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|  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2018  \nAssessing Curiosity in the Engineering Entrepreneurship Context: Challenges and Future Research Areas  \nSARAH E. ZAPPE  \nPenn State University  \nUniversity Park, PA JOHN-DAVID YODER AND  \nJ. BLAKE HYLTON  \nOhio Northern University Ada, OH  \nABSTRACT  \nCuriosity is often included as one of several attributes comprising the entrepreneurial mindset. While research on curiosity has been conducted in the field of psychology for many decades, applied research on the construct in the entrepreneurship and entrepreneurship education settings has been lacking. The purpose of this paper is to provide guidance for assessing curiosity in the engineering entrepreneurship education context, focusing on two steps of the assessment process: defining curiosity, a step critical for developing program objectives, and identifying possible sources of evidence. Many unanswered questions remain about how the various dimensions of curiosity apply to the entrepreneurship education context.  \nKey words: Curiosity, entrepreneurial mindset, entrepreneurship education, assessment  \nINTRODUCTION  \nCuriosity is an attribute often mentioned by faculty when discussing programmatic goals for engineering entrepreneurship programs and courses and is often included in definitions of “entrepreneurial mindset.” For example, the Kern Entrepreneurial Engineering Network (KEEN), states that, “entrepreneurial minded individuals have a constant curiosity about our changing world and employ a contrarian view of accepted solutions”(Kern Family Foundation, Retrieved 2017) . KEEN  \nADVANCES IN ENGINEERING EDUCATION  \nAssessing Curiosity in the Engineering Entrepreneurship Context: Challenges and Future Research Areas  \ncontinues in its definition of the entrepreneurial mindset that,“In a world of accelerating change, today’s solutions are often obsolete tomorrow. Since discoveries are made by the curious, we must empower our students to investigate a rapidly changing world with an insatiable curiosity”(KEEN, Retrieved 2017) .  \nAssessment of entrepreneurship initiatives in the engineering context has been given much attention in recent years. Program directors and evaluators struggle to assess the impact of various educational innovations in entrepreneurship, particularly in regards to assessing the entrepreneurial mindset. Defining entrepreneurial mindset has been problematic, fraught with much debate and controversy in the engineering education community.  \nThe overall goal of this paper is to discuss ideas and challenges in the assessment of one attribute that is often included in definitions of the entrepreneurial mindset: curiosity. The paper begins with an overview of historical work defining curiosity, which is critical for identifying program objectives, and then discusses various sources of evidence that can be used in the assessment process. A central conclusion is that there is currently no clear best practice in the assessment of curiosity as an element of the entrepreneurial mindset. However, tremendous opportunities exist to build on the historical research of curiosity to develop assessment plans, to identify new research areas in the entrepreneurship education context, and to establish best instructional practices for the growing number of educators trying to encourage their students to be more curious.  \nDEFINITION OF CURIOSITY AND APPLICATION TO ENTREPRENEURSHIP EDUCATION  \nGrossnickle (2016) proposes a general definition of curiosity as, “the desire for new knowledge, information, experiences, or stimulation to resolve gaps or experience the unknown”(p. 26) . Factor analyses suggest that the construct is multi-dimensional, indicating a depth of interconnected yet distinct dimensions (Reio, et al. , 2006) . Some of the more widely recognized dimensions are described in Table 1 and are discussed further below.  \nCurios","cbCaienWnRyFeS8d","https://ap.wps.com/l/cbCaienWnRyFeS8d","pdf",834982,"English","# Abstract\n# Introduction\n# Definition of Curiosity and Application to Entrepreneurship Education\n## Dimensions of Curiosity\n# Advances in Engineering Education\n## Assessment Challenges and Evidence Sources","[{\"question\":\"Why is curiosity important in engineering entrepreneurship education?\",\"answer\":\"Curiosity is often included in definitions of the entrepreneurial mindset and is discussed as a programmatic goal for engineering entrepreneurship programs and courses.\"},{\"question\":\"What two steps does the paper emphasize for assessing curiosity?\",\"answer\":\"The assessment process is organized around defining curiosity (needed to set program objectives) and identifying sources of evidence for measurement.\"},{\"question\":\"What do the authors say about best practices for assessing curiosity?\",\"answer\":\"They conclude that there is currently no clear best practice for assessing curiosity as part of the entrepreneurial mindset, while noting opportunities to build assessment plans and research directions.\"}]","Assessing Curiosity in the Engineering Entrepreneurship Context: Challenges and Future Research Areas | PDF",1792068281,25]