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Integrated Product Development and
Baker Institute for Entrepreneurship, Creativity and
Innovation
Lead Institution: Lehigh University, Bethlehem, PA
Collaborating Institutions: Industry, local/state government and fed-
eral agencies, nonprofit agencies and foundations, academic institutions
Category: Capstone/Industry/Entrepreneurship
Date Implemented: 1994
Website: www.lehigh.edu/ipd, www.lehigh.edu/innovate,
www.lehigh.edu/entrepreneurship
Program Description: Lehigh's Integrated Product Develop- thetics and ergonomics issues in product development; develop
ment (IPD) program started with the three pillars of new prod- a value statement for the product/process to be developed; de-
uct development: engineering, business, and design. We had no sign, create, and evaluate technical and financial feasibility
industrial design program so we created what we call "design studies; manage people and financial resources; and success-
arts." The objectives are: 1) to prepare graduates with the abil- fully apply appropriate analytical, numerical, virtual, or physi-
ity to "hit the ground running" at their first real-world job, and cal models at appropriate times throughout the process. We
for those with an entrepreneurial bent, 2) to create their own anticipate that students completing this course sequence should
jobs by developing products and launching reduce the start-up training when they are
companies. The development of "higher- first employed, which has been reported to
order" skills and an "entrepreneurial mind- take up to two years without IPD.
set" has become increasingly important. Assessment Information: We measure
This mindset includes innovation, creativ- our programs by assessing student per-
ity, diversity, interdisciplinarity, global formance, collecting feedback from indus-
orientation, ethical behavior, leadership, and teamwork. Le- try experts, and tracking program growth. Assessment tools
high's entrepreneurship ecosystem features 10 entrepreneurship have been designed to measure students' performance, output,
-related campus organizations, 17 educational programs, 34 or artifacts in a given area by observing actual work in real time
courses, and 22 labs, shops, and related facilities. Programs are so the feedback may be used by the students to improve their
open to all undergraduate and graduate students. Our for-profit work. Rubrics have been developed for this purpose as well as
partners had a main objective of preparing our students to be to provide consistency across all teams, projects, and advisers.
successful new employees, while the government agencies sup- Twenty-one rubrics for each team are completed throughout the
ported our entrepreneurship programs to foster economic devel- semester by faculty, fellow students, and industry experts and
opment. In 2011, 192 students from Engineering, Design Arts another nine for each individual student. At the end of each
(College of Arts & Sciences), and Supply Chain Management semester the industry sponsors and entrepreneurs provide indi-
(College of Business and Economics) worked in 28 teams on rect, summative program assessment via a comprehensive ques-
industry-sponsored projects first introduced at our beginning-of tionnaire focusing on the programs' infrastructure and work
-the-semester Industry Project Fair. Funded projects come from done with/by the student team, and every student provides feed-
alumni working in established companies, local entrepreneurs, back via a customized course evaluation. Program growth is
and student entrepreneurs. With the 2010 launch of the Baker measured in numbers of students enrolled in courses and num-
Institute for Entrepreneurship, Creativity and Innovation, the ber of courses offered.
IPD program was subsumed into a university-wide entrepre- Funding/Sustainability: Three faculty started the IPD program
neurship initiative that includes the entrepreneurship minor, with their own time and resources. In four years the program
new programs in technical entrepreneurship, and new courses attracted nine sponsors who provided an average of $2,500 each
in social entrepreneurship. The Baker Institute has an external for 20 student teams. In 1998 Lehigh's president converted an
board of advisers and an internal curriculum and program over- abandoned campus building to use for student projects, with
sight committee. Each fall for the past 10 years the faculty have alumni providing over $4.5M. In 1999 the program was funded
organized and judged the many dozens of entries annually in on the university budget. Its director received a three-year re-
our campus-wide entrepreneurship competitions. These compe- newable appointment with release time of two courses/year,
titions and advocacy initiatives include focus areas such as tuition, and teaching assistant and part-time support staff sti-
technical innovations, fashion, art, software, alumni, and pends. Funding sources include: faculty volunteers, university
women entrepreneurs. budget, industry sponsors, alumni, congressional earmarks,
Anticipated and Actual Outcomes: Students completing the state agencies, and foundations. To secure a scalable and sus-
two IPD capstone courses should be able to: identify and define tainable program, we built our program and courses into the
key technical and business components of technical problems; curriculum as required courses or electives. In the university
design effective solutions to these problems in a broad global approval process for courses and programs, the sponsoring de-
business and social context; demonstrate an understanding of an partments, colleges, and provost must build faculty and staff
entrepreneurial mindset; participate in and lead an interdiscipli- support into the university budget. A generous gift from the
nary product development team; effectively communicate Baker Foundation launched the Baker Institute in 2010.
through written, oral, and graphical presentations; address aes-
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