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Technology Enabled Support Modules For The Inverted Entrepreneurial Classroom

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Successful Outcomes of Student Entrepreneurship

Tagged Division

Entrepreneurship & Engineering Innovation

Page Count

12

Page Numbers

13.1189.1 - 13.1189.12

DOI

10.18260/1-2--4359

Permanent URL

https://strategy.asee.org/4359

Download Count

176

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Paper Authors

author page

Stuart Kellogg South Dakota School of Mines and Technology

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Technology Enabled Support Modules for the Inverted Entrepreneurial Classroom

Abstract

For most engineering disciplines, the curriculum is fairly constrained. Although the new ABET criteria has increased the flexibility to develop a responsive and adaptive curriculum, developing value added curriculum remains a significant challenge. To respond to this challenge, Industrial Engineering has incorporated a modular approach to courses in the business and entrepreneurship area. While use of the modular approach provides increased flexibility for students, it also tends to compress curricular content which significantly increases the challenge of incorporating engaged pedagogies within the classroom. To provide a balance between active learning and increased flexibility, courses were divided into skills oriented classes and courses with a significant active learning component. Skills classes make extensive use of a multi-media approach and independent study options. For courses requiring extensive use of active learning components, an inverted classroom approach is used to provide more extensive delivery of content outside of the regular class time. This paper discusses some of the pros and cons of the inverted classroom, provides some examples of multi-media content delivery, and some preliminary assessment data utilizing this approach.

The Changing Environment Calls for greater accountability in higher education are more strident than ever. The shift to a global economy, the move to lean management structures, and the need to serve an increasingly diverse learning community requires a new approach to engineering education. It requires a transformative curriculum that not only embraces the changing requirements sought by industry, it requires a model that develops the complex thinking skills required to help industries be successful in today’s global market place. While industry and various university advisory boards express a number of issues and proposed attributes for successful engineers of 2020, these attributes and issues may almost always be couched within the following pedagogical concerns:

There is a need to construct engineering curriculum so as to serve more diverse learners. There is a need to help students develop better complex thinking skills. There is a need to provide learning environments that more actively engage students on multi-disciplinary team projects. There is a need to create an opportunity for value added curriculum, particularly in the areas business, management, and leadership skills.

To do this is going to require more active and engaged pedagogies that usually provide some opportunity for experiential learning. In the past, such opportunities were generally restricted to laboratory courses and to capstone design, but much more will be expected in the future. The engineering classroom of the future will almost certainly require active/collaborative learning components in most engineering courses. These

Kellogg, S. (2008, June), Technology Enabled Support Modules For The Inverted Entrepreneurial Classroom Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4359

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