to measure how the complexity of understanding EM develops over time.AcknowledgementsThe authors acknowledge The Kern Family Foundation’s support and collaboration through theKern Entrepreneurial Engineering Network (KEEN) for contributing to this work.References[1] L. Bosman and S. Fernhaber, Teaching the Entrepreneurial Mindset to Engineers. Switzerland: Springer International Publishing, 2018.[2] T. Byers, T. Seelig, S. Sheppard, and P. Weilerstein, “Entrepreneurship: Its Role in Engineering Education,” 2013.[3] M. E. Ita, L. Rumreich, K. M. Kecskemety, and R. L. Kajfez, “Preparing Instructors to Encourage an Entrepreneurial Mindset,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2022.[4] C
Paper ID #38601A Measure of Inventive Mindset for Use in K-12 Engineering and InventionEducationDr. Joanna K. Garner, Old Dominion University Dr. Garner is the Executive Director and a Research Professor at The Center for Educational Partnerships, Old Dominion University, Norfolk, VA.Dr. Melissa G. Kuhn, Old Dominion University Melissa G. Kuhn, Ph.D., is an education specialist at the Center for Educational Partnerships.Jayme M. CellitiociMatthew Carter ©American Society for Engineering Education, 2023 A Measure of Inventive Mindset for Use in K-12 Engineering and Invention Education
. He received his B.S. in Mechanical Engineering from Shanghai Jiaotong University, China (2008) and Ph.D. in Materials Science and Engineering from the University of Minnesota, Twin Cities (2017). His leading teaching competencies are in areas of materials science, structural analysis, finite element modeling and dynamic systems. He has a broad range of research interests. His technical research focuses on multiscale modeling on the mechanical behavior of nanofibers and carbon nanotube materials. In the area of pedagogical research, he is interested in using learning analytics tools to understand and assess engineering students’ motivation entrepreneurially-minded learning.Dr. Darcie Christensen, Minnesota State
demonstrate how studentperceptions of learning and the learning environment, impact engineering student engagement by usingentrepreneurially-minded. bio-inspired projects as a foundation for teaching linear elasticity of engineeringmaterials, a mathematically intensive mechanics course. For this project, students were required to conducta literature review and use entrepreneurial mindset (curiosity, connections, and creating value) to describeapplications of bio-inspired architecture materials throughout time. Students researched currentdevelopment and challenges, how materials were influenced by biological inspiration, and incorporatedhumanities and arts into design. Upon completion, students were also required to write photovoicereflections about
Framework.EML promotes curiosity, connections, and creating value strategies, known as the 3C’s. TheFLC consisted of four bi-weekly one-hour meetings inviting lecturers, faculty-of-practice, andtenured/tenure-track faculty. The FLC meetings’ primary purpose was to keep faculty engaged inactive sessions related to EML micromoments. The first session consisted of a brief introductionto micromoments to emphasize the need to develop students’ entrepreneurial mindset, followedby sessions exclusively devoted to one of the 3C's. The lead faculty provided a list of EMLmicromoment implementations and examples for each of the 3C's to the faculty participants atthe beginning of the sessions. During the follow-up meetings, each faculty member wasencouraged to
sample PhotoVoicemetacognitive Asssesment). The prompts used in this study are listed below.Photovoice Reflection Prompt A (Entrepreneurial Mindset): The entrepreneurial mindset is defined as“the inclination to discover, evaluate, and exploit opportunities.” Explain how participating in the newlydeveloped curriculum incorporated the entrepreneurial mindset, and lessons learned relevant to theentrepreneurial mindset.Photovoice Reflection Prompt B (STEAM): STEAM (science, technology, engineering, arts, math)goes one step beyond the well-known STEM to acknowledge the importance of integrating the arts andhumanities into more analytical coursework such as that found within engineering. Art can beincorporated through pieces, process, and movements
entire response) should reference the pictures and their relationship with respect to your response. Assessment Topic Prompt Entrepreneurial Photovoice Reflection Prompt A (Entrepreneurial Mindset): The Mindset entrepreneurial mindset is defined as “the inclination to discover, evaluate, and exploit opportunities.” Explain how participating in the newly developed curriculum incorporated the entrepreneurial mindset, and lessons learned relevant to the entrepreneurial mindset. STEAM Photovoice Reflection Prompt B (STEAM): STEAM (science, technology, engineering, arts, math) goes one step beyond the well-known
Introduction to Biomedical Engineering, Biome- chanical Engineering, Biomolecular Engineering, Senior Design, and Entrepreneurial Bioengineering. He is active in Engineering Education Research where he studies different mentoring strategies to ensure the academic and professional success of historically marginalized minorities. Further, he studies strate- gies for instilling the entrepreneurial mindset in engineering students as well as innovative approaches to teaching such as using virtual reality. ©American Society for Engineering Education, 2023Work in progress: Investigating Historically Marginalized Group Disparities in Biomedical Engineering Entrepreneurially Minded LearningMs. Mary Jia
