Her entry point was her junior-level design course led by professor of practice, Grant Hoffman. “Having worked in product development, it was most important to create a design program that was as close to the real thing as possible,” explains Hoffman, who worked in research and product development at Cook Medical for eight years. “In class, Haley was responsible for identifying an opportunity as if she was an intrapreneur. She worked with experts to ensure proper design for a biomedical device idea to treat diverticulitis. She analyzed the market landscape, went back and forth with physicians for feedback during the prototyping stage, and then developed the hands-on skills to fabricate the device herself.” Bowyer knew from her previous biomedical engineering studies that she had most of the technical skills needed to complete her project but lacked medical knowledge. “I chose to interview a gastroenterologist to obtain information on the colon and the disease of diverticulitis,” she says. “I asked questions that would help him identify problems or shortcomings in current medical devices because I was interested in discovering areas that would improve his ability to treat patients. As the project progressed, I often consulted with this doctor to ensure that my data was complete and that I had not misinterpreted any information.” The independent study allowed Bowyer to pursue her solution. “Throughout the course, Haley had control of the situation and all the responsibility to sink or swim,” Hoffman notes. “There was learning in each of these steps. She had just enough input from me to make sure she was moving forward. Otherwise, I acted as a resource and not as her instructor.” Working with a practicing physician broadened her outlook. “When I was originally brainstorming treatment ideas, I only considered use of an endoscope. I unintentionally narrowed my point of view. After speaking with the doctor, I was encouraged to pursue other treatment modalities that might be more feasible. In the end, I developed a device to be used laparoscopically.” Haley saw the big picture of medical device development. “Oftentimes my classes are centered on one small aspect of product development. Whether data analysis or 3D modeling, it can be difficult to see how everything fits together. This course pulled together the classes I have taken and allowed me to develop my own project.” Bowyer’s experience reflects Rose-Hulman’s approach to education. “Our teaching environment aligns very well with the 3C’s (curiosity, connections, and creating value) that define the entrepreneurial mindset,” Hoffman says. “We place students in scenarios and situations where the topic is vague and they develop the mindset and skills to guide them- selves to a solution. We teach them to ask questions, to seek numerous solutions, and to use their experiences in selecting the best answer. This isn’t done through one specific course. We emphasize it through the infu- sion of entrepre- neurially minded learning (EML) principles in numerous courses across all majors.” The knowledge and confidence gained through the independent study course equipped Bowyer for the internship at Cook Medical during her junior and senior years, paving the way toward a career in her chosen field. “Cook Medical is a special place because they provide an environment where intrapreneurs can succeed,” Hoffman explains. “As an engineer, you have major responsibilities from day one to lead projects that improve the quality of life for others. There is very little micro- management, the employee is trusted to decide where the project will go and whether or not it will be successful.” Bowyer worked on two different projects during her internship. In her first project she tested manufacturing samples. After that, she worked on reproductive products. “Although Cook Medical has products available for nearly every step of the fertility journey, I have been primarily involved with in-vitro fertilization embryo transfer catheters,” she says. “My project was to take test results over the past three years, analyze the data, and identify trends.” The internship perfectly comple- mented what she had already learned at Rose-Hulman. Bowyer says, “I have really enjoyed applying what I learned in school. It has been re- warding to learn more about unfa- miliar medical devices. Now I know how they are used and why certain design decisions are made. At Cook Medical, an intrapreneurial culture is encouraged, and I know my work in testing has contributed to product and process improvements.” “We know the majority of our graduates will work for established companies,” Hoffman notes. “We want them to have experiences that will prepare them to create value in whatever situation they find themselves.” It might not be possible to have closely tied internships at every institution, but it is possible for faculty to create experiences where students identify an opportunity that interests them. “We are always trying to mimic what happens in industry,” Hoffman says. “It’s been great to see how Haley used her skills in her internship at Cook Medical.” Bowyer secured an internship at Cook Medical. The high-tech company was founded in 1963 as a maker of guides, needles, and catheters. Based in Indiana, the company is one of the leaders in medical technology, offering 16,000 products sold worldwide. Internal innovation is an integral part of the corporate culture, making it an ideal environment for meaningful student internships that build on the philosophy of Rose-Hulman. THE INTRAPRENEURIAL INTERNSHIP: A STEPPING STONE T0 SUCCESS Rose-Hulman Institute of Technology prepares graduates to create value within companies. Ninety-five percent of Rose-Hulman’s graduates choose to be employed by companies as opposed to starting their own ventures. Consequently they have opportunities to be intrapreneurs. Haley Bowyer, a junior biomedical engineering major, started early. 29 28