June 14, 2015
June 14, 2015
June 17, 2015
Entrepreneurship & Engineering Innovation
26.794.1 - 26.794.17
Fostering the entrepreneurial mindset through the development of multidisciplinary learning modules based on the “Quantified Self” social movement Traditional engineering curriculum and coursework lacks entrepreneurial experiences forstudents as related to opportunity recognition and communications. But recently, networks ofengineering colleges supported by the Kern Family Foundation, VentureWell (formerly NCIIA),Coleman Foundation and NSF among others have promoted the idea that “Entrepreneurship is aMindset” and that the entrepreneurship process can be formalized in engineering education .In this project we set out to modify courses across the curriculum to promote Entrepreneurial-Minded Learning (EML) with the aim of training students to stop thinking only like anengineer/scientist and start thinking like a product developer. The method was to develop coursemodules that focus on EML using real world problems and current trends . The modules weredistributed broadly across disciplines; Biomedical, Mechanical, Electrical and RoboticsEngineering and Life Sciences and at various levels of the curriculum. The theme for these EMLmodules was the “Quantified Self” (QS) social movement, an exciting real-world trend that isaccessible and can be used to motivate a variety of academic topics. QS is experiencingtremendous growth through the interest of large consumer electronics companies and newdigital health startups centered around wearable technology. This explosive growth has beenmade possible by the convergence of technologies such as sensors, computer miniaturization,big data and widespread participation in social networks that allow sharing of personalinformation, such as fitness activities and diet tracking. (Figure 1). In order to understand what and where emphasis was formerly dedicated towards EMLin engineering and science programs, other faculty and students were surveyed about theirexperiences and perceptions. Next, the Biomedical Engineering program at XXXXXXXXXUniversity was targeted for course modifications across the curriculum by introducing modulesfocused on EML. While broader efforts at XXXXXXXX have dedicated significant attention towardsEML in freshman and sophomore design studios and senior projects, QS modules wereimplemented in four additional courses at the freshman, sophomore, junior and senior levels.Direct and indirect assessment was used to gauge the modules’ effectiveness at changingstudents’ perceptions and improving their entrepreneurial capabilities. Finally, these resourceswere shared with faculty from four additional disciplines at three different institutions to developand implement additional EML modules across a broad range of engineering and science topics. The EML modules that were developed were multi-week assignments that wereorganized following Problem Based Learning pedagogical techniques. Each module combinedseveral open-ended tasks that built sequentially following previously completed work and thetopics that were covered in class. They included smaller in-class Active, Cooperative Learningactivities with individual or group homework assignments. Multiple modules covered each of thespecific entrepreneurship skills that were targeted (Table 1). Highlights of modules in each of thecourses will be described and results of student assessment of EML will be documented. The EMLmodules were important for students to gain some understanding and experience withopportunity recognition and communications. These skills are particularly important for studentduring their senior project. Table 1. Entrepreneurship Skills coverage in course modules. Program BME BME BME BME BME ME Biology Robotics Level Freshman Sophomore Junior Senior Freshman Sophomore Sophomore Junior BME Best Medical Device Fund. of Physiology Unified Course Intro. to BME Practices Design Orthopedics Biomedical Eng. Statics Laboratory Robotics III Opportunity Recognition X X X X X X Market Investigation X X X X X X Create a Preliminary Model X X X X X Communicate solutions in terms of X X X economic benefits Communicate solutions in terms of X X X X X societal benefits Examine technical feasibility, X X X X X economic drivers, societal and Intellectual Property Protection X Regulatory Issues X X X Collaborate in a team setting X X X X X X Kriewall T, Mekemson K. Instilling the entrepreneurial mindset into engineering undergraduates, J Engineering Entrepreneurship, 2010, 1, 5-19. Gerhart AL, Carpenter DD. Campus-wide Course Modification Program to Implement Active & Collaborative Learning and Problem-based Learning to Address the Entrepreneurial Mindset. Proc. ASEE Annual Conference, 2013, Atlanta, GA.
Meyer, E. G., & Nasir, M. (2015, June), Fostering the Entrepreneurial Mindset Through the Development of Multidisciplinary Learning Modules Based on the "Quantified Self" Social Movement Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24131
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