June 24, 2017
June 24, 2017
June 28, 2017
Entrepreneurship & Engineering Innovation
We present a work in progress that demonstrates increased engagement and academic persistence by transfer engineering students when the Lean LaunchPad™ (LLP) methodology is applied to teach the engineering design process. Transfer students entering engineering programs typically do not receive the same level of attention entering freshman do. New Mexico State University (NMSU) and Howard University (HU) saw an opportunity to improve academic persistence, graduation rates, and overall experience by co-developing a program that helps transfer students be more successful. A collaborative 3-year grant was awarded from the National Science Foundation’s (NSF) Broadening Participation in Engineering program. The objective of the grant is to increase persistence and graduation rates by increasing engagement and by developing a sense of community amongst transfer engineering students.
A week-long workshop that uses the LLP framework was developed to help students design and develop a predetermined university-oriented innovation project. During the workshop, students work in teams, interact with faculty, and visit various parts of campus. While working to identify “product-market fit,” students learn about hypothesis development, test design, hypothesis testing, customer discovery, data analysis, insight generation, and the importance of an iterative process. After two years, preliminary survey results and qualitative evidence at NMSU shows the LLP workshop participants have higher GPA levels as compared to their engineering peers.
Nogales, L., & Sassenfeld, R. (2017, June), Teaching Lean LaunchPad to Transfer Students to Increase Engagement and Persistence Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28920
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