Work In Progress - KEEN Faculty Impact Study
- Conference
- Location
-
Minneapolis, MN
- Publication Date
-
August 23, 2022
- Start Date
-
June 26, 2022
- End Date
-
June 29, 2022
- Conference Session
- Page Count
-
8
- DOI
-
10.18260/1-2--40505
- Permanent URL
-
https://peer.asee.org/40505
- Download Count
-
209
Paper Authors
Darby Riley Rowan University
Darby Riley is a student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her previous research experience includes examination of implicit bias in the classroom, and application of VR technologies to improve student engagement. Darby hopes to pursue a career in STEM education and educational research.
Cayla Ritz Rowan University
Cayla, originally from Freeland, Maryland, has attended Rowan University for all undergraduate and graduate-level degrees. She graduated in Spring 2020 with her BS in Mechanical Engineering with a concentration in Honors Studies. She also has her MSc in Mechanical Engineering with a COGS in Holocaust and Genocide Studies, and is pursuing a PhD in Engineering with a concentration in Engineering Education. Specifically, her research interests are focused on combining the humanities and social sciences with STEM education to create a unique learning experience for students.
Cheryl Bodnar Rowan University
Dr. Cheryl Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University and is currently serving as the Provost’s Fellow for Student Success. Recently, the National Science Foundation (NSF) and the Kern Family Foundation have funded her research. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation, and learning outcomes.
Kaitlin Mallouk Rowan University
Kaitlin Mallouk is an Assistant Professor and Undergraduate Program Coordinator in Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan. Kaitlin has a BS in Chemical Engineering from Cornell University and an MS and PhD in Environmental Engineering in Civil Engineering from the University of Illinois.
Abstract
This work in progress paper explores the effect of entrepreneurial mindset (EM) professional development workshops on the social networks of faculty members. While there exist many research communities dedicated to developing innovative pedagogies, few of these pedagogies are successfully adopted into classrooms. One such pedagogical innovation is the incorporation of entrepreneurial mindset into engineering education. EM is a set of skills which help individuals recognize and take advantage of opportunities to innovate. At one Mid-Atlantic research university, faculty who participated in University-sponsored and Kern Entrepreneurial Engineering Network (KEEN) sponsored EM professional development opportunities were surveyed to better understand the social networks that facilitate integration of entrepreneurial mindset in their engineering classrooms. This study investigated the effect of EM-focused faculty professional development by answering the following question: what types of connections are developed in a social network through EM professional development within a single institution? Initial findings for this study indicate that many faculty members surveyed at this institution have social network connections that hinge upon EM professional development workshops, or are strengthened through attending these workshops.
Riley, D., & Ritz, C., & Bodnar, C., & Mallouk, K. (2022, August), Work In Progress - KEEN Faculty Impact Study Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40505
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: © 2022 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