2025 ASEE Annual Conference & Exposition

WIP: Teaching practices assessment tools as the foundation for identifying entrepreneurial education best practices

Given the central role of engineering in national economic development, it is expected that the next generation of engineers must be prepared to work in a global context by coupling their traditional engineering skillset with an entrepreneurial mindset (EM) which is a collection of mental habits that foster curiosity, the ability to make connections, and the ability to create value when engaging with engineering problems. To best support the growth of an EM in engineering students, researchers have begun to design and implement teaching practices geared towards instilling this mindset in their students. However, there is still a dearth of research on assessing teaching practices that provide support for integrating EM into engineering courses. Thus, this work in progress reports the initial efforts to design an engineering-specific teaching practices assessment tool to serve in a larger project that addresses engineering best teaching practices for EM development. We conducted a literature review of STEM teaching practices assessment instruments to identify potential instruments that could serve as the foundation for our EM infused engineering-specific teaching practices assessment tool. To cover the landscape of STEM education literature, an education-focused database, and a multidisciplinary database were searched using a combination of keywords logically organized with Boolean operators. The initial result from the database searches consisted of 131 peer-reviewed publications. Peer-reviewed publications written in English that reported using a teaching practices assessment tool were selected from the initial result list to be reviewed. After the selection process, 30 papers reporting teaching practices were identified. This literature review study listed the teaching practice assessment instruments reported in the selected documents and discussed their applicability to EM engineering teaching practices assessment. Comparing the types of teaching practice assessments, we identified that self-reporting teaching inventories offer a low-resource (personal and time) alternative to assess teaching practices through the lens of the instructor. Ultimately, this study leveraged existing research on STEM teaching practice assessment tools to develop one that furthers the integration of EM in engineering education.

Authors
  1. Peyton OReilly The Ohio State University [biography]
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