This article describes the design and implementation
of a sensors-based
entrepreneurial-minded learning (EML) module in a large (>150 students)
first-year General Chemistry II course. Students worked in groups
create a novel sensor that solves an existing scientific problem or
improves upon an existing sensor. Students proposed and explained
the chemical background of their sensors as well as presented their
final products to the class in the style of a brief elevator pitch.
This module necessitates that students think innovatively, integrate
knowledge from varied sources, and collaborate with their peers. The
aim of implementing this EML module is to spur creative thinking,
innovation, and entrepreneurial learning among first-year undergraduate
chemistry students. We conducted course surveys to gauge students’
reception of this module and found that the majority of students enjoyed
this activity and learned valuable skills from their experience. Moving
forward, we advocate that these and similar learning modules are implemented
in large, introductory course settings due to the many benefits that
they offer to students.
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