Curriculum Innovation: Incorporating the Kern Engineering Entrepreneurial Network (KEEN) Framework into Online Discussions

The purpose of this study was to respond to the following research question: How does the Kern Engineering Entrepreneurial Network (KEEN) framework build interest in technical topic areas, impact student learning outcomes, and develop the entrepreneurial mindset when applied to the engineering classroom? The KEEN framework was developed to combine the entrepreneurial mindset with engineering education to produce a more valuable, strategically prepared engineer, rather than simply an “obedient engineer”. The framework proposes that the entrepreneurial mindset of students is increased by promoting curiosity, encouraging connections, and creating value. The results from this work provide insight into the impact and implications resulting from applying the KEEN framework to the engineering classroom via online discussions

A Decision Support System to Analyze, Predict, and Evaluate Solar Energy System Performance: PVSysCO (photovoltaic System Comparison)

In 2010, the U.S. Department of Energy announced the SunShot Initiative, which aims to reduce the total installation cost of solar technologies by 75% between 2010 and 2020. This implies that solar energy is a top priority in the U.S. and many other countries. The purpose of this dissertation research is focused on creating a model to better understand the performance and reliability of photovoltaic (PV) energy systems over time. The model will be used to analyze, predict, and evaluate the performance of PV systems, taking into consideration technological and geographical location attributes. The overall research goal is to build a Solar Energy Blue Book, conceptually similar to the Kelley Blue Book, which allows consumers to estimate the value of a used car. The Solar Energy Blue Book, a solar energy system evaluation tool, will allow consumers to estimate the value of a used solar energy system, taking into consideration many factors, such as latitude (which determines the quantity of incoming sunlight) and zip code (which determines the approximate cost of electricity). The Solar Blue Book will allow potential solar energy system consumers the opportunity to understand the return on investment for new and in particular, used solar energy systems

Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom

Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered

Integrating the Entrepreneurial Mindset into the Engineering Classroom

CONTRIBUTION: This paper highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. BACKGROUND: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. INTENDED OUTCOMES: The guiding research question is: How can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections? APPLICATION DESIGN: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. FINDINGS: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future

Performance Modeling and Valuation of Snow-Covered PV Systems: Examination of a Simplified Approach to Decrease Forecasting Error

The advent of modern solar energy technologies can improve the costs of energy consumption on a global, national, and regional level, ultimately spanning stakeholders from governmental entities, to utility companies, corporations, and residential homeowners. For those stakeholders experiencing the four seasons, accurately accounting for snow-related energy losses is important for effectively predicting photovoltaic performance energy genreation and valuation. This paper provides an examination of a new, simplified approach to decrease snow-related forecasting error, in comparison to current solar energy performance models. A new method is proposed to allow model designers, and ultimately users, the opportunity to better understand the return on investment for solar energy systems located in snowy environments. The new method is validated using two different sets of solar energy systems located near Green Bay, WI, USA: a 3.0 kW micro-inverter system and a 13.2 kW central inverter system. Both systems were unobstructed, facing south, and set at a tilt of 26.56 degrees. Data were collected beginning in May 2014 (micro-inverter system) and October 2014 (central inverter system), through January 2018. In comparison to reference industry standard solar energy prediction applications (PVWatts and PVsyst), the new method results in lower Mean Absolute Percent Errors per kWh of 0.039% and 0.055%, respectively, for the micro-inverter system and central inverter system. The statistical analysis provides support for incorporating this new method into freely available, online, up-to-date prediction applications, such as PVWatts and PVsyst

