Document Type

Conference Proceeding

Publication Date

6-2018

Subject: LCSH

Engineering--Study and teaching, Flipped classrooms, Entrepreneurship

Disciplines

Engineering Education | Operations Research, Systems Engineering and Industrial Engineering

Abstract

In an effort to develop an entrepreneurial mindset in all our engineering and computer science students, the University of New Haven is embedding entrepreneurial concepts throughout the 4- year curricula in their majors. This is done with the use of several short e-learning modules developed by content experts. The modules are integrated into engineering and computer science courses by faculty who reinforce concepts through a related activity, project, or assignment. The e-learning modules, available online through course management systems, are self-paced and targeted at conceptual learning of 18 specific entrepreneurial topics. Using a flipped-classroom instructional model, students complete the modules outside of class, typically over a set twoweek period, and instructors engage the students in discussion either in-class or online and through an activity. This mode of integration enables the assessment of higher cognitive understanding of the concepts and students’ ability to apply what they learn. At present, 12 modules have been developed. In addition to the modules being integrated within the University, they have also been adopted by faculty at 42 other institutions across the country over the past three years. The broad-scale deployment has provided assessment and feedback data regarding the effectiveness of integrating the modules into existing courses using a blended approach (face-to-face and online learning). Whereas prior work relied on indirect assessment using pre/post student surveys to quantify the acquisition of knowledge from the e-learning modules and contextual activities, the current work employs student deliverables that are directly assessed by instructors. Faculty were provided assessment rubrics based on criteria aligned with the learning outcomes of the e-learning modules. Direct assessment is tangible, visible and measurable, and provides more compelling evidence of student learning. In this paper we propose an Entrepreneurial Mindset Learning Index to map and quantify the progress of students toward attaining an entrepreneurial mindset. The criteria in the assessment rubrics for the e-learning modules were mapped to the learning outcomes associated with an entrepreneurial mindset proposed by the Kern Entrepreneurial Engineering Network’s (KEEN) framework. The KEEN framework is based on the premise that an entrepreneurial mindset is characterized by a persistent curiosity of all things, the skills to make connections between seemingly unrelated things, and an ever-present goal to create value. Through the mapping, the direct assessment results provided an indication of how well students taking courses with integrated e-learning modules achieved elements of an entrepreneurial mindset.

Comments

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: © 2016 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.

Publisher Citation

Carnasciali, M., & Harichandran, R. S., & Erdil, N. O., & Nocito-Gobel, J., & Li, C. Q. (2018, June), Integrated e-Learning Modules for Developing an Entrepreneurial Mindset: Direct Assessment of Student Learning. Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30675

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