Measuring Students’ Interdisciplinary Competence and Entrepreneurial Mindset based upon Exposure to a Holocaust Narrative

Cayla Ritz; Cheryl Bodnar; Melissa Montalbo-Lomboy

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: LEES Session 9
Page Count: 17
DOI: 10.18260/1-2--40524
Permanent URL: https://peer.asee.org/40524
Download Count: 330

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Paper Authors

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Cayla Ritz Rowan University

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Cayla, originally from Freeland, Maryland, has attended Rowan University for all undergraduate and graduate-level degrees. She graduated in Spring 2020 with her BS in Mechanical Engineering with a concentration in Honors Studies. She also has her MSc in Mechanical Engineering with a COGS in Holocaust and Genocide Studies, and is pursuing a PhD in Engineering with a concentration in Engineering Education. Specifically, her research interests are focused on combining the humanities and social sciences with STEM education to create a unique learning experience for students.

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Cheryl Bodnar Rowan University

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Dr. Cheryl Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University and is currently serving as the Provost’s Fellow for Student Success. Recently, the National Science Foundation (NSF) and the Kern Family Foundation have funded her research. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation, and learning outcomes.

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Melissa Montalbo-Lomboy Rowan University

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Abstract

The engineering workforce requires engineers to possess a broad range of skills, including understanding how to create value and succeed in an environment where innovation and entrepreneurship can be key drivers of economic growth. One means to encourage development of these traits can be through having engineering students work on problems that go beyond the scope of traditional engineering disciplinary bounds. Recent research on integration of interdisciplinary projects within engineering suggests that there are learning improvements in some of the key aspects of the entrepreneurial mindset (EM), such as sparking curiosity, making connections, and creating value achieved through student participation in these projects. This study seeks to answer the following research questions: (1) How does a narrative-based interdisciplinary case study affect the development of undergraduate students’ perception of the entrepreneurial mindset? (2) How is interdisciplinary competence affected by the participation in a narrative-based interdisciplinary case study?

This study was conducted in a sophomore year multidisciplinary engineering design class, which has a focus on project-based learning. Three sections of the course participated in the narrative-based interdisciplinary case study during the fall 2021 semester for a total of 54 students, 37 of which consented to participate in the study and completed all study components. All enrolled students were exposed to narratives that included testimony, biography, photos, and data related to the Holocaust in a story-like format. Students engaged with these narratives through reflections, discussions, and other activities used to promote students’ curiosity and critical thinking.

Students’ EM and interdisciplinary competence was assessed both prior to and at the end of the semester using the Engineering Student Entrepreneurial Mindset Assessment (ESEMA), and the interdisciplinary skills, reflective behavior, and recognizing disciplinary perspectives scales from the Educating the Engineer of 2020 Student Survey. Results from this study show that the interdisciplinary narrative case study increased students’ perception of their altruism, ideation skills, interdisciplinary skills, and recognizing disciplinary perspectives to the point of statistical significance.

Citation
Format

Ritz, C., & Bodnar, C., & Montalbo-Lomboy, M. (2022, August), Measuring Students’ Interdisciplinary Competence and Entrepreneurial Mindset based upon Exposure to a Holocaust Narrative Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40524

TY  - CPAPER
AB  - The engineering workforce requires engineers to possess a broad range of skills, including understanding how to create value and succeed in an environment where innovation and entrepreneurship can be key drivers of economic growth. One means to encourage development of these traits can be through having engineering students  work on problems that go beyond the scope of traditional engineering disciplinary bounds. Recent research on integration of interdisciplinary projects within engineering suggests that there are learning improvements in some of the key aspects of the entrepreneurial mindset (EM), such as sparking curiosity, making connections, and creating value achieved through student participation in these projects. This study seeks to answer the following research questions: (1) How does a narrative-based interdisciplinary case study affect the development of undergraduate students’ perception of the entrepreneurial mindset? (2) How is interdisciplinary competence affected by the participation in a narrative-based interdisciplinary case study? 

This study was conducted in a sophomore year multidisciplinary engineering design class, which has a focus on project-based learning. Three sections of the course participated in the narrative-based interdisciplinary case study during the fall 2021 semester for a total of 54 students, 37 of which consented to participate in the study and completed all study components. All enrolled students were exposed to narratives that included testimony, biography, photos, and data related to the Holocaust in a story-like format. Students engaged with these narratives through reflections, discussions, and other activities used to promote students’ curiosity and critical thinking. 

Students’ EM and interdisciplinary competence was assessed both prior to and at the end of the semester using the Engineering Student Entrepreneurial Mindset Assessment (ESEMA), and the interdisciplinary skills, reflective behavior, and recognizing disciplinary perspectives scales from the Educating the Engineer of 2020 Student Survey. Results from this study show that the interdisciplinary narrative case study increased students’ perception of their altruism, ideation skills, interdisciplinary skills, and recognizing disciplinary perspectives to the point of statistical significance.  
AU  - Cayla Ritz
AU  - Cheryl Bodnar
AU  - Melissa Montalbo-Lomboy
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Measuring Students’ Interdisciplinary Competence and Entrepreneurial Mindset based upon Exposure to a Holocaust Narrative
UR  - https://peer.asee.org/40524
DO  - 10.18260/1-2--40524
ER  -