Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Entrepreneurship & Engineering Innovation
Changing engineering faculty’s pedagogical practices is challenging and an ongoing undertaking within engineering units. A major reason for the challenge is the reluctance of faculty to change if what they are doing in the classroom is familiar and seems to be “working”. The difficulty with changing pedagogy in the absence of faculty’s readiness to do so is compounded by rapidly changing trends in topics to embed in courses. Entrepreneurship is a recent example of such in engineering. This confluence of factors calls for an innovative approach to spur pedagogical change among faculty.
This paper presents an effort undertaken at a large, southwestern research-focused institution to spur pedagogical innovation around the topic of entrepreneurship. Several engineering faculty submitted individual or joint four-page proposals to an internal solicitation for a competitive professorship. The winners were awarded funding (up to $10,000) to support the pedagogical innovation they planned to implement in one of their courses over a given semester. Projects incorporated entrepreneurship into courses on a range of topics such as design, robotics, and math-intensive engineering fundamentals courses. Awardees used the funding for a variety of resources including project materials, undergraduate teaching assistants, equipment, and summer salary.
The purpose of this study is the investigate the ways in which the internal competition spurred pedagogical innovation. A thematic analysis of open-ended survey responses from the Fall 2016 and Spring 2017 awardees reveals some of the factors that motivated them to pursue the award and/or the pedagogical innovation. Analysis focused on when the idea was derived (i.e., before or after the announcement of the professorship opportunity), what aspect of the competition motivated them to apply (e.g., financial support, recognition), and the role of funding in the actual implementation of their innovation. The findings of this study provide insights into what kinds of incentives can serve as beneficial approaches to embedding entrepreneurship into engineering curricula.
Carberry, A. R., & Brunhaver, S. R., & London, J. S. (2018, June), A Way to Win: Incentivizing Engineering Faculty to Incorporate Entrepreneurship in Their Courses Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29744
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