Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Entrepreneurship & Engineering Innovation
Student curiosity compels learners to go beyond what is presented in the classroom, to connect what they have discovered with other concepts, and to finally create new items and knowledge to help address the world’s problems. Encouraging this entrepreneurial mindset is a goal within a number of courses at our institution. While not every learner arrives in our classrooms innately curious about the course topic, by using alternative instructional approaches, perhaps curiosity might be fostered more broadly. The goal of this study is to explore the hypothesis that courses that include open-ended, real-world problems will foster growth of the entrepreneurial mindset to a greater extent than courses that do not have these attributes. We used the SIMS instrument (Guay et al., 2000) for situational motivation in conjunction with a situational curiosity sub-scale (Chen et al., 1999) to assess the situational curiosity and motivational states of engineering undergraduates over the course of three semesters. Students and faculty reported on the extent to which open-ended, real-world problems were a part of each course, along with a host of additional factors including the voluntary nature of the course, whether or not projects resulted in a physical artifact, and if students worked on interdisciplinary teams. Results suggest that interdisciplinary work on “real” problems for actual clients has a significant positive correlation with students’ intrinsic motivation and curiosity.
Vigeant, M. A., & Prince, M. J., & Nottis, K. E. K., & Golightly, A. F. (2018, June), Curious About Student Curiosity: Implications of Pedagogical Approach for Students’ Mindset Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30245
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