Assessing the Growth in Entrepreneurial Mind-set Acquired through Curricular and Extra-curricular Components

Abstract

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.

Using Entrepreneurial Mindset Constructs to Compare Engineering Students and Entrepreneurs

“…These include explorations of the relationship to "makers" behavior [9], how various experiences can promote EML (e.g. first year [10] and extra-curricular [11]), and applications in specific courses, both traditional engineering [12] and those with a more specific EML focus [13].…”

Statistical Validation of Growth in the Entrepreneurial Mindset of Students Resulting from Four Years of Interventions

“…Assessment of educational interventions is of particular importance because it helps to determine whether the interventions are effective. As we collected more data over time, we were able to expand our assessments [3][4][5]. In this paper, we present findings of a longitudinal study related to our EML efforts that provides a more comprehensive evaluation.…”