2023 ASEE Annual Conference & Exposition

In this work-in-progress paper, we describe our efforts to implement a coach and peer-to-peer mentoring model to provide structured faculty development in entrepreneurial mindset (EM) integration through makerspaces.

As faculty members try to innovate and update their classes, a recent merge of the Maker movement and the Entrepreneurial Mindset (EM) movement have provided specific training and opportunities to revitalize the engineering curriculum. Studies have suggested facilitating EM projects with the makerspace are excellent opportunities to develop student skills in areas related to entrepreneurial mindset such as opportunity recognition, learning from failure, stakeholder engagement, and value creation [*]. While makerspaces are a proven conduit for EM, they are not instantly accessible to many faculty due to a lack of prior exposure or training. Faculty are typically experts in their technical discipline, and while some receive training in broad pedagogy, few receive training in either EM or makerspaces. The extensive new skills needed cannot be taught through a textbook, where faculty can stay a chapter ahead. Learning to successfully facilitate open-ended projects takes finesse and learning to safely use a laser cutter (or any other makerspace-related equipment) takes practice.

Based on social cognitive theory and anchored on peer-to-peer learning framework, our mentoring program focuses on three phases: prepare, engage, and apply [*]. Twelve faculty members, including 6 from the college of engineering, were selected to participate in a 2-year pilot program. As only a small number of faculty on the campus have experience in the makerspace, we did not designate an individual as the more experienced “mentor” in the relationship. Rather, all participants are considered learners, and were paired to a buddy (peer) to join for the mutual professional development experience. In this paper, we share the framework and structure for training and supporting the faculty. We conclude by reflecting on some early-data and lessons learned, highlighting the specific experiences of the college of engineering faculty for this WIP.

This paper is well suited for presenting as a lightning talk or to contribute to a panel on mentoring.