2024 ASEE Annual Conference & Exposition

The backward design process was used to integrate entrepreneurial minded learning (EML) into a first-year seminar course at a teaching focused public institution in the Southeast United States. Entrepreneurial Mindset (EM) is characterized by the Kern Entrepreneurial Engineering Network (KEEN)’s 3C’s, which are curiosity, connections and creating value. To assist the first-year students with the development of EM, a seven-week project was developed and incorporated into the course using active and collaborative learning pedagogical approaches. For the course project, the students were required to design a 65,000 ft2 community park on a brownfield site in Charleston, SC, with a $5,000,00 budget for site cleanup and redevelopment. The students demonstrated curiosity by visiting the brownfield site and gathering first-hand knowledge of the problem. Students made connections between their field trip experience and the course materials by doing research on socioeconomics, environmental justice, and environmental issues related to the brownfield site. Lastly, the students created value from the field trip and the research by preparing a proposal in the form of a poster to persuade the stakeholders that their proposed plan was effective and feasible. The implemented assessments included weekly summary reports, poster creation, presentations, peer evaluation on teamwork, reflection assignment and a survey. This paper discusses the redesign of the course through the backward design approach, the implementation of project-based learning, and the assessment of activities. Additionally, it provides insights into its implementations in other institutions.