Over the past two decades, significant work has been done to increase the opportunities for engineering students to develop an entrepreneurial mindset (EM). These have included curricular, cocurricular, and extracurricular activities on many campuses. This article describes efforts to build the EM comprehensively into the mechanical engineering curriculum at Ohio Northern University. While several frameworks have been proposed related to the EM, the work here is motivated by the Kern Entrepreneurial Engineering Network framework (KEEN). A core group of college faculty identified the institutional definitions of the KEEN student outcomes and identified courses for deployment of these outcomes to provide comprehensive, curriculum-wide exposure to the EM. This article discusses how the work was completed, incentive and reporting structures for onboarding faculty, the adopted strategies for program assessment of the EM outcomes, and efforts to ensure long-term sustainability of the curricular modifications. Observations, challenges, and unexpected benefits are discussed, as well as anticipated next steps for college-wide implementation.

a member of Purdue's Teaching Academy. Since 1999, she has been a faculty member within the FirstYear Engineering Program, teaching and guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She is currently a member of the educational team for the Network for Computational Nanotechnology (NCN).

also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of entrepreneurial thinking into the engineering curriculum and especially as pertains to First-Year Engineering.

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also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of entrepreneurial thinking into the engineering curriculum and especially as pertains to First-Year Engineering.

also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design, including the incorporation of entrepreneurial thinking into the engineering curriculum and especially as pertains to First-Year Engineering.

He has published about 90 peer-reviewed technical articles in international conferences, journals, and book chapters. Dr. Seliya is proactive in computing sciences scholarship and pedagogy enhancement, including grants, undergraduate research, and curriculum and course development. His prior professional endeavors include:

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