Shirey, K., & Bosman, L. (2022, August), Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40832

\bibitem{asee_peer_40832}
  Shirey, K., \& Bosman, L. (2022, August), \emph{Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40832

Katey Shirey and Lisa Bosman.  "Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40832 Internet.  15 Jan, 2025

\bibitem{asee_peer_40832}
  Katey Shirey and Lisa Bosman.
  "Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40832 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_40832
author = "Katey Shirey and Lisa Bosman"
title = "Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40832}
number = {10.18260/1-2--40832}
}

TY  - CPAPER
AB  - Society’s need for innovators to address societal problems, prosperity, and climate change is stronger than ever. Yet, all too often, engineering undergraduates are required to leave their passions, interests, and causes at the door when they enter the discipline, which may contribute to some engineering students’ alienation and attenuation from the field. This study aims to address this challenge (and opportunity) by highlighting preliminary findings from an engineering faculty professional development (PD) experience. The PD experience aimed to teach engineering faculty how bio-inspired design and STEAM (science, technology, engineering, arts, and math) can be coupled and used as a compliment when teaching the entrepreneurial mindset (EM) to broaden participation within the engineering disciplines. The guiding research question was as follows: How does the entrepreneurial mindset, bio-inspired design, and STEAM-integrated engineering instruction support engineering educator curriculum development? The data collection instrument was in the form of a workshop “exit ticket” which asked participants to respond to open-ended questions and photovoice reflections. The preliminary findings highlighted four key themes: (1) multiple perspectives, (2) intersectionality focus of arts, (3) benefits of learning that go beyond this PD, and (4) desire to learn more. These findings, obtained from participants at the beginning of the professional development (PD) experience, were significant enough to justify modifying the current and future PD experience. In general, the faculty participants expressed higher initial confidence with EM than with bio-inspired design and STEAM, but more growth in their bio-inspired and STEAM confidence than EM. From a practical perspective, the authors encourage PD facilitators and/or curriculum designers to implement a similar qualitative-based “exit ticket” (i.e., assessment) which incorporates both open-ended questions and photovoice in an effort to gain deeper and richer insights from participants, especially faculty participants.
AU  - Katey Shirey
AU  - Lisa Bosman
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Using Bio-Inspired Design and STEAM to Teach the Entrepreneurial Mindset to Engineers
UR  - https://peer.asee.org/40832
DO  - 10.18260/1-2--40832
ER  -