June 15, 2014
June 15, 2014
June 18, 2014
24.996.1 - 24.996.37
Engineering + X: Designing and Delivering Scenarios that connect Core Engineering Concepts with Entrepreneurship ContentThe successful practice of engineering in today’s workplace requires the integration of a broadrange of skills that often extend beyond standard engineering curricula. This involvesinterpersonal skills such as teamwork, communication and persuasion, and business skills suchas entrepreneurship, cost management and marketing. In a packed undergraduate engineeringcurriculum, there are limited opportunities to challenge students to integrate domains beyond thetechnical into their thinking and decision-making. We refer to these non-engineering domains asthe “+ X” topics.We are developing a new kind of core engineering curriculum that we call “Engineering + X.”This is accomplished through a contextual reframing of core engineering concepts that purposelyincorporates perspective from another domain. As a test of this idea, we have a very specificstarting point – entry-level mechanical engineering curriculum (statics) and a “+ X” ofentrepreneurship delivered in the context of a business school-style scenarios and hands-on labexperiences.The learning theory that guides this work draws on Kolb’s experiential learning model, whichwas used to construct the scenarios. The scenarios encourage students to cycle between abstractconceptualization and concrete experience while the lab experiences and “+ X” conceptsstimulate active experimentation and reflective observation. The key challenges with thiscurricula are two-fold: 1) not diminishing the learning of core mechanical engineering contentwith the addition of “+ X” perspective, and 2) supporting faculty who will be asked to teachingconcepts beyond their formal area of expertise and interest.The focus of this paper will be on the process of designing one of these scenarios (including thehands-on lab), as well as the challenges of using this curriculum with students. The process ofdesigning a scenario will be reviewed starting with 1) the core engineering pedagogical concepts,2) the bundling of the engineering concepts into one integrated concept, 3) brainstormingpossible entrepreneurial situations that feature the selected engineering concepts, 4) designing ahands-on lab that demonstrates the engineering concepts and, finally, 5) writing the scenario in away that both engages and informs the student.This paper will also explore the faculty implications of teaching “+ X” scenarios, includingfeedback from faculty who has used this curriculum in the classroom. Student feedback on theexperience will also be shared. Implications on future scenario development will be discussed. Kolb D. A., Boyatzis R. E., and Mainemelis C., 2000, “Experiential learning theory: Previous research and new directions,” Perspectives on thinking, learning, and cognitive styles, R. Sternberg J., and L.-F. Zhang, eds., Lawrence Erlbaum, NJ, pp. 227–247.
Schar, M. F., & Billington, S. L., & Sheppard, S. D. (2014, June), Predicting Entrepreneurial Intent among Entry-Level Engineering Students Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22929
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015