Dudash, L. (2024, June), Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46517

\bibitem{asee_peer_46517}
  Dudash, L. (2024, June), \emph{Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/46517

Lynn Dudash.  "Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46517 Internet.  30 Jul, 2024

\bibitem{asee_peer_46517}
  Lynn Dudash.
  "Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46517 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_46517
author = "Lynn Dudash"
title = "Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46517}
}

TY  - CPAPER
AB  - Students in the core engineering course, Statics and Dynamics, will participate in an active learning experience that will combine structural analysis of machines with entrepreneurial mindset. To do this, students will work in groups of 3 or 4 to analyze how two different pairs of garden clippers from a single manufacturer transform the same applied force into different forces on the branch of a shrub. One set of clippers contains a lever, while the other includes a lever with an additional “Power Link”. Analyzing the forces will require students to measure the dimensions of the clippers, identify two-force and multi-force members and various support reactions. This component of the activity reinforces the structural analysis section of a statics course. Next, to incorporate entrepreneurial mindset, students will be asked to consider how the clippers create value from the perspective of various stakeholders by listing features that create value, such as ease of use, affordability, portability, and manufacturing simplicity. Then they will make a concept map connecting the identified features to stakeholders with words that describe how the feature creates value for the stakeholder, such as expects, delights, not interested, and detracts. Next, students will compare the types of clippers, connecting each type of clipper to features on the concept map with lines categorizing them as preforming the same as, better, or worse than the most basic set of clippers. At this stage, students also may include other types of products with similar functions, such as a saw or battery powered clippers. Students will self-assess their confidence in structural analysis of machines before and after the activity to measure the activity’s effectiveness in advancing their engineering mechanics competence. Additionally, the number of features, stakeholders, and connections on the concept map will be used as a measure of entrepreneurial mindset. Through this active learning experience, entrepreneurial mindset can be incorporated into a core engineering course.
AU  - Lynn Dudash
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Active Learning Experience Incorporating Entrepreneurial Mindset in Engineering Mechanics Course
UR  - https://peer.asee.org/46517
ER  -