Describes the incorporation of Entrepreneurial Mindset (EM) and Engineering Ethics (EE) into a second-year engineering Design for Sustainability project. Also applicable to other engineering courses and disciplines wherever understanding of EM and EE is critical.

This card presents a module for how to teach Entrepreneurial Mindset (EM) and Engineering Ethics (EE) to second-year engineering students in the context of a sustainability-focused design project. First, students learn the rules and guidelines that engineers must adhere to as a moral obligation to their profession and the world when they propose design solutions. They become familiar with global sustainability challenges such as poverty, inequality, climate change, environmental degradation, peace, and justice by exploring the UN Sustainable Development Goals for 2030. Teams of students then select one sustainability challenge to focus on, identifying a specific customer and need. They use EM and other, design-based tools to generate potential concepts, rank their solutions, and present their “best” idea (solution). Each team delivers an end-of-project design presentation to discuss their design, how it satisfies their chosen sustainability challenge, and how it adheres to the ethical code of their future profession.

Who 
This module was developed for a second-year, user-centered engineering design course in which students work on team-based projects. Students in this course are general engineering majors, with concentrations ranging from electrical systems, mechanical systems, automotive engineering, manufacturing, and robotics. The card can be used in other disciplines and at different academic levels. It is most useful wherever understanding of Entrepreneurial Mindset (EM) and Engineering Ethics (EE) is critical.

What 
EM and EE is integrated throughout this module, by:

1. Emphasizing EM and EE as the main learning objectives, both in class and in the syllabus,
2. Delivering introductory presentations on EM and EE to students,
3. Inviting EM catalysts from academia and industry to visit the class and discuss EM with students,
4. Scaffolding a Design for Sustainability project experience for students using EM and EE, and
5. Evaluating students on their ability to explicitly address EM and EE implementation in their projects.

When 
This module ideally spans 3 weeks. Biweekly class periods are recommended so that students have sufficient time to meet in their teams and carry out their project activities. The instructor leads discussions on the Entrepreneurial Mindset (EM) and Engineering Ethics (EE) during the first class meeting. The students then reflect on these discussions, incorporate EM and EE in their project work, and receive feedback from the instructor and their peers throughout the project.

Where 
The module was developed for a team-based, studio-based engineering design course. It can also be modified for use in other formats, settings, and courses.

Why 
The integration of Entrepreneurial Mindset (EM) into this module provides students with a structured framework for thinking critically about current sociotechnical problems and innovating approaches to solve them. Students explore global sustainability challenges that interest them (Curiosity), identify a customer for a challenge of their choice (Connections), and implement a solution to the challenge using knowledge of existing technologies and information about the needs and motivations of their customer and other stakeholders (Creating Value).