Upload
hoangcong
View
220
Download
0
Embed Size (px)
Citation preview
FosteringanEntrepreneurialMindsetinEngineeringStudents,
Faculty,andInstitutions
HelenChen,StanfordUniversity
DougMelton,KernFamilyFoundation
TerryRhodes,AAC&U
AAC&UNetworkforAcademicRenewalConference
CrossingBoundaries:TransformingSTEMEducation
SessionGoals
•EntrepreneurialMindset
•VALUERubrics
•ePortfolios
Becomeanactiveparticipantinadevelopingstory.
ACT 1http://www.stageandcinema.com/wp-content/uploads/2013/01/A-scene-from-The-Soho-Rep-production-of-Nature-Theater-of-Oklahomas-LIFE-AND-TIMES-Episodes-3-4..jpg
MISSION
OUR MISSION IS TO GRADUATE ENGINEERS
WITH AN ENTREPRENEURIAL MINDSET SO THEY CAN CREATE PERSONAL, ECONOMIC, AND SOCIETAL VALUE
THROUGH A LIFETIME OF MEANINGFUL WORK.
dispositionsAttitudes
Motivations }M
INDSET
Technical acumenCommunication
Project Management}SKILLSET
Student-aimedvideoaboutdistinguishingmindsetfromskillset(w/surgeonandtandembicycleexamples).
https://www.youtube.com/watch?v=WZHvRpuemgk
THE ENGINEER WE NEED HAS AN ENTREPRENEURIAL MINDSET COUPLED
WITH ENGINEERING THOUGHT AND ACTION,
EXPRESSED THROUGH COLLABORATION AND
COMMUNICATION, AND FOUNDED ON
CHARACTER.
Identifyan opportunity
Performtechnical design
Investigatethe market
Validatemarket interest
Createa preliminary
business model
Communicatean engineering solution
in economic terms
Communicatean engineering solution
LQ�WHUPV�RI�VRFLHWDO�EHQHƓWV
Evaluatetechnical feasibility
customer valueVRFLHWDO�EHQHƓWV
economic viability
Developpartnerships and
build a team
Testconcepts quickly via
customer engagement
Identifysupply chains
distribution methods
Assesspolicy and
regulatory issues
Analyzesolutions
Createa model or prototype
Validatefunctions
Protectintellectual property
Developnew technologies
(optional)
COMPLEMENTARYSKILLS
OPPORTUNITY DESIGN IMPACT
Determinedesign requirements
THESE SPECIFIC SKILLS REINFORCE THE DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET
Identifyan opportunity
Performtechnical design
Investigatethe market
Validatemarket interest
Createa preliminary
business model
Communicatean engineering solution
in economic terms
Communicatean engineering solution
LQ�WHUPV�RI�VRFLHWDO�EHQHƓWV
Evaluatetechnical feasibility
customer valueVRFLHWDO�EHQHƓWV
economic viability
Developpartnerships and
build a team
Testconcepts quickly via
customer engagement
Identifysupply chains
distribution methods
Assesspolicy and
regulatory issues
Analyzesolutions
Createa model or prototype
Validatefunctions
Protectintellectual property
Developnew technologies
(optional)
COMPLEMENTARYSKILLS
OPPORTUNITY DESIGN IMPACT
Determinedesign requirements
THESE SPECIFIC SKILLS REINFORCE THE DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET
the traditional engineering
skillset needs expansion
Identifyan opportunity
Performtechnical design
Investigatethe market
Validatemarket interest
Createa preliminary
business model
Communicatean engineering solution
in economic terms
Communicatean engineering solution
LQ�WHUPV�RI�VRFLHWDO�EHQHƓWV
Evaluatetechnical feasibility
customer valueVRFLHWDO�EHQHƓWV
economic viability
Developpartnerships and
build a team
Testconcepts quickly via
customer engagement
Identifysupply chains
distribution methods
Assesspolicy and
regulatory issues
Analyzesolutions
Createa model or prototype
Validatefunctions
