June 14, 2015
June 14, 2015
June 17, 2015
Entrepreneurship & Engineering Innovation
26.499.1 - 26.499.22
Developing Entrepreneurial Thinking in Engineering Students by Utilizing Integrated Online ModulesAbstract Engineering graduates who will be leaders in today’s rapidly changing environment mustpossess an entrepreneurial mindset and a variety of professional skills in addition to technicalknowledge and skills. Efforts at developing technical communication, project management, andteamwork skills have been underway at many institutions over the last decade. A newer initiativeis the development of entrepreneurial thinking skills. Entrepreneurial thinking requires anenterprising attitude, multidimensional problem solving, productive collaboration, illuminatingcommunication, and resolute integrity. Entrepreneurial thinking results in the development of asound technical solution that addresses customer needs, is feasible from a business perspective,and has societal benefit. It is difficult to develop the many professional skills needed by today’s graduates withinthe framework of engineering programs that are crowded by technical requirements. A creativeapproach that utilizes online learning modules—which are integrated into existing engineeringcourses—to develop entrepreneurial thinking skills amongst all engineering and computerscience students in the ___ is described. We expect to develop 17 modules covering a variety oftopics over a two-year period, and 7 of these modules are being developed now. Each modulewill contain readings, short videos and interactive self-assessment exercises and will beintegrated into an engineering or computer science course. The modules will be distributed intocourses spanning all four years of undergraduate programs. Content experts both within and outside the university will develop the modules. Alldevelopers undergo comprehensive training at the University of ___ and work closely with anonline course designer so that each module has high quality and a consistent structure.Instructors of courses in which the modules are deployed also undergo training so that they caneffectively facilitate the asynchronous online learning of their students. Students learn throughthe online modules outside of class hours. Instructors use a flipped classroom approach tocontextualize content learned through the online modules with a project or problem relevant tothe course. They work closely with an expert familiar with the concepts of entrepreneurialthinking so that the project or problem is aligned with entrepreneurial thinking learningoutcomes. Deployment of the online modules will begin in spring 2015 in several courses. Forexample, the module on Developing Customer Awareness and Quickly Testing Concepts throughCustomer Engagement will be integrated into an existing project in the first year Introduction toEngineering course in which students design, build and test a puzzle cube. The paper will detailimplementation of this module and others deployed in the spring. The effectiveness of the online learning modules is assessed through surveys administeredto students before and after they complete each course. Preliminary results from the assessmentwill be presented at the conference. The work described in this paper is funded by the ___.
Harichandran, R. S., & Carnasciali, M., & Erdil, N. O., & Li, C. Q., & Nocito-Gobel, J., & Daniels, S. D. (2015, June), Developing Entrepreneurial Thinking in Engineering Students by Utilizing Integrated Online Modules Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23838
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