The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students

There is a growing recognition of the need for science, technology, engineering, and mathematics (STEM) workers who provide diverse perspectives enabling companies to keep up with the demands of the 21st -century workforce. Creating a diverse workforce requires improving access to STEM education for historically underrepresented students, including low-income students and first-generation students. However, significant challenges and barriers exist. The purpose of this paper is to showcase an innovative approach to mentoring historically underrepresented STEM students which integrates photovoice and photo-elicitation. This new approach in mentoring takes student participation one step further by asking students to document and share their lived experiences through photographs (e.g., photovoice). Then, photo-elicitation is used to further engage students in discussing what led to their subsequent empowerment in leveraging successes or overcoming barriers. The study was conducted with 19 participants who were primarily American Indian students attending a small college in Wisconsin, USA. The findings suggest students benefited from the mentoring program and perceived it as an enriching learning experience which aided in goal development, accountability, and an opportunity to learn more about strategies for student success. The implementation of this new approach and the results gathered from this study are important as they may inform educational leaders and postsecondary institutions serving historically underrepresented STEM students on supports and strategies that could be carried out on their campuses

Integrating Online Discussions into Engineering Curriculum to Endorse Interdisciplinary Viewpoints, Promote Authentic Learning, and Improve Information Literacy

Engineering is very much an applied discipline where math and science concepts, skills, and tools can be used to design products or processes with new and/or increased value. Research suggests active learning is an effective method for teaching and learning in the engineering classroom. Moreover, students continue to express increased satisfaction when taught using this experiential pedagogical approach. One approach to active learning gaining traction in the engineering classroom is the use of online discussions. The purpose of this paper is to offer a structured approach for engineering educators to develop online discussion prompts aimed to prepare engineering students for entering the workforce; this structure approach includes an intentional and purposeful focus on three core elements: (1) interdisciplinary viewpoints, (2) real-world and authentic experiences, and (3) information literacy applications. A mixed methods analysis provides evidence towards student exposure and awareness to the three core elements of interdisciplinary viewpoints, real world and authentic experiences, and information literacy applications. In addition, students reported a positive experience participating in online discussions, and improvements in student perception changes related to blended learning and self-regulated learning

Applying empathy-driven participatory research methods to higher education new degree development

Purpose: Innovation and entrepreneurship are economic drivers promoting competition and growth among organizations throughout the world, many of which would not exist without well-established new product development processes coupled with intentional and strategic focus on research and development. New product development processes, such as the lean start-up methodology and design thinking, are well-known and thriving as a result of empirically-grounded research efforts. Unfortunately, educational institutions and educational researchers, alike, are lagging when it comes to new program/degree development processes. Although the quantity of new degree offerings has increased substantially over the past several decades (in particular for multidisciplinary, interdisciplinary, and transdisciplinary programs), limited research has been conducted to document key procedures associated with the creation of new degree programs. The purpose of this study is to show one approach to how students can be used within the new program development process. Methodology: This approach uses participatory research, wherein students act as researchers and actively participate in the data collection and analysis process. Under the umbrella of participatory research, the study uses photo-voice, photo-elicitation, and focus groups for collecting qualitative data. Findings: Results suggest that students in one transdisciplinary studies in technology program value the following key attributes: (1) learning style (agency and choice, active hands-on learning, and real-world applications) and (2) learning context (technology and design focused assignments, integration of humanities, and self-selected disciplines of interest). Research Implications: Recommendations are provided for various higher education benefactors of the user-generated data including administration, faculty, marketing, recruitment, advisors, and the students, themselves

Integrating Intercultural Communication Competence into Entrepreneurially-Minded Online Discussions

Abstract: The continued rise of the global economy, especially during COVID-19, has required stakeholders, including higher education, to think more strategically about preparing future university graduates with intercultural skill development. This study contributes to the literature by showing one approach whereby faculty can integrate intercultural communication competence into the STEM classroom via entrepreneurially-minded online discussions (a form of information literacy). This semester-long study applied a mixed methods approach. First, students participated in five online discussions, which were analyzed qualitatively to identify themes and patterns. Second, at the end of the semester, after completing the online discussions, students responded to a survey assessing their perceptions related to student learning and student satisfaction. The findings show that student perceptions of information literacy were high. Moreover, themes identified within the online discussions align well with the traditional communication process. Integrating intercultural competence into entrepreneurially-minded online discussions within the STEM classroom can be seen as “low hanging fruit” in that the return on investment for faculty is very high (i.e., requires minimal lecture time and promotes optimal connections to the real world)