Protectintellectual property
Developnew technologies
(optional)
COMPLEMENTARYSKILLS
OPPORTUNITY DESIGN IMPACT
Determinedesign requirements
THESE SPECIFIC SKILLS REINFORCE THE DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET
Identifyan opportunity
Performtechnical design
Investigatethe market
Validatemarket interest
Createa preliminary
business model
Communicatean engineering solution
in economic terms
Communicatean engineering solution
LQ�WHUPV�RI�VRFLHWDO�EHQHƓWV
Evaluatetechnical feasibility
customer valueVRFLHWDO�EHQHƓWV
economic viability
Developpartnerships and
build a team
Testconcepts quickly via
customer engagement
Identifysupply chains
distribution methods
Assesspolicy and
regulatory issues
Analyzesolutions
Createa model or prototype
Validatefunctions
Protectintellectual property
Developnew technologies
(optional)
COMPLEMENTARYSKILLS
OPPORTUNITY DESIGN IMPACT
Determinedesign requirements
THESE SPECIFIC SKILLS REINFORCE THE DEVELOPMENT OF AN ENTREPRENEURIAL MINDSET
Integrating Entrepreneurship in Engineering Class Projects through Hypothetical Modifications of Existing Products
ASEE Illinois-Indiana Section Conference March 28, 2015
Heath J. LeBlanc Electrical & Computer Engineering and Computer
Science (ECCS) Department Ohio Northern University
Ada, OH, USA
Khalid Al-Olimat Electrical & Computer Engineering and Computer
Science (ECCS) Department Ohio Northern University
Ada, OH, USA
Acknowledgment: This work was supported in part by the Kern Family Foundation through the Kern Entrepreneurship Education Network (KEEN).
Course Format● System Design ● Electrical Engineering Seniors ● 1 credit hour lab setting (3-hours once per week) ● Project based (3 individual, 3 group projects) ● Ties together different fields of EE for system-level thinking and
design.
● Group Details ● 11 students total ● 3 groups (two 4-student groups and one 3-student group) ● Self-selected and consistent throughout all projects
Customer Feedback● IT IS LOUD. ● My [product] wrecked the first 30 second I used it. Heated up
and started jerking and smelled like burnt plastic. ● I have to actually hold the tube in place to keep the flour from
squirting out on the sides and going everywhere ● There isn't much of a range for flour coarseness. In fact, on
mine, I can't really tell much difference between coarse and pastry.
● Starting the [product] with grain in the hopper or stopping the [product] while it is in process may cause your [product] to clog up with flour
Modifications to Grain Mill
● Design and implement control electronics for automation of the grain mill
● Use one or more proximity sensors for the feedback in the automatic control of the grain mill
● Integrate customer feedback to improve the grain mill in a conceptual design
● Consider safety and cost in the modifications
Project Learning Outcomes1. Design and construct control electronics that respond to
environmental conditions using an appropriate sensor. 2. Integrate multiple components into an overall working
system. 3. Assess customer needs. 4. Tailor the design of a system to integrate the motivations
and perspectives of multiple stakeholders. 5. Develop and implement test plans and procedures. 6. Demonstrate effective communication of information,
concepts, and ideas in writing. 7. Demonstrate effective communication orally.
