Bosman, L., & Mayer, B. K., & McNamara, P. (2017, June), Promoting Entreprenuerially Minded Learning through Online Discussions  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28773

\bibitem{asee_peer_28773}
  Bosman, L., \& Mayer, B. K., \& McNamara, P. (2017, June), \emph{Promoting Entreprenuerially Minded Learning through Online Discussions}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28773

Lisa Bosman, Brooke K. Mayer, and Patrick McNamara.  "Promoting Entreprenuerially Minded Learning through Online Discussions".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28773 Internet.  25 Apr, 2024

\bibitem{asee_peer_28773}
  Lisa Bosman, Brooke K. Mayer, and Patrick McNamara.
  "Promoting Entreprenuerially Minded Learning through Online Discussions".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28773 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_28773
author = "Lisa Bosman, Brooke K. Mayer, and Patrick McNamara"
title = "Promoting Entreprenuerially Minded Learning through Online Discussions"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28773}
number = {10.18260/1-2--28773}
}

TY  - CPAPER
AB  - The purpose of this research is to demonstrate the effectiveness of incorporating the Kern Engineering Entrepreneurial Network (KEEN) framework into the engineering classroom with a focus on online discussions. The KEEN framework was developed to combine the entrepreneurial mindset with engineering education to produce a more valuable, strategically prepared engineer, rather than simply an “obedient engineer”. The KEEN student outcomes that drive the entrepreneurial mindset include Curiosity, Connections, and Creating Value (commonly referred to as the 3 C’s). Online discussions provide many benefits for both face-to-face classrooms and online courses. First, they afford students the necessary time to provide a thought provoking response and to consider other potential research or recent news media to support their responses. Second, they provide students the opportunity to read and gain insight from other students’ posts. Finally, they give instructors the chance to provide immediate student feedback and ask further questions to dig deeper into the subject at hand. The data analysis included three main phases, including rating the discussion prompts for entrepreneurial mindset embeddedness (level of focus on the 3 C’s), assessing the quality of each discussion session, and employing a rank order correlation analysis to evaluate the impact of entrepreneurial mindset embeddedness on the quality of each discussion session. The results provide quantitative evidence that incorporating the entrepreneurial mindset into the engineering classroom through online discussions does increase student engagement and improve skills related to the entrepreneurial mindset. This research suggests that incorporating the KEEN 3 C’s through online discussions, either through an online class or face-to-face class, will result in more entrepreneurially minded engineers.
AU  - Lisa Bosman
AU  - Brooke K. Mayer
AU  - Patrick McNamara
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Promoting Entreprenuerially Minded Learning through Online Discussions
UR  - https://peer.asee.org/28773
DO  - 10.18260/1-2--28773
ER  -