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Entrepreneurial Vision Module: Lessons from the Pandemic

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Tagged Division

Entrepreneurship & Engineering Innovation

Tagged Topic

Diversity

Page Count

21

Permanent URL

https://peer.asee.org/37092

Download Count

83

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Paper Authors

biography

Claudia Paz Gwynn Universidad Andres Bello

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Doctorate student in Psychology with a research line in innovation, Master in Entrepreneurial Development for Innovation and Master in Coaching. National Coordinator of the Academy of Innovation and Entrepreneurship in the School of Engineering, Universidad Andres Bello, Chile. With training and experience in active methodologies for teaching and training entrepreneurial and innovative skills.

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biography

Genaro Zavala Tecnologico de Monterrey; Universidad Andres Bello Orcid 16x16 orcid.org/0000-0001-5880-1124

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Genaro Zavala is a Full Professor and Director of Undergraduate Studies in the School of Engineering and Sciences at Tecnologico de Monterrey, Monterrey, Mexico. He collaborates with the Faculty of Engineering of the Universidad Andres Bello in Santiago, Chile. Professor Zavala is National Researcher Level 2 of the National System of Researchers of Mexico. He works with the following research lines: conceptual understanding, active learning, development of assessment tools, faculty development and studies in STEM. Genaro Zavala was appointed to the editorial board of the Physical Review Special Topics-Physics Education Research journal of the American Physical Society for the period 2015 to 2018, vice president of the Latin American Physics Education Network (LAPEN) for the period 2013-2015 and is currently the coordinator of the Topical Group: Evaluation of Learning and Instruction of the International Group for Research and Teaching of Physics (GIREP by its French acronym). Dr. Zavala is a member of the American Association of Physics Teachers (AAPT) where he was vice president candidate, a member of the Committee on Research in Physics Education (RIPE) a member and chair of the International Education Committee and elected member of Leadership Organizing Physics Education Research Council (PERLOC) in the period 2015-2018.

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Abstract

According to a study recently published by the Observatory of Educational Innovation of the Tecnologico de Monterrey and the Inter-American Development Bank, in universities with a virtual approach before the COVID-19 pandemic, only 19% of the programs focused on distance education and 16% used hybrid formats (blended learning). The same document indicates that 1.4 million higher education instructors suddenly switched to an emergency remote teaching environment to give continuity to the educational processes. The purpose of this work is to share the design and main results obtained after implementing a four-week "Entrepreneurial Vision" module within the curricular program of the School of Engineering bachelor's degrees of a large private university in Chile during the first semester of the academic year 2020. During that semester, education changed from experiential face-to-face teaching to synchronous virtual education. In the presented model, we had to reflect on how sessions should be structured to teach content. The Module's design objective was to have the possibility of bringing the value of the face-to-face experience -focused on active methods from the constructivist educational paradigm- to the virtual world. Besides, we had to maintain the expected learning levels and make them significant. To analyze the students' perception of the Module's success, we administered an instrument already used before. The tool consisted of a Likert scale questionnaire. We administered the instrument at the end of the Module to 894 students from 16 groups of eight different undergraduate programs. Evidence demonstrates a highly positive reception of students towards the activities implemented. There was also favorable perception of the means and less with tools available for learning experiences. Students agreed that learning focused on achieving understanding and practical application of the entrepreneurial approach concepts. We concluded that it is possible to bring a structured experiential learning experience to a 100% virtual teaching format. In the presented model, we had to reflect more on 'how' sessions should be structured to teach contents rather than 'what' to teach and design participatory activities with proper and timely guidance from instructors.

Gwynn, C. P., & Zavala, G. (2021, July), Entrepreneurial Vision Module: Lessons from the Pandemic Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37092

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