Rubrics
!30
● Table 3 ● Format and
Content in Group Project Reports
Format and Content Excellent Above Avg Avg Marginal Unsatisfactory Pts
Report Format
5pts Formatted as outlined in Report
Format Guidelines
4pts Renamed but similar sections
3pts Missing title page, different,
but mostly appropriate section names
2pts Inappropriate sections (do
not outline well what is included)
1-0 pts Missing hierarchical
structure
Intro-duction
5pts Successfully motivates the
problem; provides excellent high-level description of problem, solution, and results; outlines
report
4pts Mostly successful in motivation of the problem; provides good
high-level description of problem, solution and results
3pts Provides decent high-level
description of problem, solution, and results
2pts Missing high-level
description of problem, solution, or results; poor high-level descriptions
1-0 pts Missing high-level
descriptions and does not successfully motive
problem
Problem Des-
cription, Con-
straints, & Criteria
10pts Clearly & concisely defines
problem, identifies important criteria & constraints, specifies I/O and attributes, superbly defines architecture, and interfaces with
other components
9-8 pts Clearly defines the problem,
identifies some important criteria & constraints, specifies
I/O, and some discussion of architecture, and interfaces
with other components
7-6 pts Defines the problem, and
identifies few criteria &constraints; not a clear
specification of I/O; little or unclear discussion of system
architecture or interfaces with other components
5-4 pts Problem is mentioned yet ill defined, lacking in criteria
& constraints; little and unclear discussion of system architecture and interfaces
with other components
3-0 pts Problem is not defined,
severely lacking in criteria & constraints; no
discussion of system architecture or
interfaces
Pro-posed Solution &
Analysis
20 pts Design is well presented through nice models and/or diagram(s)
with a thorough and clear description; Design is expertly
analyzed through sound reasoning and/or mathematics
19-18 pts Design is presented through
models and/or diagram(s) with a good description; Design is
analyzed through sound reasoning and/or mathematics
17-14 pts Design is presented through models or diagram(s) with
some description; Design is fairly analyzed with mostly
sound reasoning and/or mathematics
13-10 pts Design description is
missing necessary diagrams, models, or description; Analysis of design has
significant mistakes or is generally lacking
9-0 pts Design is poorly
presented; Analysis of design is missing, is
completely erroneous, or is incomprehensible
Simu-lations
10 pts Appropriate simulation tool;
superbly set up simulation experiment; excellent
presentation and analysis of results
9-8 pts Appropriate simulation tool;
good setup; good presentation and analysis of results
7-6 pts Appropriate simulation tool; missing some aspects of the setup; decent presentation
and analysis of results
5-4 pts Appropriate simulation
tool; missing most of the setup; poor presentation and/or analysis of results
3-0 pts Inappropriate simulation
tool or missing simulations; missing or very poor analysis of
results
Testing & Imple-menta-
tion
20 pts Well thought and reasonable test
plans; Detailed procedural description; excellent
presentation of results with insights; includes exhaustive parts
and equipment list
19-17 pts Mostly useful test plans; good description with most details; good presentation of results
with some insights; good parts and equipment list
16-14 pts Decent test plans; decent description missing some
details; decent presentation of results; mostly complete parts
and equipment list
13-8 pts Poor test plans; poor
description missing details; poor presentation of results; mostly incomplete parts and
equipment list
7-0 pts Very poor test plans;
awful description with few details; missing
presentation of results; missing parts and
equipment list
Conclu-sions
5 pts Concise summary of problem & solution; adds value to report;
insightful discussion of redesign/lessons
4 pts Good summary; adds some
value to report; good discussion of redesign/lessons
3 pts Decent summary; marginal additional value to report;
some mention of lessons and redesign ideas
2 pts Poor summary; no
additional value; little mention of lessons or
redesign ideas
1-0 pts Poor or no summary; no
additional value; no mention of lessons or
redesign
Group Dyna-mics & Indivi-
dual Work-load
5 pts Roles & tasks clearly assigned; expertly describes successes, &
failures; outlines ways team efficiency and quality can be improved; prior changes well
documented
4 pts Roles & tasks assigned;
describes successes, & failures; outlines ways team efficiency and quality can be improved;
changes documented
3 pts Roles & tasks assigned;
describes few successes, & failures; few ways team
efficiency and quality can be improved
2 pts Roles & tasks assigned;
avoids successes, & failures discussion or ways team
efficiency & quality can be improved
1-0 pts Roles & tasks NOT
assigned; missing success & failure discussion;
missing team improvement
Writing Quality
Row Criterion Excellent Above Avg Avg Marginal Unsatisfactory
1 Paragraph Structure 1 1 1
2 Word Choice 1 2
3 Voice & Tense 2 1
4 Spelling & Punctuation 3
5 Audience, Conciseness, & Reproducibility 3
Table 7: Writing Quality Assessment of Student Group Project Reports
Assessment
Assessment
Format and ContentRow Criterion Excellent Above Avg Avg Marginal Unsatisfactory
1 Report Format 3
2 Introduction 1 2
3 Problem Description, Constraints, & Criteria 1 1 1
4 Proposed Solution & Analysis 1 2
5 Simulations 1 1 1
6 Testing & Implementation 2 1
7 Conclusions 2 1
8 Group Dynamics & Individual Workload 1 2
Table 8: Format and Content Assessment of Student Group Project Reports
ACT 2http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg
VALUERubricsOverview:ValidAssessmentofUndergraduateEducation
• CreationoftheVALUERubrics:WhatVALUEIsandDoes
• CurrentVALUE/Multi-StateCollaborativeInitiative:WhereWeAreNow
• AnEntrepreneurially-MindedLearningRubric
VALUEProject(www.aacu.org/value)
16rubricsforEssentialLearningOutcomes
Createdto:
• Developsharedunderstandingofcommonlearningoutcomesandproficiencies
• Alternativetostandardizedtestsandstudentopinionsurveys
• Improvedirectassessmentofstudentlearning(intextandnon-textformats)byfaculty
• Encouragetransparencyandstudentself-evaluationoflearning
WhatisaVALUERubric?
