Fostering Curiosity, Creating Value, and Making Connections in First-Year Students Through Product Archaeology

Kaitlin Mallouk; Bruce D. Oestreich; Scott Duplicate Streiner; Kevin D. Dahm; Cheryl A. Bodnar

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Entrepreneurship & Engineering Innovation Division Technical Session 2
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 23
DOI: 10.18260/1-2--32857
Permanent URL: https://peer.asee.org/32857
Download Count: 566

Paper Authors

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Kaitlin Mallouk Rowan University orcid.org/0000-0003-4367-1165

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Kaitlin Mallouk is an Assistant Professor of Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan. Kaitlin has a BS in Chemical Engineering from Cornell University and an MS and PhD in Environmental Engineering in Civil Engineering from the University of Illinois.

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Bruce D. Oestreich Rowan University

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Scott Duplicate Streiner Rowan University

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Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, curricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research explores the nature of global competency development by assessing how international experiences improve the global perspectives of engineering students. Dr. Streiner has published papers and given presentations in global engineering education at several national conferences. Scott is an active member in the Center for the Integration of Research, Teaching, and Learning (CIRTL) both locally and nationally, as well as the American Society for Engineering Education (ASEE) and the Institute of Industrial and Systems Engineers (IISE).

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Kevin D. Dahm Rowan University

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Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worcester Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has published two books, "Fundamentals of Chemical Engineering Thermodynamics" and "Interpreting Diffuse Reflectance and Transmittance." He has also published papers on effective use of simulation in engineering, teaching design and engineering economics, and assessment of student learning.

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Cheryl A. Bodnar Rowan University

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Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learning techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certification as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD) in 2010, providing her with a solid background in instructional design, facilitation and evaluation. She was selected to participate in the National Academy of Engineering (NAE) Frontiers of Engineering Education Symposium in 2013 and awarded the American Society for Engineering Education Educational Research Methods Faculty Apprentice Award in 2014.

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Abstract

Integration of entrepreneurial mindset (EM) into the engineering curriculum has become an increasing area of focus over the last decade. As conceptualized by KEEN (Kern Entrepreneurial Engineering Network), EM has three tenets: Curiosity, Connections, and Creating Value (the 3Cs). Curiosity is valued in students because it suggests that they are interested in being lifelong learners and extending their knowledge beyond what is covered in class. Additionally, we want our students to be able to make Connections, not only in their knowledge between what they have learned before and what they see before them, but also among people and resources. Finally, as part of embodying an EM, our students should be interested in Creating Value - ensuring that their designs and solutions will benefit stakeholders and society.

At Rowan University, a mid-size Mid-Atlantic public university, we set out to foster an Entrepreneurial Mindset in our first-year engineering students by modifying the Product Archaeology framework that was first developed by K. Lewis, et al. [1]. In our implementation, we allowed student teams to choose from a bank of products and guided them through the four phases of product archaeology (preparation, excavation, evaluation, and explanation). For the evaluation phase, each team developed and executed three or more qualitative experiments for their product. At the conclusion of the project, students wrote a report that addressed the four phases of product archaeology, including the results of their quantitative experiments. Each report was graded using an internally designed rubric, some items of which we mapped to the 3Cs. For example, the rubric item related to their research question maps to Curiosity because developing an insightful research question requires that students be curious about their products.

This project was conducted in 17 sections of a multidisciplinary first-year engineering course, in which a total of 369 students were enrolled. Students completed the project in teams of three to five. The final reports and presentations of approximately 87 teams were analyzed using a standard rubric in which three items map to Curiosity and the other two items map to Connections and Creating Value, respectively.

The Product Archaeology project was intended to give students an experience in developing EM while also furthering the long-standing instructional objectives of the course, which include writing effective reports and analysis and collection of data. The results show, broadly, that most teams met the instructional objectives of the project.

Citation
Format

Mallouk, K., & Oestreich, B. D., & Streiner, S. D., & Dahm, K. D., & Bodnar, C. A. (2019, June), Fostering Curiosity, Creating Value, and Making Connections in First-Year Students Through Product Archaeology Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32857

TY - CPAPER
AB - Integration of entrepreneurial mindset (EM) into the engineering curriculum has become an increasing area of focus over the last decade. As conceptualized by KEEN (Kern Entrepreneurial Engineering Network), EM has three tenets: Curiosity, Connections, and Creating Value (the 3Cs). Curiosity is valued in students because it suggests that they are interested in being lifelong learners and extending their knowledge beyond what is covered in class. Additionally, we want our students to be able to make Connections, not only in their knowledge between what they have learned before and what they see before them, but also among people and resources. Finally, as part of embodying an EM, our students should be interested in Creating Value - ensuring that their designs and solutions will benefit stakeholders and society.

At Rowan University, a mid-size Mid-Atlantic public university, we set out to foster an Entrepreneurial Mindset in our first-year engineering students by modifying the Product Archaeology framework that was first developed by K. Lewis, et al. [1]. In our implementation, we allowed student teams to choose from a bank of products and guided them through the four phases of product archaeology (preparation, excavation, evaluation, and explanation). For the evaluation phase, each team developed and executed three or more qualitative experiments for their product. At the conclusion of the project, students wrote a report that addressed the four phases of product archaeology, including the results of their quantitative experiments. Each report was graded using an internally designed rubric, some items of which we mapped to the 3Cs. For example, the rubric item related to their research question maps to Curiosity because developing an insightful research question requires that students be curious about their products.

This project was conducted in 17 sections of a multidisciplinary first-year engineering course, in which a total of 369 students were enrolled. Students completed the project in teams of three to five. The final reports and presentations of approximately 87 teams were analyzed using a standard rubric in which three items map to Curiosity and the other two items map to Connections and Creating Value, respectively.

The Product Archaeology project was intended to give students an experience in developing EM while also furthering the long-standing instructional objectives of the course, which include writing effective reports and analysis and collection of data. The results show, broadly, that most teams met the instructional objectives of the project.

AU - Kaitlin Mallouk
AU - Bruce D. Oestreich
AU - Scott Duplicate Streiner
AU - Kevin D. Dahm
AU - Cheryl A. Bodnar
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - Fostering Curiosity, Creating Value, and Making Connections in First-Year Students Through Product Archaeology
UR - https://peer.asee.org/32857
DO - 10.18260/1-2--32857
ER -