June 14, 2015
June 14, 2015
June 17, 2015
Entrepreneurship & Engineering Innovation
26.287.1 - 26.287.13
Blending Entrepreneurship and Design in an Immersive Environment The KEEN Winter Interdisciplinary Design Experience (K-‐WIDE) at XXXXXXX and the Interdisciplinary Design Experience (IDEX) at XXXXXXXXXX bring together 16-‐24 students for a 10-‐day, immersive, off-‐semester experience that challenges them to build new products that address a large social problem (e.g. Urban Infrastructure, Human Weight, Building Energy). The large scope of the initial problem is intentional in that it allows students to experience how to integrate design thinking and entrepreneurial thinking. The theory behind the program has been outlined in a previous ASEE paper (XXXX and XXXX, 2014) that discusses learning outcomes and objectives as well as the integration of engineering design and entrepreneurship. A hallmark of the program is the intentional focus on attitudinal development, in parallel with knowledge and skills. The purpose of this paper is to report out the more specific methodologies used and to examine the role of immersion in the experience. Data from four offerings (2 from each school, one group of international students) will be presented. Two forms of data will be used to explore two hypotheses that are related to the immersive experience. The first data set is responses to a validated survey instrument, administered in pre, post and post-‐adjusted, that target the learning objectives. The second data set is text from daily reflections that guide students through the Kolb Cycle of Learning. The linguistic analysis tool, Leximancer, will be used to test the following hypotheses: Hypothesis 1: Design and entrepreneurial thinking become more tightly coupled together throughout the program. In immersive experiences the adjacency in time of topics can make them more tightly bound together. We will code noun phrases (Lande and Nelson, 2013) as either design or entrepreneurial and form linguistic networks to search for the degree of overlap. Hypothesis 2: The immersive nature of the program aids in a student’s ability to interweave problem identification and solution concept phases. Problem identification is almost dogmatically taught as a step distinct from problem solution (Jonassen, 2000); however, expert designers (Cross, 2004; Atman, 2007) rapidly switch between problem and solution concepts. Our linguistic analysis will detect the degree to which this interweaving is occurring by coding for problem identification and solution concepts independently and then determine the time correlations. The current study will focus on the immersive programs in isolation, whereas future work will focus on comparisons with non-‐immersive environments that target similar learning objectives.
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