June 23, 2013
June 23, 2013
June 26, 2013
Entrepreneurship & Engineering Innovation
23.195.1 - 23.195.18
Experiential Learning in Entrepreneurship Education and Bloom’s TaxonomyIn order to equip engineering students with the skills they need to succeed in today’s turbulenteconomy, engineering programs are increasingly offering some form of entrepreneurship trainingto their students. One characteristic of entrepreneurship education is that it often comprisesexperiential learning activities, designed to increase students’ self-efficacy and proficiency inentrepreneurship. In some cases, these activities have been described as being as or moreeffective and valuable than traditional classroom learning. However, the outcomes ofexperiential activities in entrepreneurship education can be difficult to measure because theycover a wide range of topics and skills, ranging from product innovation to businessdevelopment. Before the effectiveness of experiential learning activities can be measured, theyneed to be organized and classified. This paper attempts to do so by categorizing commonexperiential activities in entrepreneurship education using Bloom’s revised taxonomy, which hasbeen used by scholars as framework to classify activities and outcomes into different knowledgeand cognitive process dimensions. The knowledge dimension of the taxonomy consists offactual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimensionbreaks the different types of knowledge into categories that describe what students are able to doas a result of the activity such as understand, apply, analyze, evaluate, or create. In this paper,entrepreneurship education activities from current entrepreneurship courses and literature areplaced into these cognitive process and knowledge dimensions. In addition to these, activitieswill be separated into different content areas (general business skills, leadership, opportunityrecognition, ideation, etc.). This will allow entrepreneurship educators to see what activities areavailable for particular tasks and the nature of the knowledge they provide students. This willfacilitate future studies that seek to compare the effectiveness of different activities in a moremeaningful way.
Wheadon, J. D., & Duval-Couetil, N. (2013, June), Analyzing the Expected Learning Outcomes of Entrepreneurship Business Plan Development Activities Using Bloom’s Taxonomy Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19209
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