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Inclusion of Entrepreneurially Minded Learning (EML) Modules in 2nd-Year Core Engineering Courses

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count

9

DOI

10.18260/p.25644

Permanent URL

https://peer.asee.org/25644

Download Count

112

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Paper Authors

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Jennifer A. Mallory Western New England University

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Dr. Mallory joined Western New England University after earning her Ph.D. from Purdue University in August 2012. Dr. Mallory’s current teaching interests include integrating problem- and project-based learning into core mechanical engineering courses to enhance student learning and motivation. She is currently the primary instructor for the Thermodynamics I and II courses in Mechanical Engineering. Her research interests are in engineering education and spray physics.

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Matthew Romoser Western New England University

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Dr. Romoser is an Assistant Professor of Industrial Engineering and Engineering Management at Western New England University. He is also the directors of the university's Center for Advanced Training Research and Naturalistic Studies (ATRANS). His research focuses on advanced training human factors, eye tracking, and simulation-based research.

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Michael J. Rust Western New England University

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Michael J. Rust received his B.S. and Ph.D. degrees in Electrical Engineering from the University of Cincinnati, Cincinnati, OH, in 2003 and 2009, respectively. During his undergraduate training, he worked for Ethicon Endo-Surgery and AtriCure, companies which specialize in the development of novel surgical devices. While completing his doctoral dissertation, Dr. Rust served as an NSF GK-12 Graduate Fellow, which allowed him to develop hands-on engineering activities for high school students. In 2009, he joined the faculty of Western New England University, where he currently holds the position of Associate Professor of Biomedical Engineering. He currently teaches undergraduate courses in bioinstrumentation, physiology, lab on a chip, and global health. Dr. Rust is a member of the Biomedical Engineering Society (BMES) and the American Society for Engineering Education (ASEE). His research interests involve the development of point-of-care medical technologies, including bioinstrumentation for use in low-resource settings.

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Thomas Keyser Western New England University

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Dr. Keyser is a Professor of Industrial Engineering and Engineering Management at Western New England University. He received his BSME in 1988 from New Mexico State University his BSIE in 1991 from Colorado State University – Pueblo and his PhD in IE from Clemson University in 1995. His teaching and research interested include, production scheduling and optimization, entrepreneurial engineering, quality engineering and discrete event system simulation. He is a member of ASEE and a senior member of IIE.
Address: Industrial Engineering and Engineering Management, Western New England University, 1215 Wilbraham Rd., Springfield, MA 01119; Phone: 413-782-1210; Email: thomas.keyser@wne.edu

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Abstract

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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