Impact of Integrated E-Learning Modules in Developing an Entrepreneurial Mindset based on Deployment at 25 Institutions

Abstract

, respectively. In 2006, she resigned from her faculty job and came to Connecticut for family reunion. Throughout her academic career in Australia and Singapore, she had developed a very strong interest in learning psychology and educational measurement. She then opted for a second Ph.D. in educational psychology, specialized in measurement, evaluation and assessment at University of Connecticut. She earned her second Ph.D. in 2010. Li has a unique crossdisciplinary educational and research background in mechatronics engineering, specialized in control and robotics, and educational psychology, specialized in statistical analysis and program evaluation. Impact of Integrated e-Learning Modules in Developing an EntrepreneurialMindset based on Deployment at 25 Institutions AbstractIn this paper, we describe an innovative curricular model employed at the University of New Haven to develop an entrepreneurial mindset in engineering students. The entrepreneurial mindset in this model is characterized by the Kern Entrepreneurial Engineering Network (KEEN)'s 3C's, which are curiosity, connections and creating value. The core of the model is the integration of short, self-paced, e-learning modules into courses spanning all four years of all engineering and computer science programs. A flipped classroom instructional model is used to integrate the modules into courses. We are in the third year of implementation on campus, and following a pilot deployment of the model at five other institutions in spring 2016, have conducted a large-scale deployment. Six e-learning modules were deployed at 25 institutions across the country during the 2016-17 academic year.We first summarize the integrated e-learning model implemented at the University of New Haven, which follows a clearly defined structure on module and course mappings. This structure, however, is not rigid, and we demonstrate by examples the wide potential for adopting these modules within all engineering disciplines and at all class levels. We also describe the deployment and adoption of these modules at 24 other institutions. We assessed the impact of the modules on student learning using pre and post surveys, and student and instructor feedback. We performed assessment across all institutions where modules were deployed. We also discuss lessons learned during development, and internal and external deployment of the e-learning modules.

A Systematic Review of Student Entrepreneurial Failure in Engineering Education

“…Assessment took place in terms of a set of 8 likert-type items about students' perceptions of failure. The authors continue to expand on this work in their work with Erdil, et al (2017) with a discussion of how these modules were deployed at 25 institutions.…”

Using the Entrepreneurial Mindset to Master Kinematics and Human Body Motion in a Biomechanics Course

“…They were required to learn more about their potential investor and to think of creative ways to entice them to invest in their design ideas. The pitch module was successful by implementing an on-line learning module provided by New Haven University, a partner and collaborative institution [15]. The student performances were thoughtful, clever and memorable and required a high level of creativity.…”

“…This is becoming more feasible for faculty to deploy through shared resources via on-line modules from collaborative instructors with like-minded teaching goals. Well organized EML onlinemodules such as elevator pitch makes deployment easy to implement in the engineering classroom [15]. In this semester-long project, students were introduced to new engineering topics in lecture, they practiced techniques in mini labs, and then applied the knowledge to their project while considering the entrepreneurial mindset at every step.…”

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

“…Since students complete the modules outside of class time, faculty do not need to give up class time to cover the entrepreneurial content. The design, integration, and assessment of the modules has been the content of several papers [3][4][5][6][7][8].…”