knowexisted. These types of experiences are mind blowing and eye opening.” Some found theemphasis on an entrepreneurial mindset useful, “I gained insight on… the range ofusers/clients/shareholders you have to go to in order to see exactly what your project needs toaccomplish/provide.” Overall students seemed to really enjoy the project and many took theopportunity to respond by just saying thank you to the instructional team for teaching the courseand incorporating this project into it.Undergraduate co-author reflections. The project originally seemed very overwhelming butbegan to seem more manageable during the first assignment. Early assignments did an excellentjob of breaking down what was expected and focusing on the humanitarian part of the
DistanceEducation Technologies (IJDET), vol. 8, (3), pp. 1-15, 2010.[5] H. L. M. C. Bell-Huff, "Using simulation experiences, real customers, and outcome driveninnovation to foster empathy and an entrepreneurial mindset in a sophomore engineering designstudio," paper presented at the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio,2017.[6] A. Salado, J. R Morelock, A. Baghaei Lakeh, "Decision-making, information seeking, andcompromise: A simulation game activity in global industrial management”, paper presented atthe 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017.[7] Z. Mahmud, P. J. Weber, J.P. Moening, "Gamification of engineering courses," paperpresented at the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio