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Full Paper: Assessment of Entrepreneurial Mindset Coverage in an Online First Year Design Course

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Conference

2019 FYEE Conference

Location

Penn State University , Pennsylvania

Publication Date

July 28, 2019

Start Date

July 28, 2019

End Date

July 30, 2019

Conference Session

M3B: Learning in Context 2

Tagged Topic

FYEE Conference - Paper Submission

Page Count

13

Permanent URL

https://peer.asee.org/33698

Download Count

17

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Paper Authors

biography

Haolin Zhu Arizona State University

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Dr. Haolin Zhu earned her BEng in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. After receiving her Ph.D., Dr. Zhu joined Arizona State University as a full time Lecturer and became part of the freshman engineering education team in the Ira A. Fulton Schools of Engineering. She currently holds the title of Senior Lecturer and is the recipient of the Fulton Outstanding Lecturer Award. She focuses on designing the curriculum and teaching in the freshman engineering program. She is also involved in the NAE Grand Challenge Scholars Program, the ASU ProMod project, the Engineering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy, and the ASU Kern Project. Dr. Zhu also designs and teaches courses in mechanical engineering at ASU, including Mechanics of Materials, Mechanical Design, Mechanism Analysis and Design, Finite Element Analysis, etc. She was part of a team that designed a largely team and activity based online Introduction to Engineering course, as well as a team that developed a unique MOOC introduction to engineering course for the Global Freshman Academy. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact.

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biography

Alicia Baumann Arizona State University

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Ali Baumann received her master’s degree in Electrical Engineering from the University of Wyoming before working as senior systems engineer at General Dynamics C4 Systems. She is now part of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University. Currently, she focuses on enhancing the curriculum for the freshman engineering program to incorporate industry standards into hands-on design projects. She is an instructor for the Introduction to Engineering program, Engineering Transfer Success program, Engineering Futures program, and the Electrical Engineering department at ASU. She is a multi-year winner of the Fulton Top 5% Teaching Award and Badass Women of ASU. Her philosophy boasts incorporating large scale systems engineering techniques into collegiate engineering curriculum to better prepare upcoming professionals and develop a student’s resume from day one. Her goal for the Society of Women Engineers at ASU is to foster an environment engaging women to achieve self-independence while creating a network of supportive female professionals.

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Gary Lichtenstein Arizona State University

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Gary Lichtenstein, Ed.D., Director of Program Effectiveness for the Entrepreneurial Mindset initiative at the Ira A. Fulton Schools of Engineering at Arizona State University. He is also and founder and principal of Quality Evaluation Designs, a firm specializing in research and evaluation for K-12 schools, universities, and government and non-profit organizations nationwide. He specializes in entrepreneurship education, research and evaluation methods, and STEM retention.

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Abstract

Assessment of Entrepreneurial Mindset Coverage in an Online First Year Design Course

This abstract for a full paper describes the rubric developed at [Institution] for a set of three entrepreneurial mindset competencies and eight student outcome indicators. Today’s engineering graduates need to possess both strong technical skills and an entrepreneurial mindset in order to be able to identify opportunities to create value for society [1]. The Kern Entrepreneurial Engineering Network (KEEN), the National Science Foundation, and VentureWell are among the leaders in promoting development of entrepreneurially minded engineers [2]. As one of the KEEN network institutions, [Institution] has established a framework designed to guide faculty in incorporating and assessing entrepreneurial mindset in engineering courses. This framework is comprised of eight entrepreneurial mindset outcomes organized into three competency areas: Practicing Human-Centered Design, Accepting Calculated Risk, and Demonstrating Basic Business Acumen. Faculty are challenged to cover entrepreneurial mindset material in an already packed curriculum. In order to assess the effectiveness of the EM initiative, evaluators must determine the extent to which outcomes have been integrated into classes. Working with instructional faculty, the College developed a simple rubric to determine coverage of outcome indicators. The rubric asks faculty to note the instructional mode of coverage by determining whether the topic was introduced, applied (by students), or assessed. The determination of mode is followed by extent of coverage, noted as a level of either low, medium, or high. The EM coverage rubric was applied during a redesign of a first-year design course. This course was chosen as an example because the course is delivered online, so all material is available in an immediate online format. The rubric will be used in program evaluation to assess the level of coverage of entrepreneurial mindset outcome indicators. The rubric also facilitates comparison of outcome coverage across courses and within sections of the same course. Ultimately, entire programs can be evaluated for integration of entrepreneurial mindset concepts. The same approach could be used to determine coverage of ABET student outcomes as well. In the full paper, the three entrepreneurial competencies and eight student outcome indicators will be introduced and examples provided of different mode and extent of coverage. References [1] Kriewall, T. J., & Mekemson, K. (2010). Instilling the entrepreneurial mindset into engineering undergraduates. The journal of engineering entrepreneurship, 1(1), 5-19.

[2] McKenna, A.F., Lichtenstein, G., Weilerstein, P., Monroe-White, T.M. (2018). Entrepreneurial Mindset: Using questions of What, Why, and How as an organizing framework. Advances in Engineering Education, Special Issue on Entrepreneurial Mindset, Fall 2018, v7, n1.

Zhu, H., & Baumann, A., & Lichtenstein, G. (2019, July), Full Paper: Assessment of Entrepreneurial Mindset Coverage in an Online First Year Design Course Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania. https://peer.asee.org/33698

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