Cultivating an entrepreneurial mindset in an undergraduate engineering statistics course using project-based learning

Vignola, Cladio; London, Jeremi S.; Ayala, Richard; Huang, Wen

doi:10.1109/fie.2017.8190663

Cited by 8 publications

(9 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The PBL approach allows this way of acquiring entrepreneurship skills. Furthermore, the potential outcomes of PBL are aligned with the three C's of the entrepreneurial mindset (Creativity, Curiosity, and Connections) [5] and there are several reported uses of PBL for Entrepreneurship teaching [2], [6], [7], [8], [9].…”

Section: Pbl As An Enabler For An Entrepreneurship Mindsetmentioning

confidence: 95%

“…Project-based learning (PBL) is a well-known method to the educational society; it is a pedagogical approach that involves active learning, investigating and solving complex, real-world problems [1], [2]. The problem is used as a starting point around which the teaching and learning of knowledge and skills development is planned and constructed.…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

“…The problem is used as a starting point around which the teaching and learning of knowledge and skills development is planned and constructed. During the experience, students function as self-directed learners and work in teams to collaborate on solutions to open-ended challenges [2]. Students usually present their findings, including the process and solution(s) to the problem, as well as a product (a physical item or plan as part of the solution) to a selected audience consisting of peers or members of a target group.…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

“…Generically, the project will aim to apply new trends or developments in the area of IT in a business and develop entrepreneurial skills and cooperative work in multidisciplinary and international student teams. The Project-based learning (PBL) approach is used overall for project development [1], [2] along with the Peer Assisted Learning method [3].The students all have different educational backgrounds and can use this project to deepen their understanding of a subject by showing/explaining their deliverables to their peers.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Towards New Experiences for International Cooperation: A Multidisciplinary Ict and Business International Project

Seruca¹,

Suilen²,

Wijgergangs³

2019

EDULEARN Proceedings

View full text Add to dashboard Cite

A new experience in International Cooperation was launched by Fontys Hogeschool ICT, Netherlands in the form of an Interdisciplinary ICT and Business International Project, involving Bachelor third-year students and teachers from several Higher Education Institutions (HEI) partners. The main project objectives are International cooperation and awareness, demonstrating entrepreneurship behavior and an interdisciplinary vision. This kind of International Cooperation overcomes the problems often found in other mobility actions' applications under the Erasmus+ Programme framework, where high quality standards, rigid schemes of functioning and other selection criteria may hamper the possibilities for recognition and funding. This paper describes the development and implementation of an Interdisciplinary ICT and Business International project, supervised by the authors, aiming to develop innovative Business IT solutions under the central topic "Obesity & healthy lifestyle". The project was developed both in loco and in a remote way, where the initial kick-off was made at Fontys ICT and the closure at the second HEI partner, Portucalense University and involved students from both HEIs with ICT and business backgrounds. The work of the four project student teams is described, the methodology and outcomes assessed and lessons learnt are highlighted. The results of the assessment, conducted to measure both learning outcomes and student satisfaction with and opinions of the project, are included along with a summary of the experience gained by students and teachers while taking part in the project. The paper aims to share implementation and assessment of such a project as an opportunity for HEI's to acknowledge new ways of international cooperation, for entrepreneurship educators to learn from others' experiences, and to contribute to the entrepreneurship education literature.

show abstract

Section: Pbl As An Enabler For An Entrepreneurship Mindsetmentioning

confidence: 95%

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Towards New Experiences for International Cooperation: A Multidisciplinary Ict and Business International Project

Seruca¹,

Suilen²,

Wijgergangs³

2019

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…In particular, universities are increasingly implementing project-based learning (PBL) approaches in STEM classrooms. With PBL, students are placed in situations that closely resemble what they may encounter in their careers, such as a collaborative work environment and open-ended, real-world problems. , PBL not only enhances students’ understanding of concepts but also produces positive engaged-learning outcomes: (1) creativity in the areas of imagination, curiosity, and adventureness; (2) innovation and risk taking , attributed to the open-ended nature of projects that enable an entrepreneurial mindset; , (3) social responsibility for addressing social and ethical issues and for public outreach; , (4) teamwork , encompassing trust, responsibility, leadership, and an open mind for new ideas; − (5) confidence in the ability to apply engineering concepts and to tackle future challenges; , (6) communication for written and oral presentations . More importantly, many studies have demonstrated the possibility of PBL to go virtual, which is not only consistent with current trends toward digital technology but also compatible with online learning in the time of a pandemic. − While the advantages of PBL are well-studied, it is still unclear how specific PBL practices promote various engaged-learning outcomes differently.…”

