Implementation of an Innovation and Entrepreneur Mindset Concept into Mechanics of Materials Course

Abstract

is a Professor of Mechanical Engineering at Kettering University. He specializes in dynamics and vibrations of mechanical systems and has conducted research in stability of automotive drivetrains, modal analysis, finite element analysis and computer aided engineering. His current work relates to system vibrations and automotive engineering. Dr. Mazzei received his Ph. D. in Mechanical Engineering from the University of Michigan (Ann Arbor) and both his M. Sc. and B. Sc. in Mechanical Engineering from the University of Sao Paulo (Brazil). He is an active member of SAE and SEM.

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].…”

A Statics and Dynamics Project Infusing Entrepreneurial Mindset

“…Projects and modules that infuse entrepreneurial mindset have been implemented across various engineering disciplines. Recently in Mechanical Engineering, faculty are incorporating EM into specific courses in the curriculum such as Mechanics of Materials [2], Thermodynamics [3], Manufacturing [4], and Capstone Design [5,6]. The use of entrepreneurial mindset can be mapped to ABET student outcomes and enhance learning with what are known as the 3C's -Curiosity, (making) Connections, and Creating Value [1,7].…”

Fostering Entrepreneurial Mindset through a Hands-on Design Project in a Mechanism Design Course

“…Within mechanical engineering, various efforts have been made to incorporate the entrepreneurial mindset into the curriculum. For example, Gerhart used EML (entrepreneuriallyminded learning) in a fluid mechanics course by incorporating stakeholders, opportunity identification, and value creation into problem-based learning [3]; Hennessey incorporated EML into a dynamics course [4]; Mehta et al implemented EML in a manufacturing processes course [5]; Mollory et al developed EML modules for a sophomore level Statics course [6]; Baqersad et al implemented EM in a mechanics of materials course [7]; Farina et al developed a project module to help increase students' curiosity, one of the three C's from KEEN's EM framework, about cooling systems in a thermodynamics course [8]; similarly, Miller also developed a module in a manufacturing course that aims to increase students' curiosity [9]. Most of these efforts were seen in lower division courses.…”