Assessment of Entrepreneurial Mindset Coverage in an Online First Year Design Course
This abstract for a full paper describes the rubric developed at [Institution] for a set of three entrepreneurial mindset competencies and eight student outcome indicators. Today’s engineering graduates need to possess both strong technical skills and an entrepreneurial mindset in order to be able to identify opportunities to create value for society . The Kern Entrepreneurial Engineering Network (KEEN), the National Science Foundation, and VentureWell are among the leaders in promoting development of entrepreneurially minded engineers . As one of the KEEN network institutions, [Institution] has established a framework designed to guide faculty in incorporating and assessing entrepreneurial mindset in engineering courses. This framework is comprised of eight entrepreneurial mindset outcomes organized into three competency areas: Practicing Human-Centered Design, Accepting Calculated Risk, and Demonstrating Basic Business Acumen. Faculty are challenged to cover entrepreneurial mindset material in an already packed curriculum. In order to assess the effectiveness of the EM initiative, evaluators must determine the extent to which outcomes have been integrated into classes. Working with instructional faculty, the College developed a simple rubric to determine coverage of outcome indicators. The rubric asks faculty to note the instructional mode of coverage by determining whether the topic was introduced, applied (by students), or assessed. The determination of mode is followed by extent of coverage, noted as a level of either low, medium, or high. The EM coverage rubric was applied during a redesign of a first-year design course. This course was chosen as an example because the course is delivered online, so all material is available in an immediate online format. The rubric will be used in program evaluation to assess the level of coverage of entrepreneurial mindset outcome indicators. The rubric also facilitates comparison of outcome coverage across courses and within sections of the same course. Ultimately, entire programs can be evaluated for integration of entrepreneurial mindset concepts. The same approach could be used to determine coverage of ABET student outcomes as well. In the full paper, the three entrepreneurial competencies and eight student outcome indicators will be introduced and examples provided of different mode and extent of coverage.
 Kriewall, T. J., & Mekemson, K. (2010). Instilling the entrepreneurial mindset into engineering undergraduates. The journal of engineering entrepreneurship, 1(1), 5-19.
 McKenna, A.F., Lichtenstein, G., Weilerstein, P., Monroe-White, T.M. (2018). Entrepreneurial Mindset: Using questions of What, Why, and How as an organizing framework. Advances in Engineering Education, Special Issue on Entrepreneurial Mindset, Fall 2018, v7, n1.
Are you a researcher? Would you like to cite this paper?
Visit the ASEE document repository at
for more tools and easy citations.