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

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

The demand for English as a second language education in the workplace

The focus of this research was the extent of the need for workplace English as a second language education (ESL) in manufacturing companies. Data were collected via a 128-item quantitative survey of 345 front-line supervisors in 24 companies with 10-80% limited English proficient (LEP) employees and interviews with executives at each site. Survey items measured the perceived effect of LEP on over 50 job performance criteria and attitudes toward LEP employees and ESL education. Findings indicated that LEP employees performed worse than English-speakers in eight out of ten job performance categories, suggesting that there were negative effects associated with LEP for employers. These effects appeared to be offset somewhat by higher levels of productivity and dependability from LEP employees and non-ESL initiatives that help overcome language barriers. Findings also indicated that English proficiency was critical to long term job success and advancement opportunities for LEP employees. Although supervisors generally had favorable views toward workplace ESL education, few believed it should be offered on company time. Executives appeared to be reluctant to participate in ESL education due to a perceived lack of motivation on the part of LEP employees to learn English, issues with program focus and quality, and limited positive outcomes. The findings suggested that improved employee participation and more targeted programs are key to expanding delivery within this context. Survey instruments developed for the study may be useful to workplace ESL practitioners and researchers

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

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 investigate the role of online discussions, as a pedagogical approach, in the development of the entrepreneurial mindset, and explore a variety of approaches to assess student learning outcomes. Online discussions prompts were created for environmental engineering courses using the Kern Engineering Entrepreneurial Network (KEEN) framework. The framework proposes that an entrepreneurial mindset can be fostered in students by promoting curiosity, encouraging 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 applying the KEEN framework in an engineering classroom via online discussions