2,066 research outputs found

    Using Online Discussions to Develop the Entrepreneurial Mindset in Environmental Engineering Undergraduates: A Case Study

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    Entrepreneurship is an important aspect of the U.S. and global economy. As such, developing an entrepreneurial mindset is crucial for both engineering students and practicing engineers. The purpose of this paper is to investigate the role of online discussions, as a pedagogical approach, in the development of the entrepreneurial mindset. Online discussions prompts were developed using the Kern Engineering Entrepreneurial Network (KEEN) framework as a guide. The KEEN framework proposes an entrepreneurial mindset can be fostered in students by stimulating curiosity, strengthening connections, and creating value. This paper describes the methodology and rationale that served as the foundation for this exploratory study. Examples are provided for online discussion prompts developed and administered in two different environmental engineering undergraduate courses: Introduction to Environmental Engineering (three credit, undergraduate, online course offered during two different summer sessions) and Seminar in Environmental Engineering (one credit, undergraduate level, face-to-face course offered during one semester). Quantitative and qualitative methods were used to analyze and assess potential impacts of online discussion prompt use. The findings provide lessons learned for integrating the KEEN framework into undergraduate engineering courses through online discussions

    Experiential Learning Programs for the Future of Engineering Education

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    The need for 21st century engineers to be educated as creative innovators is discussed. Three complementary experiential learning programs that help engineering students learn to stretch beyond their comfort zones are described: a multidisciplinary design program; an entrepreneurship program; and an international engineering program. These three interdisciplinary programs each address common educational needs: to create flexible, creative, self-actualized change agents. The approaches we are taking to implement and institutionalize these in a large, comprehensive, research oriented university are described.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/86757/1/Sick5.pd

    Integrating Entrepreneurial Mindset in a Multidisciplinary Course on Engineering Design and Technical Communication

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    The engineering curriculum at XXXX University includes a sophomore level two-course sequence (required for engineering students in all disciplines) in which the primary learning outcomes are engineering design and technical communication. These courses are team-taught by faculty from Engineering and from Communications, specifically, Writing Arts in the fall and Public Speaking in the spring. Historically, the fall course has featured three major course deliverables: (1) a “research sequence” consisting of a rhetorical analysis, and annotated bibliography and a literature review, (2) a humanities assignment in which students explore the impact of technology on societal needs, and (3) laboratory and design reports stemming from hands-on engineering projects completed in lab. During the summer of 2019, the faculty team re-designed each of these three major course deliverables, with the goal of fostering an Entrepreneurial Mindset in students and leveraging synergies between the Entrepreneurial Mindset and the existing goals of the course (engineering design and technical communication). In particular, the faculty team created a new linkage between the research sequence and the humanities assignment. The research sequence is built around the U.N.’s Sustainable Development Goals; each student chooses one of the goals to explore through their individual rhetorical analysis, annotated bibliography, and literature review. The humanities assignment is a team project in which students explore solutions to sustainability problems on the campus of XXXX University. Different sections of the course will use different engineering projects, but the faculty team has crafted a set of guidelines for the projects to ensure some uniformity of experience and expectations across the sections. The faculty team also developed rubrics that will be used to evaluate student performance on these re-designed assignments. The new assignments are being integrated into the Fall 2019 offering of Sophomore Engineering Clinic. This paper will give a detailed description of each of the assignments and how they are designed to align with the goal of fostering an Entrepreneurial Mindset. The paper will also present assessment data that will be collected throughout the Fall 2019 semester

    Student Perceptions of an Entrepreneurial Mindset and Its Relevance to Engineering Careers

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    Development of an entrepreneurial mindset (EM) has been a focus that has gained traction within engineering over the last decade. Thus, undergraduate engineering curricula have been modified to address EM development Curriculum modifications can include assigning hands-on projects with entrepreneurial elements, devoting entire courses to developing students\u27 entrepreneurial skills while working with real world companies, and even creating degree programs with entrepreneurship in engineering as the focus. Literature on EM has shown that there are a variety of methods for defining EM depending on the stakeholder. However, there has been limited research on how students understand and define EM, which is a vital step in helping students understand the role an EM can have for their future careers. This research study explores students\u27 perception of EM through interviews with engineering undergraduates across multiple class years and majors. We sought to answer the following research questions: (1) How do engineering students’ definitions of EM differ from literature definitions? and (2) How do engineering students believe EM will be useful to their career? Students were interviewed using a semi-structured protocol to get a clearer understanding of how they define EM. The interview protocol included questions focused on what students think EM means, how it has affected them, and how it might continue to affect them in the future. These interviews were then transcribed and thematically analyzed to determine the attributes of an EM that are common in students’ definitions of EM. The analysis of the interviews identified trends that could then be compared to the existing literature definitions of entrepreneurial mindset. The work done through this study provides value to the community by providing an understanding for engineering students’ perceptions of EM and how this may differ from that of other stakeholders. It will also shed light on whether engineering students’ find value in developing an EM as part of their undergraduate studies, including whether they see it as an important asset to their future career

    Volume 2013 - Issue 3 - Summer, 2013

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    https://scholar.rose-hulman.edu/rose_echoes/1084/thumbnail.jp

    DIMENSIONS OF ENTREPRENEURIAL INTENTION OF SENIOR HIGH SCHOOL STUDENTS: AN EXPLORATORY FACTOR ANALYSIS

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    This research aimed to figure out the factors of entrepreneurial intention among senior high school students in various public secondary schools in Tugbok District, Davao City. The non-experimental quantitative research design adopting exploratory factor analysis was used. Three hundred ninety-one respondents were chosen from various public secondary schools through the stratified, random technique. An online instrument using google forms was used to gather the data. Data reduction analysis reduced the multi-dimensionality set of data. Varimax rotation explored the data set with 25 iterations. Factor loadings below .500 were eliminated to realize a more vital separation of components, and eigenvalues greater than one were exposed. The data adequacy was determined by Keiser-Meyer-Olken and Bartlett's Test of Sphericity tested the facts if it is appropriate for factor analysis. Catteel-Scree Plot determined the factors retained, and Thematic analysis was used to generate the constructs. Results showed six dimensions of the entrepreneurial intention of senior high school students, including self-efficacy, perceived desirability, entrepreneurship education, need for achievement, the propensity to risk, and the propensity to act.  Article visualizations
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