A traditional electric circuits course can spark the entrepreneurial mindset with just a few key enhancements.1.) Question Formulation Technique (QFT): [Targets Curiosity]The QFT is a pedagogical approach, created by the Right Question Institute, to improve the ability of students to formulate their own questions, refine and prioritize the questions, and ultimately use the questions for some purpose. It involves a question focus (QFocus) developed by the instructor to direct the question generation process. Divergent thinking is encouraged, where students brainstorm to create questions (called question-storming) in groups of 3-5 students in order to generate many questions on the QFocus topic. Students then analyze and refine the questions, and then prioritize them based on relevance to the QFocus, propensity for exploration, and student interest. A QFT exercise is used in 10 of the labs as a kickstarter for the laboratory experiment. From the ten sets of QFT exercises, each student selects three questions from different labs to use in three short exploratory research papers on the selected questions. Finally students write a brief reflection on the QFT exercises and exploratory research assignments. See the Circuits QFT Resources folder for files supporting this tool.2.) Circuit analogies related to real life experiences or familiar topics: [Targets Connections]Connecting new topics to established student knowledge and understanding is a well-researched pedagogical approach firmly grounded in the science of learning. Given the abstract nature of electric circuits to students, it is even more critical for this subject. Toward the end of the course, students have the option to reflect on one of the analogies given throughout the course and connect it to a personal life experience, or to create their own analogy that connects the circuit content to a life experience or other topic. See the Circuits Analogy Resources folder for files supporting this.3.) Entrepreneurially Minded Learning (EML) circuit design-build-test with value proposition: [Targets Creating Value]Students organize into groups of two to four students (from at least two different majors, if possible, as the circuits course has students from up to 5 different majors) to design and build a circuit to interface two electrical components: a position sensor that provides a signal with one voltage range and an Analog-to-Digital Converter (ADC) that accepts another voltage range. The mapping of the voltage must meet certain constraints and the circuit must be able to source at least 10mA to the ADC. There are four deliverables for the project: a team charter, design alternatives document, written product proposal, and 5-minute prototype demonstration.In the team charter, students list the set of rules and expectations for their team to try to avoid the common pitfalls and submit the team charter during Lab 6. The design alternatives document requires students to demonstrate that at least two unique solutions are viable. They must define relevant design criteria and evaluation metrics, mathematically analyze their designs, simulate them in PSPICE, select one circuit component supplier, and find all parts necessary to construct the circuit. The bill of materials must have supplier part numbers and the correct number of parts to construct 10,000 circuits. Feedback from the instructor on the design alternatives document must be incorporated in the written product proposal, which should compare 2 suppliers for each design and identify one distributor who would reasonably sell the circuit, convey the value proposition for the circuit design selected, and describe the testing and implementation. The value proposition section should use the Need-Approach-Benefits/Costs-Competition (NABC) framework to organize the value proposition. The NABC framework is a tool developed by SRI International to improve the value propositions generated internally. Finally, students describe the design and prototype in a 5-minute pitch in the final lab.See the Circuits EML Design-Build-Test Project with NABC Value Props folder for files supporting this.--Note: Featured Image is a personalized PCB created by ONU student Gabriel Russ.

This module explores the concept of thrust and the relevant equations for jet engines in an introductory course about “flight”. When implemented at the University of Dayton, the “Introduction to Flight” course had 28 students in their sophomore and junior level studying Mechanical Engineering. Each assignment in this class includes EML objectives. The module took 2.5 weeks (5 classes each 1 hour and 15 minutes) to be complete where the students explored the question, “Why do jets fly so high?” and big picture view of “thrust” and jet engine design. This module involved the 3C’s by guiding students through a process of inquiry, exploration and discovery. In classroom, students were exposed to the fundamental equation of thrust derived from conservation of mass and momentum. Then, the students were asked to find opportunities to increase thrust from an engine by influencing parameters in the thrust equation. The open ended question encourages students to make connections between theory and practice. After understanding the equation, students discuss opportunities for improvement and societal impact. This module would work well for anyone teaching flight, jet engines, or propulsion.

Research is the process intended to create new or improved technology that can provide a competitive advantage at the business, industry, or national level [1]. The end result is to make peoples' lives better. Since WWII most economic growth has been from technology development. Thus, innovative activity has been the single, most important component of long-term economic growth [2]. In fact, the future economic progress of any country will be driven by the invention and application of new technologies [1]. This module consists of a short video designed to give insight into this commercialization process and where engineers can get involved. Many great ideas never make it past the laboratory research phase. Prototypes, developed with potential customer engagement, can provide the feedback necessary to generate interest from investors. Baylor's Lab-To-Market Collaborative provides prototyping assistance and engages students in the analysis necessary to validate go-to-market plans including patent searches, market characterization, and strategic go-to-market planning. Most universities have some form of a pathway to commercialization that could provide students opportunities to learn this dimension of the research process. [1] Importance Of Research And Development [2] Innovation and Economic Growth, Rosenberg, https://www.oecd.org/industry/tourism/34267902.pdf

This card features two workshops designed to assist facilitators in organizing and conducting faculty workshops on undergraduate research mentoring.Each workshop includes video content and supplementary resources, encompassing facilitator guides, handouts, PowerPoint slides, and faculty report templates. These resources will help you conduct a workshop on your campus and have already been piloted at several campuses across KEEN.The initial offering of these workshops on KEEN campuses has not only reinforced the concepts of EML in the laboratory but has also sparked increased interests among undergraduates. Participating faculty members now possess a deeper understanding of the integral role EML plays in any research endeavor.Please reach out to the authors of this card with any questions about how to conduct a workshop on your campus. Background:Many instructors across KEEN and beyond have been involving students in their research for years. They came together to develop this package of resources to help undergrads get excited about the opportunity and garner more involvement from them. This card is part of a larger package of resources and focuses on giving faculty tools to engage students in undergrad research. Card 3165 provides instructor guides, strategies, and videos to excite first-year students about getting involved in research.Card 3619 provides additional videos and instructor guides to be used within classes to help explain different elements of the undergraduate research journey.All of these cards are open to adaptation and adoption. More Context:Faculty members play a crucial role in nurturing an entrepreneurial mindset (EM) among students, especially when they work closely with students on research activities. To be effective role models and pass on this mindset, faculty themselves must possess an entrepreneurial mindset. The objective here is to bring together faculty members to brainstorm ideas on how to better engage and mentor undergraduate students in research activities, help them understand the connection to the larger world, recognize interdisciplinary opportunities, and foster entrepreneurial thinking.What’s in this card: There is a playlist of videos created for this content, which you can view here: https://www.youtube.com/playlist?list=PLvITFYQeu1sHrxo3LE4FhgcHwh662d5yh Faculty Workshop 1: How to Involve Undergrads in ResearchFaculty Workshop 2: Why Involve Undergrads in Research View implementation strategies in the Instructor Tips section.