June 24, 2017
June 24, 2017
June 28, 2017
Entrepreneurship & Engineering Innovation
More and more higher education institutions are trying to develop an entrepreneurial mindset in students. Approaches for doing this include integrating entrepreneurship into the curriculum, structuring the physical environment to promote entrepreneurial minded learning (e.g., creating makerspaces), providing extracurricular activities and programs such as university innovation fellows, business plan and pitch competitions, and fostering student organizations that lead entrepreneurial activities on campus. The most common methods in embedding entrepreneurship education within the curriculum are offering a foundational course on entrepreneurship and/or offering a minor in entrepreneurship.
This paper describes an innovative entrepreneurship education curricular model employed at the University of ________ to develop en entrepreneurial mindset in engineering students. The entrepreneurial mindset in this model is defined based on the Kern Entrepreneurial Engineering Network (KEEN)’s 3C’s which are curiosity, connections and creating value. The core of the model is the integration of short, self-paced, e-learning modules into courses spanning all four years of all engineering and computer science disciplines. A flipped classroom instructional model is used to integrate the modules into courses. The university is in its third year of implementation on campus, and following a pilot deployment of the model at five other institutions in spring 2016, is presently conducting a large-scale deployment. Six e-learning modules are being deployed at 25 institutions across the country during the 2016-17 academic year.
This paper first summarizes the integrated e-learning modules model implemented at the University of ______________, which follows a clearly defined structure on module and course mappings. This structure, however, is not rigid, and we demonstrate by examples the wide potential for adopting these modules within all engineering disciplines and at all class levels. The deployment and adoption of these modules at 25 other institutions is also described. Assessment of the impact of the modules within the courses in which they were deployed was performed using pre and post surveys, and student and instructor feedback. The assessment was performed across all institutions where modules were deployed. Lessons learned during development, internal implementation and external deployment of the e-learning modules are also discussed.
Erdil, N. O., & Harichandran, R. S., & Nocito-Gobel, J., & Li, C. Q., & Carnasciali, M. (2017, June), Impact of Integrated E-Learning Modules in Developing an Entrepreneurial Mindset based on Deployment at 25 Institutions Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28467
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015