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Fostering and Establishing an Engineering Entrepreneurial Mindset through Freshman Engineering Discovery Courses Integrated with an Entrepreneurially Minded Learning (EML) Pedagogic Approach

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Conference

2017 FYEE Conference

Location

Daytona Beach, Florida

Publication Date

August 6, 2017

Start Date

August 6, 2017

End Date

August 8, 2017

Conference Session

Issues in the First Year - Focus on Classroom Activities

Tagged Topics

Diversity and FYEE Division - Paper Submission

Page Count

9

Permanent URL

https://peer.asee.org/29413

Download Count

29

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Paper Authors

biography

Hyunjae Park Marquette University

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Research Professor
Department of Mechanical Engineering
Opus College of Engineering
Marquette University
Milwaukee, Wisconsin 53201-1881

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Abstract

It is recognized worldwide that first-year engineering education is critical for new entry-level engineering students to obtain a clear vision and direction for their future. The engineering discovery course developed at Marquette University – Opus College of Engineering offers freshman engineering students the opportunity to discover and explore their potential through various course contents/topics and activities integrated with entrepreneurially minded learning (EML). As a result, the students are able to develop their value as future engineers by gathering and assimilating information to discover opportunities or insights for further action. This is the first step that new engineering students take in fostering and establishing an engineering entrepreneurial mindset.

The main objective of the two-semester long Freshman Engineering Discovery courses developed and currently running at Marquette University – Opus College of Engineering is to provide new engineering students a vision as successful world-class engineering students in the future, equipped with both proper engineering skillset and mindset. In order to meet the objective, this course adapted an entrepreneurially minded learning (EML) pedagogy, complementarily stacked alongside other pedagogical approaches such as the problem-based and project-based learning.

After introducing the entrepreneurially minded learning (EML) as one of the pedagogical approaches along with the engineering entrepreneurial mindset defined by the 3C’s of Curiosity, Connections and Creating Value, this paper describes how the Freshman Engineering Discovery courses have been integrated with the EML and also shows its primary outcomes obtained by implementing the EML in the courses, supported by some students’ course performance results obtained from various evaluation forms and rubrics (such as reports, presentations and posters) as direct and indirect measures of how the students are able to foster and build their engineering entrepreneurial mindset during their freshman year.

Park, H. (2017, August), Fostering and Establishing an Engineering Entrepreneurial Mindset through Freshman Engineering Discovery Courses Integrated with an Entrepreneurially Minded Learning (EML) Pedagogic Approach Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29413

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