Korach, C. S., & Gargac, J. (2019, June), Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32985

\bibitem{asee_peer_32985}
  Korach, C. S., \& Gargac, J. (2019, June), \emph{Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32985

Chad S. Korach and Joshua Gargac.  "Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32985 Internet.  18 Apr, 2024

\bibitem{asee_peer_32985}
  Chad S. Korach and Joshua Gargac.
  "Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32985 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_32985
author = "Chad S. Korach and Joshua Gargac"
title = "Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32985}
number = {10.18260/1-2--32985}
}

TY  - CPAPER
AB  - Entrepreneurial principles have been an increasing focus of undergraduate engineering curricula at multiple levels of integration.  Here, the Entrepreneurial Mindset (EM) has been integrated into a first-year, general engineering course using active learning exercises [1] to develop creative problem solving and critical thinking.  These exercises were introduced periodically within the course schedule to complement the existing learning objectives and goals of the introductory course.  Since the course culminated with a 7-week team design project, team-based exercises were used to enable team-building throughout the semester and to expose students to different decision-making styles and team dynamics. Similarly, as the students were introduced to the engineering design process, EM exercises were incorporated to explore problem definitions, open verses constrained problems, and prototyping.  Exercises also explored other beneficial EM concepts including iteration in problem solutions, learning from failures, sales pitches, system scaling, and taking action versus over-planning. Typically, one active learning exercise was incorporated into each course meeting throughout the semester.  Students anecdotally responded with positive enthusiasm to the activities with interest in pursuing entrepreneurship in addition to engineering.  Overall, the integration of the EM activities equipped the course instructors with useful tools to engage the students in the course content, generate excitement for a future in engineering, and develop EM skills beneficial for a successful career.

[1] Neck, H.M., Greene, P.G., Brush, C.G. 2014. Teaching Entrepreneurship: A Practice-Based Approach. Northampton, MA: Edward Elgar Publishing.   

AU  - Chad S. Korach
AU  - Joshua Gargac
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through Active Learning Exercises
UR  - https://peer.asee.org/32985
DO  - 10.18260/1-2--32985
ER  -