fostering an entrepreneurial mindset in engineering ... · pdf filefostering an...

FosteringanEntrepreneurialMindsetinEngineeringStudents,

Faculty,andInstitutions

HelenChen,StanfordUniversity

DougMelton,KernFamilyFoundation

TerryRhodes,AAC&U

AAC&UNetworkforAcademicRenewalConference

CrossingBoundaries:TransformingSTEMEducation

SessionGoals

•EntrepreneurialMindset

•VALUERubrics

•ePortfolios

Becomeanactiveparticipantinadevelopingstory.

ACT 1http://www.stageandcinema.com/wp-content/uploads/2013/01/A-scene-from-The-Soho-Rep-production-of-Nature-Theater-of-Oklahomas-LIFE-AND-TIMES-Episodes-3-4..jpg

http://www.stageandcinema.com/wp-content/uploads/2013/01/A-scene-from-The-Soho-Rep-production-of-Nature-Theater-of-Oklahomas-LIFE-AND-TIMES-Episodes-3-4..jpg

ENGINEERING COLLEGES IN THE US

MISSION

OUR MISSION IS TO GRADUATE ENGINEERS

WITH AN ENTREPRENEURIAL MINDSET SO THEY CAN CREATE PERSONAL, ECONOMIC, AND SOCIETAL VALUE

THROUGH A LIFETIME OF MEANINGFUL WORK.

What is Mindset?

dispositionsAttitudes

Motivations }M

INDSET

Technical acumenCommunication

Project Management}SKILLSET

what fraction of success can be attributed to Each?

discuss…

mindset vs. skillset

for long-term success:

% ____ Mindset

% ____ Skillset

frequent responses: 50-70%

associated with mindset

Student-aimedvideoaboutdistinguishingmindsetfromskillset(w/surgeonandtandembicycleexamples).

https://www.youtube.com/watch?v=WZHvRpuemgk

https://www.youtube.com/watch?v=WZHvRpuemgk

THE ENGINEER WE NEED HAS AN ENTREPRENEURIAL MINDSET COUPLED

WITH ENGINEERING THOUGHT AND ACTION,

EXPRESSED THROUGH COLLABORATION AND

COMMUNICATION, AND FOUNDED ON

CHARACTER.

ENTREPRENEURIAL

MINDSET

Identifyan opportunity

Performtechnical design

Investigatethe market

Validatemarket interest

Createa preliminary

business model

Communicatean engineering solution

in economic terms


LQ�WHUPV�RI�VRFLHWDO�EHQHƓWV

Evaluatetechnical feasibility

customer valueVRFLHWDO�EHQHƓWV

economic viability

Developpartnerships and

build a team

Testconcepts quickly via

customer engagement

Identifysupply chains

distribution methods

Assesspolicy and

regulatory issues

Analyzesolutions

Createa model or prototype

Validatefunctions

Protectintellectual property

Developnew technologies

(optional)

COMPLEMENTARYSKILLS

OPPORTUNITY DESIGN IMPACT

Determinedesign requirements

THESE SPECIFIC SKILLS REINFORCE THE DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET





Createa preliminary

business model


in economic terms





economic viability


build a team


customer engagement



Assesspolicy and

regulatory issues

Analyzesolutions


Validatefunctions



(optional)

COMPLEMENTARYSKILLS




the traditional engineering

skillset needs expansion





Createa preliminary

business model


in economic terms





economic viability


build a team


customer engagement



Assesspolicy and

regulatory issues

Analyzesolutions


Validatefunctions



(optional)

COMPLEMENTARYSKILLS




MINDSET SKILLSET+

a tandem development

Integrating Entrepreneurship in Engineering Class Projects through Hypothetical Modifications of Existing Products

ASEE Illinois-Indiana Section Conference March 28, 2015

Heath J. LeBlanc Electrical & Computer Engineering and Computer

Science (ECCS) Department Ohio Northern University

Ada, OH, USA

Khalid Al-Olimat Electrical & Computer Engineering and Computer

Science (ECCS) Department Ohio Northern University

Ada, OH, USA

Acknowledgment: This work was supported in part by the Kern Family Foundation through the Kern Entrepreneurship Education Network (KEEN).

Course Format● System Design ● Electrical Engineering Seniors ● 1 credit hour lab setting (3-hours once per week) ● Project based (3 individual, 3 group projects) ● Ties together different fields of EE for system-level thinking and

design.

● Group Details ● 11 students total ● 3 groups (two 4-student groups and one 3-student group) ● Self-selected and consistent throughout all projects

WonderMill Grain Mill

!24

Customer Feedback● IT IS LOUD. ● My [product] wrecked the first 30 second I used it. Heated up

and started jerking and smelled like burnt plastic. ● I have to actually hold the tube in place to keep the flour from

squirting out on the sides and going everywhere ● There isn't much of a range for flour coarseness. In fact, on

mine, I can't really tell much difference between coarse and pastry.

