Session A: EM across campus – Leveraging Interdisciplinary Partnerships (90 MINUTES)

Part 1: A Multidisciplinary Model for Entrepreneurial Mindset (Dan Sabatino, Lafayette College)

Lafayette College has developed a model for generalizing the application of the entrepreneurial mindset to problems, challenges, and opportunities from a multidisciplinary perspective. The model is scalable and can equally describe a class assignment, project experience, or a lifelong endeavor. It can help students model activities of entrepreneurs in developing value-added solutions to technical problems or in developing products or services. It can be used to model behaviors and dispositions of intrapreneurs within an organization. The model can be applied to individuals as well as to organizational structures, and can even be applied to demonstrate why some organizations embrace innovation while others do not. The impact of this model is that it provides a context for course topics, active learning techniques, maker spaces, and project experiences, enabling students to make connections between these and larger goals; it empowers students to engage their curiosity, move beyond fear of failure, and create value from unexpected opportunities. While it is impractical for students to complete all aspects of the model in every class, the model can help students integrate individual experiences into a tangible and continuous process. This interactive session will have participants “discover” the model and its value through connections to their own experiences. Examples of how its development has affected the mindset of the development group and its uses in the classroom will be presented.

Part 2: The Fourth “C”:  Co-Teaching and How to Make it Work (Kris Boudreau and Curtis Abel, Worcester Polytechnic Institute)

Integrative learning has gained attention in recent years as an important antidote to the increasingly narrow technical requirements of most undergraduate majors and curricula. Meaningful integration —an approach rooted in disciplinary knowledge shared across disciplines— is the goal of many team-teaching experiments. But the obstacles to collaborative teaching can be great. In this session, we will explore the challenges to co-teaching and discuss some possible solutions.

Session B: Thinking about how you think (90 MINUTES)

Part 1: Faculty Entrepreneurial Mindedness: Is adopting the KEEN EM approach a matter of “do as I say, not as I do?” (Harlan Spotts and Rob Gettens, Western New England University)

Are we in a “do as I say, not as I do” mode of thinking? Academia tends to draw those who are curious and insightful, so the first two C’s (curiosity and connections) almost come naturally to us. The third C (creating value), however, is a foreign undervalued concept in the academic environment. This session seeks to opens a discussion on value creation from a faculty member’s perspective. How does thinking about value creation affect the way in which we approach course and assignment and exam design? The objective is to initiate a dialogue on faculty entrepreneurial mindedness, and propose how tools used by entrepreneurs can be adapted and applied to the academic environment.

Part 2: An Easy Way to Incorporate EML into the Classroom: EML Online Journals and Discussion (Lisa Bosman, Marquette University)

Online discussions provide many benefits for both face-to-face classrooms and online courses. First, they afford students the necessary time to provide a thought provoking response and to consider other potential research or recent news media to support their responses. Second, they provide students the opportunity to read and gain insight from other students’ posts. Finally, they give instructors the chance to provide immediate student feedback and ask further questions to dig deeper into the subject at hand. Furthermore, online class discussions provide an ideal starting point for incorporating the entrepreneurial mindset with limited classroom disruption. This session will prepare faculty to incorporate EML into online discussions, including example discussion prompts, assessment techniques, and strategies for effectively and efficiently managing EML online discussions.

SESSION C: A toolbox  for improving student outcomes (90 MINUTES)

Part 1: Entrepreneurial Minded Classroom Activities inspired by Academic Coaching (Don Comfort and Kristen Comfort, University of Dayton)

Academic coaching is a student interaction approach that empowers the student to take responsibility and develop her own solution to a problem through use of powerful questions, self-reflection, and a commitment to execute the solution. This aligns closely with the 3C’s of the entrepreneurial mindset and inspired integration of academic coaching in the classroom. These activities have been integrated in our teaching of chemical engineering classes from sophomore to graduate level and have resulted in positive feedback from students and a better understanding of the material. This session will discuss four activities: 1) Critical Analysis Activities, the use of videos to provide students the opportunity to critique a product or design; 2) Connectivity Questions/Projects, use of questions/projects to relate course material to real-world situations; 3) Scavenger Hunt, identification of practical engineering concepts outside the classroom; and 4) YouTube Fridays, mathematical analysis applying engineering concepts to student identified videos requiring integration of external information. There will be time for the audience to experience one of these activities.