Paper ID #39564How Canadian Universities Align Their Curricular and Co-curricularPrograms with Institutional Culture and Entrepreneurial AmbitionsProf. Tate Cao, University of SaskatchewanDr. Shaobo Huang, University of Saskatchewan Dr. Shaobo Huang received a Ph.D. degree in Engineering Education from Utah State University. She has over eight years of teaching and/or research experience in engineering education. She is currently an Assistant Professor in the Ron and Jane Graham School of Professional Development with a joint appointment in the Department of Mechanical Engineering at the University of Saskatchewan in Canada
outcomes of higher education, byits role as an intrinsic reward [Kang et al. 2009], which is essential if we wish students to engagein life-long learning after graduation. Curiosity and conscientiousness have been shown to becorrelated with student success [Leslie 2014]. Curiosity has also been linked with workplacelearning and job performance [Reio et al. 2000].The Kern Entrepreneurial Engineering Network (KEEN) has developed a framework forpromoting an entrepreneurial mindset, which includes three core factors: curiosity, connections,and creating value [KEEN 2015]. Many KEEN-affiliated programs have implemented courses topromote an entrepreneurial mindset [Caplan et al. 2017; Estell et al., 2016; Gorlewicz 2020,LeMasney et al. 2020; Prince 2016
Paper ID #39595Board 106: Innovation through Making Course: Creating a DistinctivePrototyping Experience as Part of a New Entrepreneurial Pathway (Work inProgress)Mitra Varun Anand, Worcester Polytechnic Institute Mitra Anand serves as the Associate Director of Makerspace, and Innovation and Entrepreneurship, in addition to being an Adjunct Faculty of Mechanical Engineering at Worcester Polytechnic Institute. Anand’s research interests lie in combining hands-on Maker skills with an entrepreneurial mindset and value creation, aiming to develop practical solutions for real-world problems. He is enthusiastic about
Photovoice with Entrepreneurial Design Projects as a High Impact Practice in Engineering Technology EducationIn the recent years, interdisciplinary research has become a necessary tool for successfullyfinding solutions to real-world problems. Yet, in the undergraduate engineering technologycurriculum interdisciplinary projects is extremely limited (if used at all), particularly in non-capstone project courses. In this study we present findings and lessons learned from aninterdisciplinary research project that integrates entrepreneurial mindset, bio-inspired design, andart into in an engineering technology classroom in the sophomore-year of the post-secondaryengineering technology education. Engineering
. He is active in Engineering Education Research where he studies different mentoring strategies to ensure the academic and professional success of historically marginalized minorities. Further, he studies strate- gies for instilling the entrepreneurial mindset in engineering students as well as innovative approaches to teaching such as using virtual reality. ©American Society for Engineering Education, 2023 Work in Progress: Development of an Innovation Corps-Modeled Bioengineering Course to Promote Entrepreneurial Engagement Among Undergraduate StudentsMs. Amanda Walls, University of Arkansas Amanda Walls is a doctoral student, funded by an NSF Graduate Research
exposure to entrepreneurship practices [1]. While traditional entrepreneurshipeducation has focused on self-employment and venture creation, recent advancements haveshifted the emphasis toward developing entrepreneurially-minded graduates. In particular, EEPsin engineering have evolved to focus on cultivating entrepreneurial skills and mindsets,expanding beyond sole enterprise formation [2]. These EEPs are posited as a means to fosterinnovativeness in students' chosen fields of employment upon graduation [3]. Moreover,engineering EEPs have advanced from business-oriented programs to more immersive, real-world-oriented approaches that aim to help students acquire entrepreneurship-related traits,skills, and mindsets [2]. Alongside existing EEPs
to engage in entrepreneurship.This project welds bioinspired design, STEAM, and the entrepreneurial mindset together tobroaden the participation of Native Americans in Engineering. Students learned to use technicaltools and education to develop objects of economic value and thus engage in entrepreneurshiplearning.3. Methods3.1Project designThe focus of this paper is a class project for students in a second-year Industrial Engineeringcourse, IE 223 Design & Manufacturing Processes I. It is a semester-long project in whichstudents form teams to work on project tasks: sketch out a fish, design a mold (fish) inSolidworks, 3D Print the mold, fabricate the fish (pouring silicone into the mold), test thefabricated fish, program the fish for
