June 14, 2015
June 14, 2015
June 17, 2015
Entrepreneurship & Engineering Innovation
26.1401.1 - 26.1401.17
Stimulating and Supporting Change in Entrepreneurship Education: Lessons from Institutions on the Front LinesABSTRACTThis paper will describe a national program that supports faculty and institutions in their work tointroduce and embed entrepreneurship and innovation learning into formal and informaleducational experiences for undergraduate engineering students using a team-based guidedchange process. The XXXX program was launched in 2013 with an initial cohort of twelveschools; informed by research into effective practices in faculty development and institutionalchange, each school’s effort is led by a team (Beach, 2012) while the teams themselves are inturn gathered into a national network (Dempster, 2012). Strategies used by the participatingschools included introduction of new courses and programs, development of learning spaces,faculty development activities, and collaboration with other disciplines. The schools variedwidely in their institutional profile with regard to size, student demographics, governance, initialbreadth of entrepreneurship education opportunities for engineering students, and availability ofoff-campus entrepreneurship opportunities in the surrounding region. Despite these differences, anumber of factors were identified over the course of the program year that were associated withsuccess in making entrepreneurship education more available and accessible for undergraduateengineering students.The paper will: 1. Briefly describe the theory, structure and components of the program including the underlying theory of change and its grounding in research of effective models of faculty development and change in higher education. 2. Summarize the findings of the evaluation of the program’s first year; the evaluation effort in this period was primarily qualitative in nature, with additional baseline quantitative data collected for future comparison in 2015 and 2016. 3. Describe in detail the primary “lessons learned” to date; five specific factors were associated with program success at the institutional level: a. adaptation of program principles to individual institutional contexts; b. the critical role of the leader of change within the institution; c. the role of an active “community of practice” across institutions in supporting change; d. the profile of individual institutions efforts which have demonstrated success; e. the function of “trailblazer” schools in providing models and mentors on innovation and entrepreneurship in engineering education. 4. Discuss the implications of these factors for program adaptation in expansion of the initiative, as well as for broader discussion within the engineering education community about the implementation of innovation and entrepreneurship in learning experiences. References Beach, A. L., Henderson, C., & Finkelstein, N. (2012). Facilitating Change in Undergraduate STEM Education. Change: The Magazine of Higher Learning, 44(6), 52–59. doi:10.1080/00091383.2012.728955 Dempster, J. A., Benfield, G., & Francis, R. (2012). An academic development model for fostering innovation and sharing in curriculum design. Innovations in Education and Teaching International, 49(2), 135–147. doi:10.1080/14703297.2012.677595.
Nilsen, E., & Matthew, V., & Shartrand, A., & Monroe-White, T. (2015, June), Stimulating and Supporting Change in Entrepreneurship Education: Lessons from Institutions on the Front Lines Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24738
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