Developing an Entrepreneurial Mindset in Engineering Students Using Integrated E-Learning Modules - Fall 2018

Oct 15, 2026

An innovative approach is being developed and implemented to build an entrepreneurial mindset across undergraduate engineering and computer science students. The approach combines 18 short e-learning modules on entrepreneurial topics with integration into regular courses using a flipped classroom model and contextual, course-linked activities. The methodology targets credit constraints, limited instructor expertise, and limited classroom time. A mini-grant supported deployment by faculty across 24 institutions from 2016–2017 and additional institutions in 2017–2018; preliminary effectiveness assessment is presented.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Motivation

Integrated E-Learning Modules

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | FALL 2018 Developing an Entrepreneurial Mindset in Engineering Students Using Integrated E-Learning Modules RONALD S. HARICHANDRANNADIYE O. ERDIL MARIA-ISABEL CARNASCIALI JEAN NOCITO-GOBEL AND CHERYL LI University of New Haven West Haven, CT ABSTRACT An innovative approach to develop an entrepreneurial mindset in all undergraduate engineering and computer science students is being developed and implemented. The approach consists of the development of short e-learning modules on 18 entrepreneurial topics and the integration of these modules into regular courses in programs. A flipped classroom model is used along with contextual activities related to course content, in which students apply what they learned through the modules. The methodology addresses the credit constraints in engineering and computer science programs, the lack of instructor expertise in entrepreneurial topics, and constraints in classroom instruction time. Through a mini-grant program, six modules were deployed by 29 faculty at 24 institutions nationwide from spring 2016 to spring 2017, and 30 faculty, some from previous institutions, and others from an additional 18 institutions, deployed modules in 2017-18. Preliminary assessment of the effectiveness of the approach in developing an entrepreneurial mindset in students is presented. Key words: Entrepreneurship, E-learning, Flipped Classroom MOTIVATION Many engineering colleges are currently attempting to impart entrepreneurial skills to their students (Kuratko, 2005; Kauffman Foundation, 2008; Duval-Couetil, 2013) . A variety of approaches are being ADVANCES IN ENGINEERING EDUCATION Developing an Entrepreneurial Mindset in Engineering Students Using Integrated E-Learning Modules used, including: having students take business-oriented courses; encouraging students to participate in extracurricular activities, such as startup or innovation competitions; working with startup companies in businesses incubators (Archibald et al., 2005; Ochs et al., 2006; Echempati, 2011; Reimer et al., 2011; Mallory, 2015; Jayaraman & Swartwout, 2015; Gandhi et al., 2016) . A significant constraint within engineering programs is an already packed curriculum and limited elective credits that can be applied toward courses in business/entrepreneurship. Having to know the value of entrepreneurship in advance and take additional credits beyond program requirements limits the number of students who take entrepreneurship courses. From the faculty perspective, small colleges are particularly challenged by not having enough faculty with expertise in entrepreneurship. To overcome these constraints and difficulties, we created a model that enables all engineering and computer science students to develop an entrepreneurial mindset without having to take extra courses. The model is transferable to other institutions and scalable to accommodate large numbers of students. INTEGRATED E-LEARNING MODULES The approach we are using consists of the integration of 18, short, e-learning modules on a variety of topics related to entrepreneurial thinking into regular courses that students take over four years of engineering and computer science programs. The 18 modules are designed to address entrepreneurially-minded learning (EML) outcomes and complementary skills (KEEN, 2016; Rae & Melton, 2016; London et al., in press) . Fourteen of these modules have been developed, and the remaining four will be developed by fall 2018. At its core, EML is a pedagogical strategy that encourages students to possess curiosity to investigate a rapidly changing world, to innovate by making connections between different streams of information, and to create value for others. EML in engineering education is more than stimulating entrepreneurship, which focuses on venture creation. EML outcomes and the complementa

FAQs

What is the main goal of the e-learning module approach?

To develop an entrepreneurial mindset in undergraduate engineering and computer science students without requiring extra entrepreneurship courses.

How are the e-learning modules integrated into existing courses?

The 18 short modules are embedded into regular engineering and computer science courses over four years, and instructors add contextual projects or assignments tied to module learning.

What instructional model and activities are used with the modules?

A flipped classroom model is used, supported by contextual activities where students apply what they learned from the modules to course content.

Oct 15, 2026

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