Student and Faculty Perceptions of Integrated E-learning Modules Aimed at Developing an Entrepreneurial Mindset

Maria-Isabel Carnasciali, Nadiye Erdil, Ronald Harichandran, Jean Nocito-Gobel, Cheryl Li
2020 ASEE Virtual Annual Conference Content Access Proceedings   unpublished
Traditional engineering curricula are often packed with predetermined credits limiting students' flexibility to take courses outside their majors. Engineering faculty have expertise and teach in the narrow areas within the discipline in which they were trained. Yet, the desire for engineering graduates to possess skills and mindset that transcend the topics typically included in traditional engineering programs is ever-present. One example of such a challenge is the initiative to equip
more » ... e to equip engineering graduates with an entrepreneurial mindset. In this context, an entrepreneurial mindset is defined by the KEEN 3C's Framework: developing students to be curious to the opportunities presented by unsolved problems in an ever-changing world; with the skills to make connections within and between topics that require a multidisciplinary perspective; while always keeping in mind that an effective solution must create value for someone in society. To tackle this challenge, the University of New Haven developed a series of 18 e-learning modules covering a broad set of topics mapped to attributes of an entrepreneurial mindset. The eleaning modules were integrated within regular engineering and computer science courses in a hybrid format (on-ground and online), providing a supplement to topics generally included in those courses. The e-learning modules are open source, developed with funding from the Kern Family Foundation. Over the past four years, the e-learning modules were deployed outside the University of New Haven at 55 other institutions by 77 faculty. In this paper we present the perceptions of over 1500 students and 50 faculty who participated in the external deployments and submitted meaningful feedback. The data we collected informed improvements made to the modules. Faculty who wish to integrate the modules within their courses in the future will gain insight into successful practices and pitfalls to avoid.
doi:10.18260/1-2--35218 fatcat:5v3hecsambawjezmb3uydlyfjq