Growing the Entrepreneurial Mindset in First Year Engineering Students Using Sociotechnical Design Challenges

Jan DeWaters; Bhavana Kotla

doi:10.3991/ijep.v13i7.41667

Authors

Jan DeWaters Clarkson University, Potsdam, NY, USA https://orcid.org/0000-0002-0435-5971
Bhavana Kotla Purdue Polytechnic Institute, Purdue University, West Lafayette, IN, USA https://orcid.org/0000-0002-5163-7664

DOI:

https://doi.org/10.3991/ijep.v13i7.41667

Keywords:

First-year engineering education, Sociotechnical, Engineering design, Entrepreneurial minded learning

Abstract

Engineering graduates must acquire both technical knowledge and a diverse range of professional skills to effectively address the current global challenges. Equally important is a profound understanding of how technological solutions are influenced by the human and natural environments in which they are implemented. An open-ended, team-based design challenge integrates entrepreneurial-minded (EM) skill development into an interdisciplinary first-year engineering course that approaches engineering from a sociotechnical perspective. A mixed-methods study using a post-course reflective questionnaire explored students’ self-perceived development of EM skills. Quantitative results from a series of 5-point Likerttype questions indicate that students felt they developed EM skills in all three areas of the 3-C framework, with average mean scores above 4.0 in all three categories. Scores were significantly higher in the Connections and Create Value subscales (mean 4.31 ± 0.62 and 4.23 ± 0.76, respectively) compared to the Curiosity subscale (mean 4.04 ± 0.84). Student comments on open response questions support the overall value of the project and the broader sociotechnical learning outcomes that were achieved. Overall, this study suggests the effectiveness of incorporating open-ended, sociotechnical engineering design challenges to develop skills that will better prepare students for collaborative work on complex, interdisciplinary problems they may encounter in their professional careers.

Author Biographies

Jan DeWaters, Clarkson University, Potsdam, NY, USA

Jan DeWaters is an Associate Professor in the Institute for STEM Education with a joint appointment in the School of Engineering at Clarkson University, 8 Clarkson Avenue, Potsdam, NY, 13676, USA. While she teaches classes in both areas, her engi- neering courses emphasize the complex interplay between engineering decisions and societal influences, and the relationship between technological developments and environmental/societal impacts. Her research explores the impacts of best practices in STEM education in various settings, with a focus on post-secondary engineering. As such, she develops, implements, and evaluates various non-tradi- tional pedagogies such as project-based and place-based learning, in her own class- rooms, in support of others, and in informal education programs. An environmental engineer by training, Dr. DeWaters’ work typically integrates environmental topics such as energy and climate into STEM settings.

Bhavana Kotla, Purdue Polytechnic Institute, Purdue University, West Lafayette, IN, USA

Bhavana Kotla is a Ph.D. candidate and an Instructor for Design Thinking in Technology at the Department of Technology Leadership and Innovation, Purdue Polytechnic Institute, Young (Ernest C.) Hall, 155 S Grant St, West Lafayette, IN 47907, USA. Her research interests include Engineering and Entrepreneurship Education, specifically finding alternative ways to assess Entrepreneurially Minded Learning instead of traditional assessment approaches (e.g., surveys, interviews, and stan- dardized questionnaires) and how student perceptions can be leveraged to develop and improve existing curricula. Additionally, Bhavana is passionate about creat- ing diverse, inclusive, and safe learning spaces for all learners. She earned her BS in Electronics and Instrumentation Engineering from Keshav Memorial Institute of Technology in India and her MS in Aviation and Aerospace Management from Purdue University.