Fostering Entrepreneurial Mindsets: Designing Foundry-Guided Strategies to Develop Interdisciplinary Skills in Student Teams

Robby Sanders; Andrea Arce-Trigatti; Pedro E. Arce

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Conference: 2025 ASEE Southeast Conference
Location: Mississippi State University, Mississippi
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Conference Session: Professional Papers
Tagged Topic: Professional Papers
Page Count: 7
DOI: 10.18260/1-2--54171
Permanent URL: https://peer.asee.org/54171
Download Count: 19

Paper Authors

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Robby Sanders Tennessee Technological University

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Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Department of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU, and his Master's and PhD in Biomedical Engineering from Vanderbilt University.

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Andrea Arce-Trigatti Tennessee Tech University

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Andrea Arce-Trigatti holds a PhD in Education from the University of Tennessee, Knoxville. As an interdisciplinary scholar, her research centers on program evaluation, faculty development, education policy, and critical thinking and collaborative learning strategies as applied to various contexts, including engineering education and higher administration. She is a founding member of the award-winning Renaissance Foundry Research Group, and has helped to develop and investigate pedagogical techniques utilized to enhance critical and creative thinking at interdisciplinary interfaces.

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Pedro E. Arce Tennessee Technological University orcid.org/0000-0002-9869-9942

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Dr. P. E. Arce is University Distinguished Faculty Fellow, Professor and Past Department Chair of Chemical Engineering at TTU, Cookeville, TN-Currently, he is a co-coordinator of the Grad Engineering Education Task Force of the TTU College of Engineering

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Abstract

Engineering education has long emphasized communication skills as both vital and necessary to conduct research that is relevant and of social value.1,2 Although various pedagogical strategies exist to help students develop communication skills for their particular field of study, the need to further develop skills that are relevant for community and interdisciplinary work are paramount.1,2,3 To this end, we explore the applications of an innovative pedagogical approach on the development of interdisciplinary, collaborative skills in engineering education. This study is contextualized in a holistic, interdisciplinary National Science Foundation - National Research Traineeship (NSF-NRT) Program that leverages a Foundry-guided approach4 to develop strong communication skills relevant for community-based research.5 Specifically, in this program, student-teams are asked to work with partnering communities to develop prototypes of innovative technology that have both societal relevance and value. 6,7

As part of this work-in-progress, we focus on two aspects relevant to the foundations of this research. First, we present a pedagogical approach to collaboration and interdisciplinary communication that is Foundry-guided4 and connected to the three C’s of the KEEN Entrepreneurial Mindset: Curiosity, Connections, and Creating Value.1 As part of this pedagogical approach, we underscore how these three components of the KEEN framework are essential to interdisciplinary communication and collaborations as developed in Foundry-guided activities.6,7 Second, we look at work produced by student teams in a course that is required as part of the second year of the program of study for this NSF-NRT program and which had 15 student trainees enrolled. In this specific course, student-teams were asked to leverage the Foundry4, an innovation-driven learning platform, to better understand guidelines for working in interdisciplinary settings focused on integrating not only different points of view, but also the needs, ideas, and concerns of community members. The pedagogical strategy presented underscores that this activity, as well as preliminary data related to students’ learning outcomes, are supportive of the development of relevant professional and interdisciplinary communication. Implications and lessons learned are connected to the three C’s of the KEEN Entrepreneurial Mindset with emphasis on Creating Value through effective communication strategies.

References: 1. Engineering Unleashed. “The KEEN framework,” The KEEN Foundation, 2024. Retrieved from https://orchard-prod.azurewebsites.net/media/Framework/KEEN_ Framework_v5.pdf. 2. National Academy of Engineering. “Engineering of the future: Annual report,” 2019. Retrieved from https://www.nae.edu/File.aspx?id=237788. 3. The Lemelson Foundation. “The Engineering for One Planet Framework: Essential Sustainability-focused Learning Outcomes for Engineering Education,” 2022. Retrieved from https://engineeringforoneplanet.org/wp-content/uploads/2022_EOP_Framework_110922.pdf 4. P. E. Arce, J. R. Sanders, A. Arce-Trigatti, L. Loggins, J. Biernacki, M. Geist, J. Pascal, and K. Wiant. “The renaissance foundry: A powerful learning and thinking system to develop the 21st century engineer,” Critical Conversations in Higher Education, 1(2), 2015, 176-202. 5. V. Matthew, S. Lipkin-Moore, P. E. Arce, A. Arce-Trigatti, N. Lavoine, L. Lucia, E. Selvi, M. Eggermont, M. Tiryakioglu, J. Hall, R. Edelen, and J. Plumblee. “A Roadmap for the Design and Implementation of Communities of Practice for Faculty Development,” Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 2022, https://peer.asee.org/40564 6. K. Pabody, C. Wilson, A. Arce-Trigatti, P. E. Arce, S. H. Buer, A. Haynes, R. Chitiyo, J. R. Sanders, and T. Smith. “The Renaissance Foundry Model and culturally centered collaborations: Qualitatively analyzed insights from graduate students' immersive experiences,” In M. Shelley, V. Akerson, & S. Turgut (Eds.), Proceedings of IConEST 2023 – International conference on engineering, science and technology (Vol. 1, pp. 99–111), 2023. https://www.istes.org/proceedings-of-international-conference-on-engineering-science-and-technology-2023-53-b.html 7. C. Wilson, K. Pabody, A. Arce-Trigatti, P. E. Arce, and J. R. Sanders. “Cultural and Interdisciplinary Immersion in STEM Graduate Student Training: A Qualitative Investigation into Insights from Appalachian, Cherokee, and Other Rural Contexts,” Paper presentation at the 19th Annual International Congress of Qualitative Inquiry Conference, May 28-30, 2024, Virtual conference, 2024. University of Illinois at Urbana-Champaign, Urbana, Illinois.

