Recently I have assembled many assessment tools of fellow Kern Entrepreneurial Engineering Network (KEEN) members across America. The linked Thebasicsofmakingselfevaluationv2.xls contains mindset and skill set content for my Basics of Making class (the rightmost of the spreadsheets) and other universities' assessment tools (all the other spreadsheets except the leftmost spreadsheet) into a personal development plan for each student. Rather than us focusing so much on doing the assessment myself, I am putting this into your hands to take charge of your own self-improvement. The scoring system I am using makes the burden on individual questions minimal, but there is a box for you to add a comment when one improves oneself in one or more areas. The remainder of this page will refer to spreadsheets within Thebasicsofmakingselfevaluationv2.xls. It will refer to surveys for which you can find references both within the attachment and later in this document.
The ASU-ESEMA worksheet will be a pre-KEEN self-evaluation at either the start of freshman year or the start of a student's first KEEN-focused course.
JohnEstellONU and MindsetONUKSOs spreadsheets, as well as the Part 1 and 2 questions of the MSOE-TyraHildebrand worksheet will be a reflection on what goals one sets for self-improvement each semester or year. The New Haven survey is the only one that really highlights the most critical assessment item correctly, although JohnEstellONU comes close to it in his Curiosity item f: Critically observes surroundings to recognize opportunity. I distilled several questions from the New Haven survey as an addition to John Estell's Curiosity item f: The highest scores are for those who can see the future long enough before it happens to be able to prepare for it. This requires all of the 3C's. We need our students to have the vision of a Steve Jobs of Apple or Bill Gates of Microsoft. Seeing the opportunity as it happens is often too late because it takes time to gear up a company in prep for that change in culture and/or economics.
I will add the reflection questions from the MSOE-JoshCarl worksheet to my own mindset and skillset development rubrics for my course (rightmost two spreadsheets in Thebasicsofmakingselfevaluationv2.xls as prompts for students to consider when adding a comment when one improves oneself in one or more areas.
After doing the surveys in the prior three paragraphs, I will have my students read the following:
Rowan-EShip is an activity that can be completed right after any major mindset building activity.
I plan to add the detail shown in RowanFinalReportPresentRubric as clarification to my own design showcase rubric (see attached xxx.xls).
HyltonONUCuriosity, HyltonONUConnections, and HyltonONUCreatingValue could easily be used in the same way that JohnEstellONU and MinsetONUKSOs will be used.
As I am responsible for Florida Tech's Nanotechnology Minor Program, I have conducted a thorough combined ABET/KEEN outcomes assessment for all of my courses as shown in the links within ABETcourseeval20202021b.docx, which I developed before reviewing any of these other than Ohio Northern University John Estell's work described in the next paragraph. Each of the following has its benefits. The brevity of the surveys developed by Blake Hylton of Ohio Northern University, Mike Rust of Western New England University, and Tyra Hildebrand of Milwaukee School of Engineering's make them appropriate for course level assessment, while the comprehensiveness of Arizona State's Engineering Student Entrepreneurial Mindset Assessment (ESEMA) make it superior for program level assessment. The strengths of the references by the Rowan University team and the Ohio State team are the statistical rigor with which the 3C's are assessed and the comprehensiveness of the analysis of both in network and out of KEEN network papers on assessment of the 3C's.
The remainder of the document summarizes the references for this set of surveys you will take.
John Estell of Ohio Northern University
John Estell, "“EMbedding” the KEEN Framework_ An Assessment Plan for Measuring ABET Student Outcomes and Entrepreneurial Mindset", 127th ASEE Annual Conference, Paper #28485, Montreal, Quebec, Canada, June 21-24, 2020.
This aligns the ABET Outcomes 1-7 with an extended set of KEEN student outcomes (extended KSOs). The key points here are in the Curiosity section items a, b, and j. These are the propensity to ask more questions, the ability to formulate SALIENT questions, and the gathering of data to support and refute ideas. The first two of these are contained in what I have for many years called a questions & issues sheet (See attached questionsandissuesbrennerv4.ppt) and now is called by many others the Question Formulation Technique (QFT).
Mike Rust of Western New England University
Mike Rust, Survey_WNE.docx,
Arizona State University
Samantha R. Brunhaver, Jennifer M. Bekki, Adam R. Carberry, Jeremi S. London, and Ann F. McKenna, "Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA)". Advances in Engineering Education, Fall 2018. https://advances.asee.org/wp-content/uploads/vol07/issue01/Papers/AEE-Mindset-10-Samantha.pdf (Links to an external site.).
