entrepreneurial  and  form  linguistic  networks  to  search  for  the  degree  of  overlap.    Hypothesis  2:  The  immersive  nature  of  the  program  aids  in  a  student’s  ability  to  interweave  problem  identification  and  solution  concept  phases.  Problem  identification  is  almost  dogmatically  taught  as  a  step  distinct  from  problem  solution  (Jonassen,  2000);  however,  expert  designers  (Cross,  2004;  Atman,  2007)  rapidly  switch  between  problem  and  solution  concepts.  Our  linguistic  analysis  will  detect  the  degree  to  which  this  interweaving  is  occurring  by  coding  for  problem  identification  and  solution  concepts  independently  and  then  determine  the  time  correlations.      The  current  study  will  focus  on  the  immersive  programs  in  isolation,  whereas  future  work  will  focus  on  comparisons  with  non-­‐immersive  environments  that  target  similar  learning  objectives.        
AU  - Bryan O'Neil Boulanger
AU  - Joe Tranquillo
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Blending Entrepreneurship and Design in an Immersive Environment
UR  - https://strategy.asee.org/23626
DO  - 10.18260/p.23626
ER  -