New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Entrepreneurship & Engineering Innovation
Modules that focus on entrepreneurially minded learning (EML) were developed for inclusion in 2nd-year core engineering courses at Western New England University. The courses in which modules were implemented include Statics (ME 202) and Probability & Statistics (IE 212); these courses were selected to maximize coverage in the curriculum since all undergraduate engineering majors take one or both of these courses during their studies. The Statics module involved a case study focused on a historical engineering failure, allowing students to gain an understanding of why the structure failed and ways the design could be improved. The module in Probability & Statistics consisted of market research analysis that was used to make a data-driven decision on where to locate a new facility for a fictitious company. Results from pre- and post-activity surveys for these modules showed statistically significant changes in student-reported knowledge/ability regarding various EML skills, including importance of investigating the market (IE 212) and evaluating customer needs (ME 202). Additionally, student answers to free response questions indicate the modules were successful in challenging the students’ perception of EML and the importance of EML skills.
Mallory, J. A., & Romoser, M., & Rust, M. J., & Keyser, T. (2016, June), Inclusion of Entrepreneurially Minded Learning (EML) Modules in 2nd-Year Core Engineering Courses Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25644
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