effectiveness inmultiple modes of delivery. An important aspect of improvement in the course structure wasaddition of mini-labs, small concept experiments or practical problems in the classroom to bringan entrepreneurial mindset to the course. The present research also highlights the studentmotivation as this is another area of focus for modern instructional design. The study used theprocess of asking students to grade their own homework. The students were provided with thecorrect answers after submission of their assignments on the LMS and provided with a gradingrubric developed in an earlier study to grade their work. This helped students learn the materialmore effectively, instilling and encouraging self-learning. This also helped the students to
,engineering ability, and entrepreneurial ability) and examine beliefs about general intelligencefor triangulation to explore whether general intelligence might globally influence the beliefs inthe other three domains.Teaching ability: Several researchers have examined the teaching ability of instructors throughthe lens of growth and fixed mindset aiming to encourage faculty to develop a growth mindset.For example, Frondozo et al. [26] tested a hypothesis that similar to the growth and fixedmindsets associated with intelligence, there would be growth and fixed mindsets related toteaching ability. Their study revealed that a growth mindset about one's teaching abilitypositively predicted greater work engagement mediated by enjoyment. Other studies have
student assessment mechanisms in each of these programs, and in what ways participatingstudents stay engaged in the innovation and entrepreneurial ecosystem after completing one ofthese three introductory courses.1. IntroductionThe Technology Entrepreneur Center at the University of Illinois Urbana-Champaign (UIUC)exists to help students develop an entrepreneurial mindset and change the way they see the worldto tackle important challenges [1]. This is achieved through both curricular and co-curricularopportunities available to undergraduate and graduate students in primary degree programs fromacross campus. The Center provides a variety of resources for students, including courses andacademic programs, workshops, networking opportunities with
. Scholarship recipients will be linked throughcohort teaming sessions with campus resources, local industry partners and experts, and facultymentors, to propose, critique, select, develop, and implement commercially viable technologyproducts. The novel approach to engineering education developed through this project will serveto enrich the creative potential of new graduates in technical fields and expand small businesscreation and employment, both of importance to growth regions where there may be fewer largecorporate employers. Key dimensions of those who exhibit entrepreneurial thinking include agrowth mindset, a regular practice of creativity, and high personal self‐efficacy. Withentrepreneurism seen as an enabling force to overcome employment and
core content areas when compared to entrepreneurship programsin higher education, that are often isolated to Business programs. For example, Rodriguez andLieber (2020) talk about the ways that high school programs that provided students with hands-on experiences working with small businesses were successful in developing entrepreneurialmindsets, competencies, and desires. They write: “Students in entrepreneurship educationshowed an overall statistically significant increase in entrepreneurial mindset, specifically incommunication and collaboration, opportunity recognition, and critical thinking and problem-solving. Moreover, there was a positive association between entrepreneurial mindset gains andperceptions of future career success.” (p, 87
Rowan University seeking a specialization in Engi- neering Education. She began her research in Rowan’s Experiential Engineering Education Department in the Fall of 2019, and has developed interests in entrepreneurial mindset and student development. In particular, she is interested in assessment of entrepreneurial mindset through quantitative, qualitative, and mixed methods, and is currently working in survey, concept map, and narrative inquiry assessment. She was awarded an NSF Graduate Research Fellowship in April, 2022, and aspires to continue in the research field and work for a university as a research professor and advisor.Dr. Cheryl A. Bodnar, Rowan University Dr. Bodnar is an Associate Professor in the
goals of the PAtENT pilot program are as follows. The program goal is to create an alternatepathway for doctoral students in STEM domains to pursue entrepreneurship, through a patentproposal, that addresses the workforce landscape. The research goals are to understand theconditions that develop entrepreneurial mindsets in doctoral students, and how the PAtENTmodel can be scaled within our university and to others.PAtENT CurriculumThe curricular pathway is designed to be integrated into the doctoral degree program. Ratherthan operating as a standalone, extracurricular model, the PAtENT model allows students to optinto entrepreneurial coursework that counts toward their degree. Students whose preliminaryresearch demonstrates potential for
New Haven. She previously specialized in service learning while co-directing the Engineering Projects in Community Service program at the Arizona State University. Her current research interests include engi- neering student identity, makerspaces as teaching resources, and entrepreneurial mindset. She continues to teach first-year engineering courses and supports students through mentorship and student organizations. She completed her PhD in Electrical and Computer Engineering from Georgia Tech.Joseph Smolinski ©American Society for Engineering Education, 2023 WIP: How to get faculty to use and leverage makerspaces in their courses – a peer-to-peer mentoring model.In this work-in