● Starting the [product] with grain in the hopper or stopping the [product] while it is in process may cause your [product] to clog up with flour

Modifications to Grain Mill

● Design and implement control electronics for automation of the grain mill

● Use one or more proximity sensors for the feedback in the automatic control of the grain mill

● Integrate customer feedback to improve the grain mill in a conceptual design

● Consider safety and cost in the modifications

Project Learning Outcomes1. Design and construct control electronics that respond to

environmental conditions using an appropriate sensor. 2. Integrate multiple components into an overall working

system. 3. Assess customer needs. 4. Tailor the design of a system to integrate the motivations

and perspectives of multiple stakeholders. 5. Develop and implement test plans and procedures. 6. Demonstrate effective communication of information,

concepts, and ideas in writing. 7. Demonstrate effective communication orally.

Student Work● Sample prototype of Control Electronics with Proximity

Sensor

Rubrics

!30

● Table 3 ● Format and

Content in Group Project Reports

Format and Content Excellent Above Avg Avg Marginal Unsatisfactory Pts

Report Format

5pts Formatted as outlined in Report

Format Guidelines

4pts Renamed but similar sections

3pts Missing title page, different,

but mostly appropriate section names

2pts Inappropriate sections (do

not outline well what is included)

1-0 pts Missing hierarchical

structure

Intro-duction

5pts Successfully motivates the

problem; provides excellent high-level description of problem, solution, and results; outlines

report

4pts Mostly successful in motivation of the problem; provides good

high-level description of problem, solution and results

3pts Provides decent high-level

description of problem, solution, and results

2pts Missing high-level

description of problem, solution, or results; poor high-level descriptions

1-0 pts Missing high-level

descriptions and does not successfully motive

problem

Problem Des-

cription, Con-

straints, & Criteria

10pts Clearly & concisely defines

problem, identifies important criteria & constraints, specifies I/O and attributes, superbly defines architecture, and interfaces with

other components

9-8 pts Clearly defines the problem,

identifies some important criteria & constraints, specifies

I/O, and some discussion of architecture, and interfaces

with other components

7-6 pts Defines the problem, and

identifies few criteria &constraints; not a clear

specification of I/O; little or unclear discussion of system

architecture or interfaces with other components

5-4 pts Problem is mentioned yet ill defined, lacking in criteria

& constraints; little and unclear discussion of system architecture and interfaces

with other components

3-0 pts Problem is not defined,

severely lacking in criteria & constraints; no

discussion of system architecture or

interfaces

Pro-posed Solution &

Analysis

20 pts Design is well presented through nice models and/or diagram(s)

with a thorough and clear description; Design is expertly

analyzed through sound reasoning and/or mathematics

19-18 pts Design is presented through

models and/or diagram(s) with a good description; Design is

analyzed through sound reasoning and/or mathematics

17-14 pts Design is presented through models or diagram(s) with

some description; Design is fairly analyzed with mostly

sound reasoning and/or mathematics

13-10 pts Design description is

missing necessary diagrams, models, or description; Analysis of design has

significant mistakes or is generally lacking

9-0 pts Design is poorly

presented; Analysis of design is missing, is

completely erroneous, or is incomprehensible

Simu-lations

10 pts Appropriate simulation tool;

superbly set up simulation experiment; excellent

presentation and analysis of results

9-8 pts Appropriate simulation tool;

good setup; good presentation and analysis of results

7-6 pts Appropriate simulation tool; missing some aspects of the setup; decent presentation

and analysis of results

5-4 pts Appropriate simulation

tool; missing most of the setup; poor presentation and/or analysis of results

3-0 pts Inappropriate simulation

tool or missing simulations; missing or very poor analysis of

results

Testing & Imple-menta-

tion

20 pts Well thought and reasonable test

plans; Detailed procedural description; excellent

presentation of results with insights; includes exhaustive parts

and equipment list

19-17 pts Mostly useful test plans; good description with most details; good presentation of results

with some insights; good parts and equipment list

16-14 pts Decent test plans; decent description missing some

details; decent presentation of results; mostly complete parts

and equipment list

13-8 pts Poor test plans; poor

description missing details; poor presentation of results; mostly incomplete parts and

equipment list

7-0 pts Very poor test plans;

awful description with few details; missing

presentation of results; missing parts and

equipment list

Conclu-sions

5 pts Concise summary of problem & solution; adds value to report;

insightful discussion of redesign/lessons

4 pts Good summary; adds some

value to report; good discussion of redesign/lessons

3 pts Decent summary; marginal additional value to report;

some mention of lessons and redesign ideas

2 pts Poor summary; no

additional value; little mention of lessons or

redesign ideas

1-0 pts Poor or no summary; no

additional value; no mention of lessons or

redesign

Group Dyna-mics & Indivi-

dual Work-load

5 pts Roles & tasks clearly assigned; expertly describes successes, &

failures; outlines ways team efficiency and quality can be improved; prior changes well

documented

4 pts Roles & tasks assigned;

describes successes, & failures; outlines ways team efficiency and quality can be improved;

changes documented


describes few successes, & failures; few ways team

efficiency and quality can be improved


avoids successes, & failures discussion or ways team

efficiency & quality can be improved

1-0 pts Roles & tasks NOT

assigned; missing success & failure discussion;