Part 2: Defining Problems Using a Questions and Issues Sheet:  One Homework Set to Document Many KEEN Outcomes (Jim Brenner, Florida Institute of Technology)

KEEN outcomes and ABET accreditation areas that are difficult to document include multidisciplinary teamwork and the impact of non-technical constraints.  This homework exercise involves brainstorming for an end-of-semester project, followed by conversion of the brainstormed issues into questions that can be answered as yes/no or with a number, followed by categorization into technical/engineering, economics, health, safety, environment, quality, legal, regulatory, and social impact.  You will learn how to teach students in one homework assignment how to effectively kickstart their own projects, regardless of discipline, and simultaneously address more than half of the desired KEEN student outcomes.

Part 3: Is It Real?  Can We Win?  Is It Worth Doing? R-W-W Technique (Peter Stanchev, Kettering University)

R-W-W technique manages the risk and reward in an innovation portfolio. It contains two tools: (1) risk matrix, graphically reveal risk exposure and distribution of risk cross a company’s innovation portfolio and (2) R-W-W screen, used to evaluate individual project.  The R-W-W screen is a simple but powerful tool built on a series of questions about the innovation concept or product, its potential market, and the company’s capabilities and competition. It assesses each potential risk using three criteria: (a) How closely target customers’ behavior will match current customers; (b) How relevant is the company’s brand to the intended market; (c) How applicable are the company capabilities to the new product. The workshop participants will work in groups on fulfilling R-W-W screen for a particular predefined project.

SESSION D: First and Second Year Design Projects (90 minutes)


Part 1: Incorporating Entrepreneurial Mindset into First Year Design Projects (Ryan Meuth, Shankar Ramakrishnan, and Haolin Zhu Arizona State University)

What is the best time to start to instill the Entrepreneurial Mindset? Do not wait until the capstone projects!  Let’s start from Day ONE, and even better – the summer before the freshman year. This session will focus on approaches to incorporate the entrepreneurial mindset content in a summer camp for incoming freshmen and in three first year design courses. The example approaches will show that in order to incorporate the entrepreneurial mindset, one does not necessarily need to completely redesign the courses from scratch. The facilitators will focus on changes made to original activities/courses, the motivations behind the changes, and how the three C’s are carefully incorporated. Early outcomes and recommendations for those interested in making similar updates to their freshman design courses will also be shared.

Part 2: Fostering the 3C’s Through Sophomore Simulation Experiences, Real Customers, and Outcome Driven Innovation (Cristi Bell-Huff and Heidi Morano, Lawrence Technological University)

Do your students understand empathy in design? Do you want them to think outside the classroom? Do they know how to create the most value for real customers? In our sophomore entrepreneurial engineering design studio, we use simulation experiences, real customers, and outcome driven innovation to sharpen the entrepreneurial mindset and put the 3 C’s into action. Join us for this interactive session and try it out!


Part 1: Entrepreneurial Minded Learning and the Maker Movement (Chris Kitts, Santa Clara University and Doug Melton, The Kern Family Foundation, Chiradeep Sen, Florida Institute of Technology)

Over the past decade, the Maker culture has been sweeping the nation.  Many universities and cities have established specific spaces dedicated to making. In these spaces, individuals creatively express themselves through fabrication and programming. Motivated primarily by fun, curiosity, and community — users create while immersed in active, peer-motivated, technical learning. Recognizing the educational benefits, faculty are seeking ways to maximize the benefits to students. Can making be effectively coupled to education? Without losing the freedom, fun, and merits of a student’s self-directed interests? We think so. In this breakout, we will describe how entrepreneurial mindset can play an increased role in the spaces. We will present an example of how industry needs can converge with creative interests of individuals.  The breakout opens a discussion of how members of KEEN might couple mindset and making — on their campus, within KEEN, and at a national level.

