, 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. Dr. Nadiye O. Erdil, University of New Haven Nadiye O. Erdil is an assistant professor of industrial engineering and engineering and operations management at the University of New Haven. Her research interests include use of statistical methods and lean tools for quality and process improvement, and use of information technology in operations management. Her work is primarily in manufacturing and healthcare delivery operations. Dr. Jean Nocito-Gobel, University of New HavenJean Nocito-Gobel, Professor of Civil & Environmental Engineering at the University of New Haven, received her Ph.D. from the University of Massachusetts, Amherst. She has been actively involved in a number of educational initiatives in the Tagliatela College of Engineering including KEEN and PITCH, PI of the ASPIRE grant, and is the coordinator for the first-year Intro to Engineering course. Her professional interests include modeling the transport and fate of contaminants in groundwater and surface water systems, as well as engineering education reform.c American Society for Engineering Education, 2016 Development of an Instrument to Measure the Entrepreneurial Mindset of Engineering Students AbstractThis work in progress describes the development of an instrument to measure the entrepreneurial mindset of engineering students.The need for developing an entrepreneurial mindset in engineering students is being recognized by many universities. However, very few comprehensive, generalized and well-validated instruments are available for assessment purpose. Most research and educational efforts focus on the design and implementation of engineering entrepreneurship programs, but assessment practices have not kept up. There are several reasons for the shortfall in assessment practices: 1) Introducing engineering students to entrepreneurship is a relatively new trend and it will take time for the successes to be quantified and assessed; 2) There are inconsistencies across different engineering entrepreneurship programs; 3) The program can involve a single course, multiple courses, projects or experiential learning; 4) The concepts can be taught by engineering faculty, business faculty, practicing engineers, or a mix of these. These program differences lead to variations in assessment methods and instruments. Most importantly, there is lack of a clear, consistent and comprehensive definition of enginee...

, 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.c American Society for Engineering Education, 2016 Integrating e-Learning Modules into Engineering Courses to Develop an Entrepreneurial Mindset in Students AbstractEngineering graduates who will be leaders in today's rapidly changing environment must possess an entrepreneurial mindset and a variety of professional skills in addition to technical knowledge and skills. An entrepreneurial mindset applies to all aspects of life, beginning with curiosity about our changing world, integrating information from various resources to gain insight, and identifying unexpected opportunities to create value. The Kern Entrepreneurial Engineering Network (KEEN) defines curiosity, connections and creating value as three core components of an entrepreneurial mindset. These 3Cs coupled with associated engineering skills forms KEEN's entrepreneurial mindset framework. An entrepreneurial mindset enables engineers to develop sound technical solutions that address customer needs, are feasible from a business perspective, and have societal benefit.The Tagliatela College of Engineering at the University of New Haven is working to develop an entrepreneurial mindset in its engineering students through a four-faceted framework based on KEEN's constructs that includes: 1) developing an entrepreneurial mindset amongst faculty; 2) providing curricular components that develop specific student knowledge and skills; 3) structuring the physical environment to promote entrepreneurial minded learning; and 4) providing opportunities for students to engage in meaningful extra-curricular activities. This paper focuses on the curricular component of this framework.As part of these curricular activities, 18 short, self-paced, e-learning modules will be developed and integrated into courses spanning all four years across all engineering and computer science disciplines. Each module contains readings, short videos and self-assessment exercises. Five of these e-learning modules were developed in fall 2014, four of these five were piloted in the Spring 2015 semester, and all five modules were broadly deployed in the Fall 2015 semester. A flipped classroom instructional model is used to integrate the modules into courses. Content is delivered via a short online module outside the class, and student learning is improved by reinforcing the content covered in the module through class discussions and contextual ac...

, 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.

An approach to develop entrepreneurial thinking skills in engineering students by integrating online modules into existing courses is described. Eighteen online modules covering a variety of topics will be developed. Developers for the modules are selected by reviewing proposals submitted in response to a broadly distributed request for proposals. Developers undergo extensive training before embarking upon module development. Students will complete each standalone module outside of class hours. Instructors who deploy a module in their course will develop contextual course assignments that reinforce concepts covered in the modules. These instructors also undergo training and are assisted by an external consultant. All engineering students will complete at least 13 of the 18 modules; some will complete all 18 modules.

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