Milwaukee School of Engineering
Tyra Hildebrand and Josh Carl.
Rowan University has pilot tested their own rubric as well as Arizona State's ESEMA rubric, and has been quite comprehensive in documenting the 3C's inside and outside the KEEN network.
Cheryl Bodnar and Cory Hixson, "Capturing Students’ Perception of Entrepreneurial Mindset: Tools for What and Why". Advances in Engineering Education, Fall 2018.
Marissa Mary Martine, Lia X. Mahoney, Christina M. Sunbury, John Austin Schneider, Cory Hixson, and Cheryl A. Bodnar, "Concept Maps as an Assessment Tool for Evaluating Students’ Perception of Entrepreneurial Mind-set", 126th ASEE Annual Conference, Paper #24784, 2019.
Kaitlin Mallouk, Bruce D. Ostreich, Scott Streiner, Kevin D. Dahm, and Cheryl A. Bodnar, "Fostering Curiosity, Creating Value, and Making Connections in First-Year Students Through Product Archaeology", 126th ASEE Annual Conference, Paper #24663, 2019.
Blake Hylton of Ohio Northern University
The ONU Expanded KEEN Student Outcomes was developed by a team of faculty at Ohio Northern to guide deployment of KEEN outcomes and direct assessment throughout the program.
J. Blake Hylton and Brock Hays, "Modifying the Value Rubrics to Assess the Entrepreneurial Mindset", 126th ASEE Annual Conference.
KEEN Assessment Working Group, led by Blake Hylton, "Assessment Handbook Minute White Paper", Jan., 2019.
Blake Hylton, "KEEN Assessment Road Map: Review and Next Steps".
University of New Haven
Cheryl Q. Li, Ronald S. Harichandran, Maria-Isabel Carnasciali, Nadiye Erdil, and Jean-Nocito Gobel, "Development of an Instrument to Measure the Entrepreneurial Mindset of Engineering Students". 2016 ASEE Annual Conference & Exposition, New Orleans, LA., https://www.asee.org/public/conferences/64/papers/15139/view (Links to an external site.).
Fry, C. C., & Pistrui, D. (2011). Assessing the entrepreneurial mindset within engineering programs. 118th ASEE Annual Conference & Exposition, AC 2011-2417, 1-14.
The Ohio State University et al., and Gary Lichtenstein of Arizona State
Deborah Grzybowski and the Ohio State team recently created an excellent card summarizing much, but not all, of the within network and external-to-KEEN studies on assessment of the 3C's as found in Deborah Grzybowski, EJ Park, Alexia Leonard, Jack DeLano, Denver Tang, and Gary Lichtenstein, "Review of Entrepreneurial Mindset Instruments & Surveys for Assessment". Up to now, this is the most comprehensive review of this topic, particularly for references by authors outside the KEEN network.
All students registering for any of my Honors Activities need to follow the following instructions:
- Student Initiates the process: “Submit an Honors Option Contract” at https://www.fit.edu/honors-college/honors-curriculum/ using a TRACKSlogin@fit.edu (omit "my" from the email address) as login name and TRACKS password.
- Student uploads the course syllabus and submits the request.
- Course Instructor is notified via email and Teams to review the request.
- If approved, Course Instructor enters the Honors Option contract requirements in “Comments” box on the form prior to approving the contract (via email or Teams).
- Honors College reviews the request.
- If approved by Honors College, the course Instructor is sent a request to complete the final report for Honors Option Contract at the end of the semester.
- If the student has successfully completed the Honors Option Contract requirements, the Registrar is notified to enter Honors Option annotation on the student's transcript.
In addition to Prof. Subasi's instructions that apply to all Honors Option Contracts for anyone, see the following:
Picking a subject from that pre-approved list means that no one needs to review the specifics of any particular student's Honors project.
Excel attachment: Fill in the appropriate cell on the attached spreadsheet to indicate which course and which Honors Activity you choose.
Go to HonorsActivityBrenner.xlsx. On that form, I want you to fill the box yellow for the activity that you are doing and which class it applies to. Note that some activities do not count for certain classes because they are expected for non-honors students in those classes.