2025 ASEE Annual Conference & Exposition

BOARD #152: WIP: Teaching practices assessment tools as the foundation for identifying entrepreneurial education best practices

Presented at Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

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

Mr. Marcus Melo de Lyra http://orcid.org/0000-0003-4309-6826 The Ohio State University [biography]

Marcus is a second-year Ph.D. Candidate in the Engineering Education Department (EED) at The Ohio State University. His research interests include teaching faculty development and early-career faculty experiences. Before joining the EED program, Marcus studied two years in the Engineering Education Systems and Design program at Arizona State University, he also earned his BS in Civil Engineering at the Federal University of Rio Grande do Norte and his MS in Civil and Environmental Engineering at the Federal University of Campina Grande in Brazil.
Sherri Youssef http://orcid.org/0009-0007-4647-0533 The Ohio State University [biography]

Sherri Youssef is a PhD candidate in the Department of Engineering Education at The Ohio State University. Her research interests include understanding the motivation of regional campus undergraduate engineering students to persist and how the need to belong inform one's persistence in engineering. She completed both her M.S. in Mechanical Engineering and her B.S. in Materials Science and Engineering at The Ohio State University as well.
Peyton OReilly The Ohio State University [biography]

Peyton O'Reilly is pursuing her B.S. in Biomedical Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate. Her research interests include sense of belonging in engineering and curriculum development in the first year programs.
Shukufe Rahman http://orcid.org/https://0000-0002-8040-0797 The Ohio State University
Dr. Benjamin Ahn http://orcid.org/0000-0002-3808-0398 The Ohio State University [biography]

Dr. Benjamin Ahn is an Associate Professor at The Ohio State University in the Department of Engineering Education.
Dr. Adam R Carberry http://orcid.org/0000-0003-0041-7060 The Ohio State University [biography]

Dr. Adam R. Carberry is Professor and Chair in the Department of Engineering Education at The Ohio State University (OSU). He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. He recently joined OSU after having served as an Associate Professor in The Polytechnic School within Arizona State University’s Fulton Schools of Engineering (FSE) where he was the Graduate Program Chair for the Engineering Education Systems & Design (EESD) Ph.D. Program. He is currently a Deputy Editor for the Journal of Engineering Education and co-maintains the Engineering Education Community Resource wiki. Additional career highlights include serving as Chair of the Research in Engineering Education Network (REEN), visiting École Nationale Supérieure des Mines in Rabat, Morocco as a Fulbright Specialist, receiving an FSE Top 5% Teaching Award, receiving an ASEE Educational Research and Methods Division Apprentice Faculty Award, receiving a Frontiers in Education New Faculty Award, and being named an ASEE Fellow.

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

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