Collection

2019 ASEE Midwest Section Conference

Authors

Michael Hennessey

suggestions for improvement were: Start the project sooner, allowing more time for completion Consider narrowing the product focus, such as to a specific industry or theme It would have been fun to make an actual prototypeIn summary, overall the students responded positively to use of the KEEN Project and they offeredsome construction criticism.7. ConclusionsFrom this effort a number of conclusions can be drawn, specifically: Since most of the students end up working in industry, it was rewarding to see students adopt an entrepreneurial mindset in the context of dynamics. Overall, the student survey suggests that student’s interest in dynamics was positively impacted. All students became aware of what a Business Plan is and based on their

Collection

2019 ASEE Midwest Section Conference

Authors

Jonathan Kuchem; Nicolas Libre

abstract problems thataren’t the straightforward textbook problems. Problem-based learning techniques have been usedto help students learn course objectives through problem solving, abstract assignments, andinverted learning [1]–[4]. Problem-Based Learning (PBL) is a teaching/learning approach whichoften includes open-ended, vague and sometimes ill-defined real-world problems as the startingpoint; the challenges involved in dealing with such problems promote critical thinking andproblem solving skills. Similarly, the Entrepreneurial Mindset Learning (EML) aims at instillingthe entrepreneurial mindset in engineering education by introducing open-ended real-worldproblems with focus on curiosity, connections, and creating value. These teaching