Part 2: Badging and Alternative Transcripting (Rebecca DeVasher, Dave Henthorn, and Ross Weatherman, Rose-Hulman Institute of Technology)

This informative and interactive session is targeted toward those interested in supporting alternative student transcripts. Alternative transcripts are a blend of academic and co-curricular reports of student activities, and they are becoming more popular as companies that hire students are becoming more aware of how the co-curricular aspects of student learning tend to positively impact the development of students as professionals. We will focus on the details associated with awarding student badges as well as provide participants with an interactive session related to the types of student submissions and experiences targeted toward helping students tell their story.

SESSION F: Developing Engaging and Effective Faculty Development Workshops (180 MINUTES)

 (Jessica Townsend, Rob Martello, and Jon Stolk, Olin College of Engineering)

Have you always wanted to run a workshop at KEEN Winter Meetings or other venues like ASEE or FIE? Do you have expertise that you want to share with your colleagues? In this workshop you’ll start with a core idea for a faculty workshop topic, identify the audiences you’d like to reach, and develop goals around what you want faculty to be able to do by the end of the workshop. We’ll help you explore ways to draw on your expertise and experience, translate and package your ideas, design and facilitate engaging activities, and create memorable workshop materials. At the end of the workshop, you’ll have an initial framework for a workshop and will be on your way to creating engaging and impactful learning experiences for faculty.


(Jon Stolk, Rob Martello, and Jessica Townsend, Olin College of Engineering)

What happens on the first day of your class? Would you like to create a Day One activity that sets the tone for engaged, active learning in your course? In this workshop, you’ll analyze what you currently do on Day One, and consider how you and your students experience your current course design. We’ll share some Day One ideas to get the creative juices flowing, and then you’ll design, prototype, and test a Day One activity that achieves goals important to your class and is engaging, fun and exciting for everyone involved.

SESSION H: Ready, Set, Change: Preparing Faculty to Adopt EML (90 MINUTES)

(Julia Williams, Ella Ingram, Matt Lovell, Rose-Hulman Institute of Technology)

Many early faculty adopters of entrepreneurially minded learning are in the process of expanding EML across their campuses. As with any significant change project, however, advocates of EML may face faculty resistance that takes  various and sometimes surprising forms. Faculty may equate EML with values antithetical to their campus culture and traditions, or they may reject any change that challenges their identity as a classroom expert, to name only two possible objections. The purpose of this workshop is to equip EML faculty with strategies that can help them as they navigate through the campus landscapes in expanding EML. Based on the research literature of change and employing a hands-on approach to learning, this workshop is based on the Making Academic Change Happen Workshop, a three day workshop designed for faculty, administrators, staff, and graduate students that has been offered at Rose-Hulman Institute of Technology since 2012. Participants in this “mini-MACH” will learn two strategies that have been proven useful in confronting resistance and increasing buy in from faculty, and they will have the opportunity to practice these strategies under the guidance of experienced MACH facilitators.

Session I: Developing a Framework to Measure the 3C’s (90 minutes)

Ann McKenna, Samantha Brunhaver, Adam Carberry, and Jeremi London, Arizona State University

KEEN prescribes to three Entrepreneurial-Minded Learning Outcomes: curiosity, connections, and creating value (also known as the 3 C’s). In-progress work at Arizona State University has taken initial steps toward supporting The 3C’s utilizing readily available social science research literature. This work has resulted in a framework for measuring the 3C’s that includes both mindset (ideas or attitudes) and behavioral (actions) outcomes. In this interactive workshop, we will introduce the framework, explain its operationalization of the 3C’s, and present initial efforts using the framework to measure and assess Entrepreneurial Mindset among faculty and students. Pilot assessment results from ASU faculty and incoming first-year students will be shared. The session will also include a mapping activity in which participants will reflect on the frequency and importance that the various components of the framework should be assigned within an engineering curriculum. The discussion will focus on why engineering instructors tend to prioritize certain mindset and behavior outcomes over others in the classroom and how we can change our teaching practices to be more aligned with an entrepreneurial mindset. Participants will leave with an understanding of the framework and a beta assessment tool to evaluate the 3C’s.