▪ Articulationofexpected,demonstratedlearningatprogressivelymoresophisticatedandcomplexlevelsofachievementovertime
▪ VALUEbuildsonaphilosophyoflearningassessmentthatprivilegesmultipleexpertjudgmentsandsharedunderstandingofthequalityofstudentworkthroughthecurriculum,co-curriculum,andbeyondoverrelianceonstandardizedtestsdisconnectedfromanintentionalcourseofstudy.
ThePowerofRubricsasToolsforBothAssessmentandLearning
• Rubricstohelpguidestudentsandfaculty• Placesindividualfacultyjudgmentwithinnationalsharedexperience;nationwidebenchmarks
• Encouragesstudents’bestwork,encouragesself-assessment,andallowsforminingofsamplesforassessmentpurposes
• Allowslearningtobeseenasportable,forcumulativelearningandassessment,tocomplementotherhigh-impactpractices
• CanbuildupfromcourseleveltoinstitutionalreportingneedsANDdownfromgeneraltospecificprogram/coursecontext
41
PurposeandVisionfortheMulti-StateCollaborative
42
Change the dialogue currently focused on:
To…
Access!Completion
Quality!Success
TwelveStatesand100two-andfour-yearinstitutions
Videoofastudentcreationwhichcouldbeusedasastudentartifact
WhichVALUERubricsapply?
https://www.youtube.com/watch?v=gqLwKbBHtts&feature=share
ACT 3http://www.gggarts.org/wp-content/uploads/2011/04/2013.11.25-GGG-035.jpg
ePortfolios and Folio Thinking
Portfolio: A purposeful selection of artifacts together with reflections that represent some aspect of the owner’s learning
A culture of Folio Thinking provides structured opportunities for students to:
1. create learning portfolios 2. reflect on learning experiences
emphasizing integration, synthesis, and self-understanding
http://cpree.uw.edu/120 student reflection activities representing 12 institutions, organized around: • Course Assignments – e.g., homework wrappers• Course Delivery – e.g., minute papers • Post-experience reflections – e.g., project debriefs• Teamwork – e.g., team journals• Personal Development – e.g. student ePortfolios
Credit Hour à Degree à Learning?
Amy Latinen, Cracking the Credit Hour, September 2012, New American Foundation and Education Sector
College transcripts are horrible… when it comes to winnowing the field to 10 or 15 semifinalists, we have almost no useful information about what they learned in school.
But what does a college
degree really tell employers
about how much an applicant
knows, about how much they learned to earn
that credential?
Enhanced Transcriptcourse descriptionsfaculty profileseDissertations & theseshonors papers
ePortfolio study abroadpapers & researchservice & internshipscertificates & badges
• Elon University• Indiana University – Purdue University Indianapolis• Quinsigamond Community College• Stanford University• University of Houston-Downtown• University of Maryland University College• University of South Carolina• University of Wisconsin Colleges and University of
Wisconsin – Extension
Piloting Comprehensive Student Records
Thank you!
Helen L. Chen, Stanford University [email protected]
Doug Melton, Kern Family Foundation/KEEN
Terrel Rhodes, AAC&U