missing team improvement

Writing Quality

Row Criterion Excellent Above Avg Avg Marginal Unsatisfactory

1 Paragraph Structure 1 1 1

2 Word Choice 1 2

3 Voice & Tense 2 1

4 Spelling & Punctuation 3

5 Audience, Conciseness, & Reproducibility 3

Table 7: Writing Quality Assessment of Student Group Project Reports

Assessment

Assessment

Format and ContentRow Criterion Excellent Above Avg Avg Marginal Unsatisfactory

1 Report Format 3

2 Introduction 1 2

3 Problem Description, Constraints, & Criteria 1 1 1

4 Proposed Solution & Analysis 1 2

5 Simulations 1 1 1

6 Testing & Implementation 2 1

7 Conclusions 2 1

8 Group Dynamics & Individual Workload 1 2

Table 8: Format and Content Assessment of Student Group Project Reports

How can You measure Mindset?

ACT 2http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg

http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg

VALUERubricsOverview:ValidAssessmentofUndergraduateEducation

• CreationoftheVALUERubrics:WhatVALUEIsandDoes

• CurrentVALUE/Multi-StateCollaborativeInitiative:WhereWeAreNow

• AnEntrepreneurially-MindedLearningRubric

VALUEProject(www.aacu.org/value)

16rubricsforEssentialLearningOutcomes

Createdto:

• Developsharedunderstandingofcommonlearningoutcomesandproficiencies

• Alternativetostandardizedtestsandstudentopinionsurveys

• Improvedirectassessmentofstudentlearning(intextandnon-textformats)byfaculty

• Encouragetransparencyandstudentself-evaluationoflearning

WhatisaVALUERubric?

▪ Articulationofexpected,demonstratedlearningatprogressivelymoresophisticatedandcomplexlevelsofachievementovertime

▪ VALUEbuildsonaphilosophyoflearningassessmentthatprivilegesmultipleexpertjudgmentsandsharedunderstandingofthequalityofstudentworkthroughthecurriculum,co-curriculum,andbeyondoverrelianceonstandardizedtestsdisconnectedfromanintentionalcourseofstudy.

ThePowerofRubricsasToolsforBothAssessmentandLearning

• Rubricstohelpguidestudentsandfaculty• Placesindividualfacultyjudgmentwithinnationalsharedexperience;nationwidebenchmarks

• Encouragesstudents’bestwork,encouragesself-assessment,andallowsforminingofsamplesforassessmentpurposes

• Allowslearningtobeseenasportable,forcumulativelearningandassessment,tocomplementotherhigh-impactpractices

• CanbuildupfromcourseleveltoinstitutionalreportingneedsANDdownfromgeneraltospecificprogram/coursecontext

41

PurposeandVisionfortheMulti-StateCollaborative

42

Change the dialogue currently focused on:

To…

Access!Completion

Quality!Success

TwelveStatesand100two-andfour-yearinstitutions

Videoofastudentcreationwhichcouldbeusedasastudentartifact

WhichVALUERubricsapply?

https://www.youtube.com/watch?v=gqLwKbBHtts&feature=share

https://www.youtube.com/watch?v=gqLwKbBHtts&feature=share

How can we help students

develop and capture Mindset

from the beginning?

ACT 3http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg

http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg

Why ePortfolios?

ePortfolios and Folio Thinking

Portfolio: A purposeful selection of artifacts together with reflections that represent some aspect of the owner’s learning

A culture of Folio Thinking provides structured opportunities for students to:

1. create learning portfolios 2. reflect on learning experiences

emphasizing integration, synthesis, and self-understanding

⬧ Empowerment ⬧ Equity ⬧ Excellence

Guiding Principles

http://cpree.uw.edu/120 student reflection activities representing 12 institutions, organized around: • Course Assignments – e.g., homework wrappers• Course Delivery – e.g., minute papers • Post-experience reflections – e.g., project debriefs• Teamwork – e.g., team journals• Personal Development – e.g. student ePortfolios

Credit Hour à Degree à Learning?

Amy Latinen, Cracking the Credit Hour, September 2012, New American Foundation and Education Sector

College transcripts are horrible… when it comes to winnowing the field to 10 or 15 semifinalists, we have almost no useful information about what they learned in school.

But what does a college

degree really tell employers

about how much an applicant

knows, about how much they learned to earn

that credential?

Enhanced Transcriptcourse descriptionsfaculty profileseDissertations & theseshonors papers

ePortfolio study abroadpapers & researchservice & internshipscertificates & badges

• Elon University• Indiana University – Purdue University Indianapolis• Quinsigamond Community College• Stanford University• University of Houston-Downtown• University of Maryland University College• University of South Carolina• University of Wisconsin Colleges and University of

Wisconsin – Extension

Piloting Comprehensive Student Records

Protoype Electronic Certificate

Thank you!

Helen L. Chen, Stanford University [email protected]

Doug Melton, Kern Family Foundation/KEEN

[email protected]

Terrel Rhodes, AAC&U

[email protected]

mailto:[email protected]



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