Session J: The Imagination Quest.  An intense, but flexible team experience for entrepreneurs for your campus (90 minutes)

(Ed Dougherty and Amanda Kelly, Villanova University)

Often described as a mash up of the Apprentice, the Amazing Race, Shark Tank, and Fear Factor, the Imagination Quest begins by challenging teams to identify opportunities, evaluate the validity of the opportunities, create visions and brainstorm solutions. To complete the Quest teams must develop prototypes, create and market a trade show exhibit, and present a business case to a group of potential investors who are unusually grumpy.

Session K: Beyond Brainstorming – Applied Ideation Techniques (90 minutes)

(Ken Bloemer and Kim Bigelow (University of Dayton)

The ability to generate novel ideas – and lots of them – is a key skill in the entrepreneurially minded engineer’s toolkit. Most students and student teams rely solely on brainstorming, but this approach is very limited and the number of ideas is relatively small. In this workshop we will introduce three ideation/opportunity recognition tools with short videos, practice the techniques in real time, and discuss how to incorporate them into your courses. The tools include painstorming, bisociation and biomimicry.

Session L: Structured Problem Solving: Teaching Connections (90 minutes)

(Don Weinkauf, Doug Dunston, Kundan Nepal, and Andrew Tubesing, University of St. Thomas)

To many, the creative process seems highly unstructured.   But the innovative ideas that lead to creating value are not solely the provenance of light-bulb moments and brainstorming sessions.  The Structured Problem Solving Workshop will explore the use of functional modeling and TRIZ Inventive Principles to cast new perspectives in virtually any problem space.    The combination of this simple system modeling approach with a set of engineering practice-derived heuristics (the 40 Inventive Principles from TRIZ) allows problem solvers to apply their creativity in a focused, structured way to generate new potential solution concepts.   Participants will get a short primer on the methodologies, and then test the process by creating new solution concepts with other team members.  The St. Thomas engineering faculty and staff team have engaged in a similar workshop activityand will share some reflections on its impact inside and outside of the classroom.

Session M: Using Disruptive Technologies to Foster EM C’s (90 minutes)

(Michael Rust, Western New England University and Hyunjae Park, Marquette University)

Currently, the majority of the engineering curriculum focuses on development of sustaining technologies (e.g., improving performance or adding new features to products, whether or not the customer wants them). In contrast, disruptive technologies target low-end customers through products/services that are often simpler, more convenient, and less expensive than competitors. These technologies are also extremely customer-focused, thus providing ideal training for students to develop EML skills such as connecting with customers and creating value. In this workshop, attendees will be exposed to the basic concepts of disruptive technologies, including a hands-on activity in which they explore disruptive innovation. Attendees will also develop ideas for engaging students with disruptive technologies in their own courses.

Session N: Designing an Immersive Experience (90 minutes)

(Charles Kim and Joe Tranquillo, Bucknell University and Maria-Isabel Carnasciali, University of New Haven)

Immersive experiences have been popping up at universities around the world in the form of hack-a-thons, design challenges, and site-specific experiences. Most focus on the innovation process or the products that result. In this workshop we will focus on the people, and more specifically how to amplify their entrepreneurial mindset. The facilitators will quickly share snapshots of their own experiences and then we will guide participants in creating their own immersive mindset-focused experience. The group will split at points. In one group, those who already run an immersive experience will focus on bringing out a focus on mindset.  The second group will design an experience from scratch with mindset as the central design feature. All participants will leave with a rich immersive experience that can be mapped directly to the 3C’s.

