Impact of Integrated E-Learning Modules in Developing an Entrepreneurial Mindset based on Deployment at 25 Institutions
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Entrepreneurship & Engineering Innovation
- Page Count
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21
- DOI
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10.18260/1-2--28467
- Permanent URL
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https://strategy.asee.org/28467
- Download Count
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582
Paper Authors
Nadiye O. Erdil University of New Haven
Nadiye O. Erdil, an assistant professor of industrial and systems engineering and engineering and operations management at the University of New Haven. She has over eleven years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry for five years. She holds B.S. in Computer Engineering, M.S. in Industrial Engineering. She received her Ph.D. in Industrial and Systems Engineering from Binghamton University (SUNY). Her background and research interests are in quality and productivity improvement using statistical tools, lean methods and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations.
Ronald S. Harichandran University of New Haven
Ron Harichandran is Dean of the Tagliatela College of Engineering at the University of New Haven and is the PI of the grant entitled Developing Entrepreneurial Thinking in Engineering Students by Utilizing Integrated Online Modules and a Leadership Cohort. Through this grant entrepreneurial thinking is being integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs.
Jean Nocito-Gobel University of New Haven
Jean Nocito-Gobel, Professor of Civil & Environmental Engineering at the University of New Haven, received her Ph.D. from the University of Massachusetts, Amherst. She has been actively involved in a number of educational initiatives in the Tagliatela College of Engineering including KEEN and PITCH, PI of the ASPIRE grant, and is the coordinator for the first-year Intro to Engineering course. Her professional interests include modeling the transport and fate of contaminants in groundwater and surface water systems, as well as engineering education reform.
Cheryl Q. Li University of New Haven
Cheryl Qing Li joined University of New Haven in the fall of 2011, where she is a Senior Lecturer of the Industrial, System & Multidisciplinary Engineering Department. Li earned her first Ph.D. in mechanical engineering from National University of Singapore in 1997. She served as Assistant Professor and subsequently Associate Professor in mechatronics engineering at University of Adelaide, Australia, and Nanyang Technological University, Singapore, respectively. In 2006, she resigned from her faculty job and came to Connecticut for family reunion. Throughout her academic career in Australia and Singapore, she had developed a very strong interest in learning psychology and educational measurement. She then opted for a second Ph.D. in educational psychology, specialized in measurement, evaluation and assessment at University of Connecticut. She earned her second Ph.D. in 2010. Li has a unique cross-disciplinary educational and research background in mechatronics engineering, specialized in control and robotics, and educational psychology, specialized in statistical analysis and program evaluation.
Maria-Isabel Carnasciali
University of New Haven
orcid.org/0000-0001-5887-0744
Maria-Isabel Carnasciali is an Associate Professor of Mechanical Engineering at the Tagliatela College of Engineering, University of New Haven, CT. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech in 2008. She received her Bachelors of Engineering from MIT in 2000. Her research focuses on the nontraditional engineering student – understanding their motivations, identity development, and impact of prior engineering-related experiences. Her work dwells into learning in informal settings such as summer camps, military experiences, and extra-curricular activities. Other research interests involve validation of CFD models for aerospace applications as well as optimizing efficiency of thermal-fluid systems.
Abstract
More and more higher education institutions are trying to develop an entrepreneurial mindset in students. Approaches for doing this include integrating entrepreneurship into the curriculum, structuring the physical environment to promote entrepreneurial minded learning (e.g., creating makerspaces), providing extracurricular activities and programs such as university innovation fellows, business plan and pitch competitions, and fostering student organizations that lead entrepreneurial activities on campus. The most common methods in embedding entrepreneurship education within the curriculum are offering a foundational course on entrepreneurship and/or offering a minor in entrepreneurship.
This paper describes an innovative entrepreneurship education curricular model employed at the University of ________ to develop en entrepreneurial mindset in engineering students. The entrepreneurial mindset in this model is defined based on the Kern Entrepreneurial Engineering Network (KEEN)’s 3C’s which are curiosity, connections and creating value. The core of the model is the integration of short, self-paced, e-learning modules into courses spanning all four years of all engineering and computer science disciplines. A flipped classroom instructional model is used to integrate the modules into courses. The university is in its third year of implementation on campus, and following a pilot deployment of the model at five other institutions in spring 2016, is presently conducting a large-scale deployment. Six e-learning modules are being deployed at 25 institutions across the country during the 2016-17 academic year.
This paper first summarizes the integrated e-learning modules model implemented at the University of ______________, which follows a clearly defined structure on module and course mappings. This structure, however, is not rigid, and we demonstrate by examples the wide potential for adopting these modules within all engineering disciplines and at all class levels. The deployment and adoption of these modules at 25 other institutions is also described. Assessment of the impact of the modules within the courses in which they were deployed was performed using pre and post surveys, and student and instructor feedback. The assessment was performed across all institutions where modules were deployed. Lessons learned during development, internal implementation and external deployment of the e-learning modules are also discussed.
Erdil, N. O., & Harichandran, R. S., & Nocito-Gobel, J., & Li, C. Q., & Carnasciali, M. (2017, June), Impact of Integrated E-Learning Modules in Developing an Entrepreneurial Mindset based on Deployment at 25 Institutions Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28467
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