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Integration of Entrepreneurial-minded Learning

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

ENT Division Technical Session: First-year Experiences

Tagged Divisions

First-Year Programs and Entrepreneurship & Engineering Innovation

Page Count

18

DOI

10.18260/1-2--34852

Permanent URL

https://strategy.asee.org/34852

Download Count

133

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Paper Authors

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Deborah M. Grzybowski Ohio State University

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Dr. Deborah Grzybowski is a Professor of Practice in the Department of Engineering Education and the Department of Chemical and Biomolecular Engineering at The Ohio State University. She received her Ph.D. in Biomedical Engineering and her B.S. and M.S. in Chemical Engineering from The Ohio State University. Her research focuses on making engineering accessible to all students through the use of art-infused curriculum and integration of entrepreneurial minded learning (EML).

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Xiaofeng Tang Ohio State University Orcid 16x16 orcid.org/0000-0002-6279-9941

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Xiaofeng Tang is an Assistant Professor of Practice in the Department of Engineering Education at the Ohio State University. He worked as a postdoctoral fellow in engineering ethics at Penn State University. He received his Ph.D. in Science and Technology Studies from Rensselaer Polytechnic Institute.

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Eunjeong Park Ohio State University

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Alexia Leonard Ohio State University

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Alexia Leonard is a second year PhD student in the Engineering Education program at The Ohio State University. She is currently working as a Graduate Teaching Associate for the First Year Engineering program within the Department of Engineering Education.

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Jack DeLano The Ohio State University

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Kai Zhao Florida State University

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Kai Zhao is a research faculty at the Center for Postsecondary Success within Florida State University. He received Ph.D. degree in Higher Education and Student Affairs from the Ohio State University. His research His research interests broadly focus on two areas: (1) higher education policy, particularly policies related to college access and success; and (2) internatinalization of higher education, with an emphasis on the global mobility of students and scholars.

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Abstract

Introduction In collaboration with KEEN, a network of thousands of engineering faculty working to unleash undergraduate engineers so that they can create personal, economic, and societal value through the entrepreneurial mindset, a large mid-western university added multiple entrepreneurial minded learning (EML) elements to an existing first-year course. This paper represents the assessment findings from the spring 2019 implementation of the new curriculum. Methods We used a mixed methods quasi-experimental investigation to assess student learning and EML competencies. Students self-selected enrollment (72 capacity) in either one of 8 sections of the Integrated Transportation System (ITS) course or one of 8 sections of the Advanced Energy Vehicle (AEV) course (control group). The ITS sections were the EML integrated curricula while the AEV sections were the traditional sections. Quantitative data included pre- and post-collection of Kashdans’ Five-Dimensional Curiosity Scale, which measures students’ curiosity in the following areas: joyous exploration, deprivation sensitivity, stress tolerance, social curiosity, and thrill seeking [4]. Assessment of EML skillset related to creating value and creating connections, defined as the ability to integrate information from many sources to gain insight, were measured using students’ grades for project assignments. Technical learning was assessed using four common engineering graphics exams and one lab proficiency quiz. Results With IRB approval, we conducted the consent process with 1,072 students in 16 sections (8 AEV and 8 ITS). We received and documented consent for participation in the assessment study from 857 students. Of these 857 students, a total of 767 students participated in the pre-data collection and 634 participated in the post-data collection. For the AEV group, the average score for stress tolerance decreased from 4.51 in the pre-survey to 4.35 in the post-survey (p

Grzybowski, D. M., & Tang, X., & Park, E., & Leonard, A., & DeLano, J., & Zhao, K. (2020, June), Integration of Entrepreneurial-minded Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34852

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