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Campus-wide Course Modification Program to Implement Active & Collaborative Learning and Problem-based Learning to Address the Entrepreneurial Mindset

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Programs in Entrepreneurship

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count


Page Numbers

23.266.1 - 23.266.20

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Paper Authors


Andrew L Gerhart Lawrence Technological University

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Andrew Gerhart, Ph.D. is an Associate Professor of Mechanical Engineering at Lawrence Technological University. He is actively involved in ASEE, the American Society of Mechanical Engineers, and the Engineering Society of Detroit. He serves as Faculty Advisor for the American Institute of Aeronautics and Astronautics Student Chapter at LTU, chair for the LTU KEEN Course Modification Team, chair for the LTU Leadership Curriculum Committee, supervisor of the LTU Thermo-Fluids Laboratory, coordinator of the Certificate/Minor in Aeronautical Engineering, chair of the First Year Engineering experience, and faculty advisor of the LTU SAE Aero Design Team.

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Donald D. Carpenter P.E. Lawrence Technological University

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Campus-wide Course Modification Program to Implement Active & Collaborative Learning and Problem-based Learning to Address the Entrepreneurial MindsetWhile active and collaborative learning (ACL) and problem-based learning (PBL) have beeneffectively implemented at the college-level for many years, their widespread use in engineeringeducation is a more recent development. Research has shown that ACL and PBL allow forhigher critical thinking, reasoning, achievement, and retention in students. In addition, becauseACL and PBL typically require teamwork, communication, and tolerance for ambiguity amongother aspects, they are also an ideal vehicle for instilling the attributes of the entrepreneurialmindset in students.Lawrence Technological University implemented a five year process to modify 75% of thecourses in the engineering curriculum to include ACL and PBL. Besides traditional engineeringcourses, such as statics and design, the modified courses include those in our general educationcore curriculum, such as calculus, history, literature, communication, and the sciences. As such,this course modification process involves more than 50 faculty members from multipledepartments and colleges. The process entails intensive week-long workshops, report-backaccountability sessions, closing-the-loop sessions, support teams of faculty from related contentareas, coordinators, peer-reviewers, and a leadership team of university administrators, facultyand staff.This paper will explain the reason and objectives for the course modifications and will detail theprocess to modify many diverse courses including faculty evaluation of the program. Finally, thepaper will present assessment results of pre and post-course surveys of student perceptions of theuse of ACL and PBL to apply attributes of the entrepreneurial mindset. The surveys demonstratea positive shift in perceptions.

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