Session O: Using Project Based Learning to Foster EM (90 minutes)

(Glenn Gaudette and Rick Vaz, Worcester Polytechnic Institute)

Adding entrepreneurial mindset learning to project based learning can provide an engaging platform for student learning. This session will help attendees start to think about how to add major projects to their curriculum. Attendees will participate in the initial stages of developing a project. This activity will be used as an example of how faculty can incorporate the three C’s (curiosity, connections, creating value) in project work.

Session P: Entrepreneurial Mindset Modules in Systems Engineering C’s (90 minutes)

(Sanjay Jauaram, Saint Louis University)

Systems Engineering “is a way of looking at the ‘big picture’ when making technical decisions. Systems engineering seeks a safe and balanced design in the face of opposing interests and multiple, sometimes conflicting constraints.” This workshop features activities and presentations covering the importance of Systems Engineering in enhancing entrepreneurial mindset and integrating them into your own courses. The goal is to discuss and share the developed modules on various student centered activities focusing on real world problems that promote and enhance curiosity, connections, and creating value.

Session Q: What is the Big IDA – Ideation, Disruption and Ah-HA for your students, research and innovation (90 minutes)

(Brian LaDuca, University of Dayton)

Are you a curious educator? Do you aspire-to-inspire all students? What about the power of creativity as an application in your classroom, your group dynamics? What if you had the tools to apply creativity as an innovative catalyst for creation, innovation and commercialization? Well we have an IDA for you!! In this 90-minute workshop you will not only get actual, tangible creative tools that can be used in your classroom tomorrow, we will color your academic world with new experiments, vocabulary, and radical takeaways. ‘Tension,’ ‘Empathy,’ and ‘Unexpected Outcomes’ are a few of the imaginative concepts that will fuel this hyped-interactive workshop. No longer ideation, disruption, and a-ha as novel ideas but as fully realized practices that you can integrate immediately!!

Session R: Using In-class Design Challenges to Introduce EML Competencies (90 minutes)

(Donald Carpenter and Andrew Gerhart, Lawrence Technological University)

The motivation behind this presentation is to demonstrate how in-class design challenges can be used to introduce key concepts of entrepreneurial minded learning (EML) competencies. These exercises have been successfully implemented in a variety of undergraduate engineering courses as well as with high school students during summer camps to attract them to entrepreneurial engineering programs.  The exercises are also effective as a classroom assessment technique (CAT) to demonstrate the competencies are being transferred to the students.  Participants are provided the basic knowledge to replicate activities in their own classrooms and will be introduced to broader Network-wide faculty development opportunities available in 2017.

Session S: The Power of Integrated E-Learning Modules in Developing an Entrepreneurial Mindset Competencies (90 minutes)

(Ron Harichandran, Maria-Isabel Carnascaiali, Nadiye Erdil, and Jean Nocito-Gobel, University of New Haven)

E-learning modules integrated into your engineering courses allow you to easily develop an entrepreneurial mindset in your students within the context of your course content. The high quality modules relieve you of having to develop content on entrepreneurial thinking and allow you to focus on the application of the material covered in a module within your class. You also do not have to give up class contact time, as students can complete the modules in their own time. Come prepared to present an elevator pitch on a topic of your choosing, present your pitch to the audience if you are selected, receive constructive feedback, and learn how an e-learning module on delivering an elevator pitch can help your students improve their presentations.

SESSION T: Using Case Studies to Enhance EML (90 MINUTES)

(Kate St. Ives and Brian Carr, Rose-Hulman Institute of Technology)

Examining engineering concepts through case studies that profile real world situations and emphasize character, process, and nuanced outcome are a particularly valuable teaching method because they encourage students to ask questions that may not be immediately obvious, to analyze their own thoughts and experiences and glean them for value, and to make connections between diverse ideas and concepts. The Case Study Initiative at Rose-Hulman Institute of Technology is working to develop these types of case studies for engineering students in core classes, where they will be of particular value as they may help these students develop entrepreneurial mindsets at the beginning of their post-secondary educations. This session will introduce participants to the value of using case studies in the engineering classroom, to the Case Study Initiative, and will provide them with ways to work with the Initiative to develop case studies for their own classrooms across the engineering disciplines.