mentioning

confidence: 99%

Virtual versus In-Person Presentation as a Project Deliverable Differentially Impacts Student Engaged-Learning Outcomes in a Chemical Engineering Core Course

et al. 2021

View full text Add to dashboard Cite

Over the past decade, the increasingly globalized society has continually redefined the qualities and skills of an ideal engineering graduate for industry and academic careers, and, more recently, in light of a global pandemic in 2020, the pedagogical environment has shifted toward a virtual classroom setting. Because the engineering and social challenges of the modern world are rapidly evolving, it is important to adapt teaching methods that reflect these changing times. An increasingly attractive teaching method in the engineering classroom is project-based learning (PBL), which is known to improve engaged-learning outcomes, such as creativity, risk taking, social responsibility, teamwork, self-confidence, and communication. However, it is still unclear how various PBL practices differentially impact these engaged-learning outcomes. Toward the goal of elucidating this, the impact of two different project formats, a virtual presentation versus an in-person presentation, was evaluated for a junior-level chemical engineering core course, Mass and Heat Transfer, over 2 years (248 students total). In surveys conducted after the projects were completed, students were asked to what degree the project improved each of the learning outcomes on a scale of 0 (no impact) to 10 (great impact). Data from these postproject surveys showed no statistically significant differences in impact on teamwork, self-confidence, and communication skills between the two groups. However, the virtual presentation had statistically significant greater positive impacts on student creativity [mean score: 8.9/10 (virtual) vs 7.7/10 (in-person); p < 0.001] and risk taking [mean score: 7.7/10 (virtual) vs 6.1/10 (in-person); p < 0.001], whereas the in-person presentation had a significantly more positive impact on social responsibility [mean score: 6.5/10 (in-person) vs 5.5/10 (virtual); p < 0.05]. Qualitative insights into these results were gathered from discussions with students in focus groups. The results of this study underscore the unique advantages associated with different presentation formats. From the perspective of the current transitions to online learning, the results suggest that changing project deliverables from an in-person to a virtual format may actually yield net gains in engaged-learning outcomes.

show abstract

A Systematic Literature Review of Entrepreneurial Education in Electrical, Electronic, and Computer Engineering Curricula

Browning,

Bustard

2024

IEEE Access

View full text Add to dashboard Cite

This study contributes to entrepreneurship education within electrical, electronic and computer (EEC) engineering curricula by providing a comprehensive overview of the teaching methodologies and assessment designs currently employed by educators. We explore the challenges faced by both EEC engineering educators and students in entrepreneurship education. This study is motivated by the need to understand the landscape of entrepreneurship education within EEC engineering curricula. This will benefit those who are starting an entrepreneurship course or reflecting on their course design and delivery. The following research questions are examined in this study: Is the need for entrepreneurship education in EEC engineering curricula based on development of soft skills and/or economic need?; What teaching methods are used within entrepreneurship teaching for EEC engineering students?; How are the students assessed within EEC engineering entrepreneurship education? Does EEC engineering entrepreneurship education vary based on country?; What challenges do students encounter participating in EEC engineering entrepreneurship?; What challenges do educators encounter in delivering EEC engineering entrepreneurship?; This study adopted a systematic literature review approach. The findings revealed that project-based learning is the most popular method of curriculum delivery along with lectures, while, a business plan, pitch, and prototype product are common components in assessment. The study also highlighted the United States of America as being well established in this field compared to other countries. The administrative challenge to educators was discussed but there are new opportunities, such as experiential based learning, which has started to be adopted.

show abstract

Cultivating an entrepreneurial mindset in an undergraduate engineering statistics course using project-based learning

Cited by 8 publications

References 9 publications

Towards New Experiences for International Cooperation: A Multidisciplinary Ict and Business International Project

Towards New Experiences for International Cooperation: A Multidisciplinary Ict and Business International Project

Virtual versus In-Person Presentation as a Project Deliverable Differentially Impacts Student Engaged-Learning Outcomes in a Chemical Engineering Core Course

A Systematic Literature Review of Entrepreneurial Education in Electrical, Electronic, and Computer Engineering Curricula

Contact Info

Product

Resources

About