2025 ASEE Annual Conference & Exposition

Incorporating an Entrepreneurial Mindset in Online Introduction to Engineering Courses: A Study of Value Creation

This study examines the impact of integrating entrepreneurially minded learning (EML) principles into an online Introduction to Engineering course. The intervention focused on value creation, encouraging students to consider the political, economic, social, technological, legal, and environmental impacts of their designs. Quantitative data from pre- and post-surveys were analyzed using independent t-tests, while qualitative data from student reflections were examined using thematic analysis. Findings indicate significant improvement in students’ entrepreneurial mindset (p < .01); however, quantitative measures of value creation did not show statistically significant changes. Qualitative findings suggest students valued collaborative problem-solving and the use of structured decision-making tools, such as decision matrices. Even small interventions can influence online students’ entrepreneurial mindsets.

Authors

Dr. Kristen Peña http://orcid.org/https://0009-0004-8260-914X Arizona State University [biography]

In her role as Senior Program Manager, Learning Initiatives for the Ira A. Fulton Schools of Engineering (FSE) Learning and Teaching Hub (LTH), Kristen Peña plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, communities of practice, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty. She also teaches undergraduate and graduate-level courses focused on innovation and entrepreneurship within engineering.
Dr. Peña has worked in higher education since 2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial experiential learning. She is a first-generation student and holds a Doctor of Education degree in Leadership and Innovation from ASU. Her research interests include faculty professional development, faculty-student interactions, first-generation college students, and retaining students in STEM fields.
Dr. Medha Dalal http://orcid.org/0000-0001-5705-1800 Arizona State University [biography]

Dr. Medha Dalal is an assistant research professor and associate director of scholarly initiatives in the Fulton Schools of Engineering at Arizona State University. Her career as an engineering education researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. Her research seeks to transform and democratize engineering education by exploring ways of thinking, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning.
Dr. Anoop Singh Grewal Arizona State University [biography]

Anoop Grewal (agrewal6@asu.edu) is a Associate Teaching Professor at Arizona State University in the Ira A. Fulton Schools of engineering since 2014. He received his doctorate in Mechanical and Aerospace engineering (in the field of Theoretical and Applied Mechanics) from Cornell University.
Dr. Michael Machas

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025