Citation
Format

Sanders, R., & Arce-Trigatti, A., & Arce, P. E. (2025, March), Fostering Entrepreneurial Mindsets: Designing Foundry-Guided Strategies to Develop Interdisciplinary Skills in Student Teams Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. 10.18260/1-2--54171

TY - CPAPER
AB - Engineering education has long emphasized communication skills as both vital and necessary to conduct research that is relevant and of social value.1,2 Although various pedagogical strategies exist to help students develop communication skills for their particular field of study, the need to further develop skills that are relevant for community and interdisciplinary work are paramount.1,2,3 To this end, we explore the applications of an innovative pedagogical approach on the development of interdisciplinary, collaborative skills in engineering education. This study is contextualized in a holistic, interdisciplinary National Science Foundation - National Research Traineeship (NSF-NRT) Program that leverages a Foundry-guided approach4 to develop strong communication skills relevant for community-based research.5 Specifically, in this program, student-teams are asked to work with partnering communities to develop prototypes of innovative technology that have both societal relevance and value. 6,7

As part of this work-in-progress, we focus on two aspects relevant to the foundations of this research. First, we present a pedagogical approach to collaboration and interdisciplinary communication that is Foundry-guided4 and connected to the three C’s of the KEEN Entrepreneurial Mindset: Curiosity, Connections, and Creating Value.1 As part of this pedagogical approach, we underscore how these three components of the KEEN framework are essential to interdisciplinary communication and collaborations as developed in Foundry-guided activities.6,7 Second, we look at work produced by student teams in a course that is required as part of the second year of the program of study for this NSF-NRT program and which had 15 student trainees enrolled. In this specific course, student-teams were asked to leverage the Foundry4, an innovation-driven learning platform, to better understand guidelines for working in interdisciplinary settings focused on integrating not only different points of view, but also the needs, ideas, and concerns of community members. The pedagogical strategy presented underscores that this activity, as well as preliminary data related to students’ learning outcomes, are supportive of the development of relevant professional and interdisciplinary communication. Implications and lessons learned are connected to the three C’s of the KEEN Entrepreneurial Mindset with emphasis on Creating Value through effective communication strategies.

References:
1. Engineering Unleashed. “The KEEN framework,” The KEEN Foundation, 2024. Retrieved from https://orchard-prod.azurewebsites.net/media/Framework/KEEN_
Framework_v5.pdf.
2. National Academy of Engineering. “Engineering of the future: Annual report,” 2019. Retrieved from https://www.nae.edu/File.aspx?id=237788.
3. The Lemelson Foundation. “The Engineering for One Planet Framework: Essential Sustainability-focused Learning Outcomes for Engineering Education,” 2022. Retrieved from https://engineeringforoneplanet.org/wp-content/uploads/2022_EOP_Framework_110922.pdf
4. P. E. Arce, J. R. Sanders, A. Arce-Trigatti, L. Loggins, J. Biernacki, M. Geist, J. Pascal, and K. Wiant. “The renaissance foundry: A powerful learning and thinking system to develop the 21st century engineer,” Critical Conversations in Higher Education, 1(2), 2015, 176-202.
5. V. Matthew, S. Lipkin-Moore, P. E. Arce, A. Arce-Trigatti, N. Lavoine, L. Lucia, E. Selvi, M. Eggermont, M. Tiryakioglu, J. Hall, R. Edelen, and J. Plumblee. “A Roadmap for the Design and Implementation of Communities of Practice for Faculty Development,” Paper presented at 2022 ASEE Annual Conference &amp;amp; Exposition, Minneapolis, MN. 2022, https://peer.asee.org/40564
6. K. Pabody, C. Wilson, A. Arce-Trigatti, P. E. Arce, S. H. Buer, A. Haynes, R. Chitiyo, J. R. Sanders, and T. Smith. “The Renaissance Foundry Model and culturally centered collaborations: Qualitatively analyzed insights from graduate students&#39; immersive experiences,” In M. Shelley, V. Akerson, &amp;amp; S. Turgut (Eds.), Proceedings of IConEST 2023 – International conference on engineering, science and technology (Vol. 1, pp. 99–111), 2023. https://www.istes.org/proceedings-of-international-conference-on-engineering-science-and-technology-2023-53-b.html
7. C. Wilson, K. Pabody, A. Arce-Trigatti, P. E. Arce, and J. R. Sanders. “Cultural
and Interdisciplinary Immersion in STEM Graduate Student Training: A Qualitative Investigation into Insights from Appalachian, Cherokee, and Other Rural Contexts,” Paper presentation at the 19th Annual International Congress of Qualitative Inquiry Conference, May 28-30, 2024, Virtual conference, 2024. University of Illinois at Urbana-Champaign, Urbana, Illinois.
AU - Robby Sanders
AU - Andrea Arce-Trigatti
AU - Pedro E. Arce
CY - Mississippi State University, Mississippi
DA - 2025/03/09
PB - ASEE Conferences
TI - Fostering Entrepreneurial Mindsets: Designing Foundry-Guided Strategies to Develop Interdisciplinary Skills in Student Teams
UR - https://peer.asee.org/54171
DO - 10.18260/1-2--54171
ER -