. 15Figure 3. Entrepreneurship & Engineering Innovation Topics. Table 3 shows the key words for the five topics within ENT. Topics 1, 2, and 5 fall bestunder the program design and effectiveness theme, as they focus on the features, strategies, andframeworks used by entrepreneurship and innovation programs. Topic 3 is characterized by theidentity and culture theme, as the key words relate to an entrepreneur’s self and mindset. Topic 4relates to the individual capabilities theme as the key words focus on an individual’s thinkingand personality. Topic 1: Topic 3: Program Topic 2: Entrepreneurial Entrepreneurship Topic 4: Topic 5: Design Experience
Delphi study to identify the top entrepreneurial attributes of professionals andresearchers who lead ESPs. Phase 2 of the study includes conducting workshops withsocial scientists who study the attributes and ESP leaders. The goal of the workshops isto identify assessment frameworks grounded in social science theory and literature thatwill guide the measurement of the attributes. This paper will focus on the results of theDelphi Study.ESPs are one mechanism by which students can gain knowledge, skills, andcapabilities for both students who aspire to be entrepreneurs as well as those who planto work in industry settings. It should be noted that most ESP programs focus on thedevelopment of an entrepreneurship mindset. While the term
Sustainability Programsand Curricula at the Undergraduate and Graduate Levels" [1] and our independent literaturereview, in the US, there appear to be no undergraduate engineering degree programs that arebroadly oriented around sustainability in the sense of the three pillars commonly referred to as the3P's (People, Planet, Prosperity) or the 3E's (Equity, Environment, and Economics).[2][3]Further, the local conditions in Puerto Rico - a multi-hazard risk region with vulnerablepopulations and infrastructure embedded in a struggling economy - have inspired new urgency andresolve to respond to our common challenges that are at once local and global. The availablenatural resources, combined with the tangible entrepreneurial spirit of our current generation
. Haughton, The University of Toledo Dr. Noela A. Haughton is an associate professor of Education (Research and Measurement program) in the Judith Herb College of Education at the University of Toledo. She teaches courses in assessment and research methods. ©American Society for Engineering Education, 2023 Combining Project Based Learning with the KEEN Framework in an Advanced Fluid Mechanics Course: A Continued ImplementationAbstractThis paper describes a one-year implementation and the results of a Project Based Learning(PBL) pedagogy combined with KEEN Entrepreneurial Mindset (EML) Framework in a coresenior level course part of the Mechanical Engineering Technology
Education Research, where he studies different mentoring strategies to ensure the academic and professional suc- cess of underrepresented groups. Further, he studies strategies for instilling the entrepreneurial mindset in engineering students as well as innovative approaches to teaching such as using virtual reality.Dr. Timothy J. Muldoon, University of Arkansas Dr. Timothy Muldoon is an Associate Professor in the Department of Biomedical Engineering at the Uni- versity of Arkansas. Dr. Muldoon teaches the Clinical Observations and Needs Finding, the Biomedical Instrumentation, and the Biomedical Microscopy courses within the Department, and also serves as the Undergraduate Coordinator. Dr. Muldoon’s research interests
the engineering skills already beingtaught in classrooms with outcomes that support the development of being “entrepreneuriallyminded,” hence, the phrase Entrepreneurially Minded Learning. Entrepreneurially mindedindividuals are powerful agents of societal good, progress, and human flourishing, especiallywhen disciplinary skills are complemented by excellent collaboration and communication skillsand are founded on character. Individuals who exercise an entrepreneurial mindset recognizeproblems as opportunities, assess potential impact of solutions, and use their skills to create valuefor others. This is what is desired in undergraduate students. Students need to be exposed tothese concepts early in their academic career and by doing so, this
scholarship of teaching and learning in science, technology, engineering, and mathematics (STEM). More specifically, her current engineering education interests include entrepreneurial mindsets, user-centered design, project-based learning, and broadening participation in STEM particularly for populations historically underrepresented in STEM fields. As a teacher-scholar, Dr. Hargrove-Leak is passionate about applying what she learns in her re- search in the classroom, while mentoring undergraduates in research projects driven by their personal and professional interests, and in service in the local community to get young people excited about STEM. ©American Society for Engineering Education, 2023