Cross-Disciplinary Collaboration and Innovation for Engineering and Business Student Teams

David G. Alexander

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 3
Tagged Division: Entrepreneurship & Engineering Innovation
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/p.26607
Permanent URL: https://strategy.asee.org/26607
Download Count: 845

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Paper Authors

biography

David G. Alexander Ph.D. California State University - Chico

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Dr. Alexander’s research interests and areas of expertise are in teaching pedagogy, capstone design, renewable energy systems, thermal sciences, vehicle system modeling and simulation, heat transfer, new product development, entrepreneurship, and technology transfer. He is PI and adviser of the Department of Energy Collegiate Wind Competition 2016. He is also working on an undergraduate research project modeling solar cells using a thermodynamics approach and analyzing changes in efficiency with cell temperature. Additional work includes, developing a closed loop throttle controlled model of a purely ultracapacitor hybrid electric vehicle. This model was used to select components and control strategies for a class 8 commercial hybrid concept vehicle as well as a small hybrid sedan. Vehicle road testing was performed and validated the system model.

Dr. Alexander has 10 years of industry work experience most of which as CEO of IVUS Energy Innovations – a technology start-up company that he and three partners formed around unique fast changing technology. As CEO, he raised over $2 million in equity financing, secured a worldwide license agreement, and managed the commercialization and launch of the industry’s first 90-second rechargeable flashlight. In addition he is co-inventor on four U.S. patents and has presented numerous times at advanced energy technology conferences in the areas of business and technology development.

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Abstract

A student team was formed consisting of majors from across campus including entrepreneurship, management, marketing, and electrical, mechanical and mechatronic engineering to compete in the U.S. Department of Energy Collegiate Wind Competition 2016. Objectives of the competition are to deliver a market-driven technology application, develop an innovative business plan, and create a deployment strategy. Two faculty advisers, a mechanical engineering assistant professor from the College of Engineering and an entrepreneurship assistant professor from the College of Business designed and delivered content to help the student members effectively collaborate and innovate across their disciplines and form a cohesive and high functioning team. In addition to being members of the cross-disciplinary team, business and engineering students were concurrently enrolled in a business management market analysis course and a senior capstone engineering course, respectively. Since students were getting exposure to technical content through courses and membership in the program was voluntary, short activities in the form of workshops were delivered to the team during weekly meetings to develop and enhance skills in communications, project management, business development, brainstorming, and ideation. In addition, engineering students collaborated with business students in a social entrepreneurship class to provide technical expertise during market research and analysis, and students also presented to one another on topics related their particular disciplines. Data were collected using a questionnaire at the beginning of the two-semester project to determine levels of experience and attitudes toward teamwork. Additionally, students submitted two self-assessments during the first semester where they were asked to rank their level of engagement in various behaviors related to team interactions and explain the basis for their ranking. Finally, feedback was collected at the end of the first semester to determine if attitudes about teamwork changed and if so, how. This paper describes the workshops and student reflections on the process as well as students’ overall assessment of working in a cross-disciplinary team environment.

Citation
Format

Alexander, D. G. (2016, June), Cross-Disciplinary Collaboration and Innovation for Engineering and Business Student Teams Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26607

TY - CPAPER
AB - A student team was formed consisting of majors from across campus including entrepreneurship, management, marketing, and electrical, mechanical and mechatronic engineering to compete in the U.S. Department of Energy Collegiate Wind Competition 2016. Objectives of the competition are to deliver a market-driven technology application, develop an innovative business plan, and create a deployment strategy. Two faculty advisers, a mechanical engineering assistant professor from the College of Engineering and an entrepreneurship assistant professor from the College of Business designed and delivered content to help the student members effectively collaborate and innovate across their disciplines and form a cohesive and high functioning team. In addition to being members of the cross-disciplinary team, business and engineering students were concurrently enrolled in a business management market analysis course and a senior capstone engineering course, respectively. Since students were getting exposure to technical content through courses and membership in the program was voluntary, short activities in the form of workshops were delivered to the team during weekly meetings to develop and enhance skills in communications, project management, business development, brainstorming, and ideation. In addition, engineering students collaborated with business students in a social entrepreneurship class to provide technical expertise during market research and analysis, and students also presented to one another on topics related their particular disciplines. Data were collected using a questionnaire at the beginning of the two-semester project to determine levels of experience and attitudes toward teamwork. Additionally, students submitted two self-assessments during the first semester where they were asked to rank their level of engagement in various behaviors related to team interactions and explain the basis for their ranking. Finally, feedback was collected at the end of the first semester to determine if attitudes about teamwork changed and if so, how. This paper describes the workshops and student reflections on the process as well as students’ overall assessment of working in a cross-disciplinary team environment.
AU - David G. Alexander Ph.D.
CY - New Orleans, Louisiana
DA - 2016/06/26
PB - ASEE Conferences
TI - Cross-Disciplinary Collaboration and Innovation for Engineering and Business Student Teams
UR - https://strategy.asee.org/26607
DO - 10.18260/p.26607
ER -