Institutionalization and Expansion of Entrepreneurially Minded Learning (EML) from the First Year to Capstone
Formal Learning Team
EM Learning Objectives and Content Integration
The Formal Learning team is working on integrating Entrepreneurial Mindset (EM) content into courses throughout the entire coursework of undergraduate engineering students. To accomplish this, we have been developing a set of measurable course learning objectives that encompass some of the most important EM skills for an engineer to master. Some of these skills include how to identify an opportunity to create value, learn from failure, and protect intellectual property. These learning objectives are subdivided into three proficiency levels to better capture the student learning process. Additionally, rubrics for each level are being developed by the Research and Assessment team so researchers or instructors can directly assess courses using this content. Additional goals of the Formal Learning team are to work with faculty and TAs to facilitate the integration of EM content into engineering courses. E-learning modules are being adapted from those made by the University of New Haven for use by OSU engineering instructors. We are also working on developing lessons, assignments, and labs that meet our learning objectives for first-year engineering and capstone courses.
Formal Learning Team Members
Research and Assessment
Our Work: We aim to generate answers to research questions that examine the impact of entrepreneurial minded learning (EML) on students at OSU. To accomplish this, we have three main goals. First, seamlessly infuse entrepreneurial mindset-related standardized assessments and instruments into first-year engineering and capstone courses to aid in tracking of student data over time while establishing yearly analysis efforts. Second, conduct mentored entrepreneurial mindset-related research in formal learning environments based on proposals from College of Engineering personnel. Third, report research and assessment findings to research communities, practitioner communities, and broader communities of interest.