A Module to Introduce the Entrepreneurial Mindset into Thermodynamics – A Core Mechanical Engineering Course

Abstract

The work proposed here consists of an educational module designed for thermodynamics (a core Mechanical Engineering course) that promotes entrepreneurially-minded problem-solving by linking the application of theory with economic and environmental costs. It was designed specifically to provide students with a hands-on approach to learning, while giving them exposure to integrating technical design and entrepreneurship. This was accomplished using an iterative design process of an electric-generating power plant that compared performance, cost, and environmental effects as key metrics. Additionally, a socio-political aspect is instilled through "governmental regulations" introduced throughout the course of the project. The module was implemented twice in Thermodynamics II. After each execution, a preliminary study was conducted via student surveys to determine if students considered the module a valuable addition to the course. These preliminary findings aimed at not only determining if the module should be continued in the future, but also at evaluating if the module resulted in: (1) increased student engagement and interest in thermodynamics, (2) increased learning effectiveness, (3) skills gained to help students integrate technical solutions with market interest, and (4) additional skills gained to help students develop the entrepreneurial mindset. Preliminary findings conclude that students perceive this module to be a great tool for not only improving learning effectiveness and engagement, but also for stimulating the entrepreneurial mindset. Future work will evaluate the developed module using quantitative data from bi-weekly progress reports, final project proposal, final presentation, team evaluation, and student surveys to validate these preliminary findings.

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

“…In an effort to more broadly expose engineering students to entrepreneurial skills and topics, some programs aim to embed the topic within the engineering curriculum via case studies, 12 capstone projects, [13][14][15][16] or modules. 17,18 In the Tagliatela College of Engineering at the University of New Haven we employ an innovative curricular model to develop an entrepreneurial mindset in students that is based on integrating short e-learning modules into existing engineering courses. 19,20 There have been many studies about the effectiveness of e-learning, and some still question it.…”

Work In Progress: Incorporation of the Entrepreneurial Mindset into the Introduction to Engineering Course

“…However, the way in which customers are integrated into projects varies widely in literature. There are three main approaches which have been identified as viable ways of incorporating customers into a project: 1) creating a fictional setting with fictional stakeholders 5,6 , 2) incorporating a real-world setting, but without direct interaction with real clients (ex. designing something for a third world population) 7,8 , 3) designing a product for a real client [9][10][11] .…”

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

“…This leads to a mismatch where the workforce is composed of business people who lack the technical knowledge combined with engineers without business acumen unable to translate these skills to their engineering domain [3]. Effective modules have been implemented in higher-level engineering courses such as in courses in thermodynamics [4] and aerospace engineering [5] but there are few business technology applications available in the field of biomechanics. Those that are published in the field of motion analysis for applied biomechanics [6] and motion capture design projects [7] could benefit from a more in-depth approach to business and entrepreneurial thinking and could be implemented through a semester long project.…”