June 23, 2013
June 23, 2013
June 26, 2013
Entrepreneurship & Engineering Innovation
23.379.1 - 23.379.46
Assessing an Introductory Entrepreneurial Thinking Course for Undergraduate Engineers In order to assess an introductory entrepreneurial thinking course there are three requiredpieces of information: (Pelligrino, Chudowsky, & Galaser, 2001)1. What do you expect the students to be able to do and learn (learning objectives)?2. What evidence will you collect about what students are doing and learning?3. How will you assess the evidence that you collect?Assume that you expect the undergraduate engineers who successfully complete thisintroductory entrepreneurial thinking course to achieve three learning objectives:1. Be able to evaluate entrepreneurial [new venture] opportunities,2. Exhibit and be able to assess presentation skills, and3. Be able to assess entrepreneurial competencies in themselves and others.Finally assume that you believe sustained and long lasting learning is the goal of your course andthat long lasting and deep learning only occurs when you design and assess the course at thehighest levels of cognitive difficulty as defined in Bloom's taxonomy of learning. Table 1contains an excerpt of the mapping of the learning tasks to Bloom's taxonomy.(Anderson et al.,2000) We propose to answer three critical assessment questions for this entrepreneurial thinkingcourse with the three learning objectives cited above:How do you properly align and assess this course (designed to encourage growth inentrepreneurial thinking)? What theoretical frameworks underlie the course design? (Pelligrino,et al., 2001; Svinicki, 2004)). Does the design of student learning help students retain andtransfer their learning on entrepreneurial thinking? (Svinicki, 2004) Experiential learning of entrepreneurial concepts based around the use of Kolb's learningcycle is one way to position the entrepreneurial thinking understandings that you expect studentsto acquire. This means that students need to reflect, conceptualize, experiment and do the thingsthat entrepreneurs do (Kolb & Fry, 1979) in order to acquire the learning envisioned in theentrepreneurial thinking learning objectives cited above and they need to do them at the highestlevels of Bloom's cognitive thinking taxonomy.Preparation of specific learning objectives, assessment processes and pedagogical techniquesform a holistic strategy for implementing and assessing an entrepreneurial thinking course forundergraduate engineers. We will demonstrate how to use the Pelligrino for the design andassessment of an entreprenurial thinking course.Table 1 Exceerpt of Bloom'sTaxonomy of Cognitive Difficulty for the Entrepreneurial ThinkingCourse (Anderson, et al., 2000)Introductory entrepreneurial thinking Remem- Under- Apply- Analy- Eval- Crea-course Learning objectives bering standing ing zing uating ting>Be able to evaluate new ventureopportunitiesRecall or locate data in the text for quizes XCreate ideas for the idea pitch and newventure analysis XAcquire customer/market data XAnalyze customer/market data XPrepare a customer/market analysis XAcquire competition data XAnalyze competitor data XPrepare a competitor analysis XAcquire data for a product design and/orproduction plan/team plan XPrepare a prototype product designand/or initial production plan/team plan XDecide what data, Acquire financial data X XCreate financial models for their newventure idea XConstruct a scenario based financialanalysis XIntegrate the four feasibility analysiscomponents into a final report XAnderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P., . . . Wittrock, M. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.Kolb, D., & Fry, R. (1979). Experiential Learning Theory and Learning Experiences in Liberal Arts Education. New Directions for Experiential Learning, (Enriching the Liberal Arts Through Experiential Learning) 6, 79-92.Pelligrino, J. W., Chudowsky, N., & Galaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Washington D.C.: National Academy Press.Svinicki, M. D. (2004). Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker Publishing Company, Inc.
Ferguson, D. M., & Cawthorne, J. E., & Streveler, R. (2013, June), Designing an Introductory Entrepreneurial Thinking Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19393
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015