Entrepreneurially Minded Learning (EML) Micromoment Activities Generated Using Students' Experiences in a Fluid Flow and Heat Transfer Course

Erick S. Vasquez-Guardado; Megan Morin

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Sustainability and Social Responsibility
Tagged Division: Chemical Engineering Division (ChED)
Page Count: 17
Permanent URL: https://peer.asee.org/56432

Paper Authors

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Erick S. Vasquez-Guardado University of Dayton orcid.org/0000-0002-4811-6155

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Erick S. Vasquez-Guardado is an Associate Professor in the Department of Chemical and Materials Engineering at the University of Dayton. Dr. Vasquez earned his B.Sc. degree in chemical engineering (ChE) at Universidad Centroamericana Jose Simeon Canas (UCA) in El Salvador, an M.S. in ChE at Clemson University, and a Ph.D. in ChE at Mississippi State University.

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Megan Morin North Carolina State University at Raleigh

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Megan Morin (she/her) graduated from the University of Dayton with a bachelor's degree in Middle Childhood Education and completed her Master's and Ph.D. at NC State in Engineering and Technology Education. Megan’s research interests in faculty development, pedagogies, assessment, and teaching developed because of her previous work with NC State Education and Workforce Programs and as a North Carolina middle school teacher. Dr. Morin will start as the Associate Director for Engineering Faculty Advancement in June 2023.

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Abstract

The Entrepreneurially Minded Learning (EML) Framework involves the 3 C's: curiosity, connections, and creating value. Several design courses, open-ended assignments, and laboratory experiences can successfully lead to EML implementations. However, these implementations require extensive class time and instructor feedback, limiting their use in core engineering courses. Developing EML activities that are active, engaging, and rapid to deploy in a classroom setting can promote the sustained growth of an entrepreneurial mindset (EM). EML micromoment activities are emerging as a practical tool to facilitate the incorporation of the 3 Cs through rapid activity implementations that only last 2 – 30 minutes. These micromoment activities also promote inclusive teaching, improved teaching, and allow students more opportunities to develop an EM. Although a micromoment activity list was generated by researchers in a previous study, examples related to specific disciplines, including chemical engineering core courses, are lacking. Therefore, there is a need to create instructor guides to help deploy EML activities in these courses, reassuring the audience of their feasibility and practicality. This study explores the use of micromoment presentations to enhance student engagement with fluid flow and heat transfer concepts in engineering courses. Students prepared 5-minute presentations based on their personal interests, professional experiences, hobbies, or life events, covering topics like how turbines work (creating value) and baking bread (making connections). A comprehensive list of these student-generated activities is provided, along with survey results reflecting their experiences. Insights from open-ended survey responses informed the development of four instructor-led micromoment activities targeting curiosity, connections, and value creation, including examples such as The Science of Sap and Maple Syrup Collection and How Does Bread Bake?. These guides aim to support future implementation of micromoments in fluid flow and heat transfer courses, with plans to assess their impact on learning and engagement in subsequent evaluations.

Citation
Format

Vasquez-Guardado, E. S., & Morin, M. (2025, June), Entrepreneurially Minded Learning (EML) Micromoment Activities Generated Using Students' Experiences in a Fluid Flow and Heat Transfer Course Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56432

TY - CPAPER
AB - The Entrepreneurially Minded Learning (EML) Framework involves the 3 C&#39;s: curiosity, connections, and creating value. Several design courses, open-ended assignments, and laboratory experiences can successfully lead to EML implementations. However, these implementations require extensive class time and instructor feedback, limiting their use in core engineering courses. Developing EML activities that are active, engaging, and rapid to deploy in a classroom setting can promote the sustained growth of an entrepreneurial mindset (EM).
EML micromoment activities are emerging as a practical tool to facilitate the incorporation of the 3 Cs through rapid activity implementations that only last 2 – 30 minutes. These micromoment activities also promote inclusive teaching, improved teaching, and allow students more opportunities to develop an EM. Although a micromoment activity list was generated by researchers in a previous study, examples related to specific disciplines, including chemical engineering core courses, are lacking. Therefore, there is a need to create instructor guides to help deploy EML activities in these courses, reassuring the audience of their feasibility and practicality.
This study explores the use of micromoment presentations to enhance student engagement with fluid flow and heat transfer concepts in engineering courses. Students prepared 5-minute presentations based on their personal interests, professional experiences, hobbies, or life events, covering topics like how turbines work (creating value) and baking bread (making connections). A comprehensive list of these student-generated activities is provided, along with survey results reflecting their experiences. Insights from open-ended survey responses informed the development of four instructor-led micromoment activities targeting curiosity, connections, and value creation, including examples such as The Science of Sap and Maple Syrup Collection and How Does Bread Bake?. These guides aim to support future implementation of micromoments in fluid flow and heat transfer courses, with plans to assess their impact on learning and engagement in subsequent evaluations.

AU - Erick S. Vasquez-Guardado
AU - Megan Morin
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Entrepreneurially Minded Learning (EML) Micromoment Activities Generated Using Students' Experiences in a Fluid Flow and Heat Transfer Course
UR - https://peer.asee.org/56432
ER -