Impact of Various Pedagogies on Design Confidence, Motivation, and Anxiety of First-Year Engineering Students

Hylton, J. Blake; DiBerardino, Louis A.

doi:10.18260/1-2--28472

Cited by 3 publications

(4 citation statements)

References 5 publications

(10 reference statements)

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“…A notable and exciting outcome of this process has been that faculty outside of the college of engineering, but who often teach engineering students (such as professional ethics, statistics, chemistry, and entrepreneurship), have engaged more deeply with the college through this process and are now engaged in the work of implementing the EM. It is also notable that implementation of the KEEN outcomes had a secondary effect of deepening adoption of a broader array of teaching methods (e.g., Hylton et al, 2017), as many established pedagogies have analogues within the EM. Analogies, contrasting cases, justin-time teaching and elaboration, for example, are different pedagogical approaches related to connections.…”

Section: Implementation Considerationsmentioning

confidence: 99%

“…Additionally, as this same process is expanded to the other departments in the College of Engineering, a more robust and uniform method of assessment is being developed, built around the inclusion of useful and KEEN-linked student outcomes in the FCAR (Faculty Course Assessment Report) and other course reporting mediums. While these data are unfortunately unavailable for the current work, the various course-level implementation works are included as evidence of effectiveness of the myriad of pedagogical innovations that comprise this curricular modification (Diberardino et al, 2018;Estell & Howe, 2017;Hylton et al, 2017;LeBlanc & Hassan, 2017;Mehta & Mikesell, 2018;Mikesell et al, 2015;Reeping & Estell, 2018;Shen & Mehta, 2017). In addition, to better illustrate the specifics of implementation, an exemplar modification is included later.…”

Section: Implementation Considerationsmentioning

confidence: 99%

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Working to Instill the Entrepreneurial Mindset Across the Curriculum

Hylton

Mikesell

Yoder

et al. 2019

Entrepreneurship Education and Pedagogy

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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.

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Section: Implementation Considerationsmentioning

confidence: 99%

Section: Implementation Considerationsmentioning

confidence: 99%

Working to Instill the Entrepreneurial Mindset Across the Curriculum

Hylton

Mikesell

Yoder

et al. 2019

Entrepreneurship Education and Pedagogy

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“…Most existing work focuses on business, humanities, and social science students [1,20,[27][28]30]. In the field of engineering entrepreneurship, most efforts focus on: methods for integrating entrepreneurship into engineering [30][31][32][33], appropriate pedagogies for teaching entrepreneurship to engineering students [25,[34][35][36][37][38], and the development of case studies and curricula for instilling entrepreneurship in engineering students [23,[39][40][41][42][43][44][45], leaving out the study of factors that affect engineering students' entrepreneurial intention. The authors of this study consider it necessary to complement the efforts of researchers in the field of engineering entrepreneurship by empirically studying the factors that determine engineering students' entrepreneurial intentions.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Engineering Entrepreneurship Intentions Among Engineering Students of Osun State University, Nigeria

Idris

Adeboye²,

Adeyemi³

et al. 2022

Int. J. Eng. Ped.

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Entrepreneurship is the major solution to the unemployment problem that has resulted to multifaceted socio-economic challenges in the developing worlds. If engineer becomes entrepreneur, this will not only create jobs but promote technological development and a sustainable national economic growth is guaranteed. The process of entrepreneurship starts from the development of intention to embark on such a venture, hence this study assessed the entrepreneurial intentions of the engineering students in the universities. To accomplish this task, Ajzen theory of planned behaviour is applied. A survey was conductor at the faculty of engineering, Osun State University, Osogbo, Nigeria through a structured questionnaire administered to 470 engineering students in 2021. The data collected was analysed using Statistical Product and Service Solution (SPSS) version 20. The results of the descriptive and regression analyses using the SPSS show that engineering courses are mostly study by the male gender and further revealed that entrepreneurial intentions could be statistically investigated using the Ajzen theory. The results specifically revealed that personal attitude, subjective norms and perceived behavioural control are statistically significant in determining the entrepreneurial intentions of engineering students, while the level of study is insignificant. Based on these results, recommendations for the government, heads of engineering faculty, educators in the fields of engineering and entrepreneurship were provided

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“…Additionally, the surveys were administered and anonymized by a faculty member with no connection to the course to prevent any bias in the process. The surveys were based on the valid and reliable tool developed by Carbery et al [18] and used by other researchers, see [19] as an example. The specific questions of this validated tool had to be changed to obtain the desired information.…”

Section: Resultsmentioning

confidence: 99%