2025 ASEE Annual Conference & Exposition

This paper discusses incorporating Entrepreneurially Minded Learning (EML) into a Networks and Data Communications course. EML is a pedagogy that aims to inculcate the entrepreneurial mindset (EM) in students, specifically the 3C framework of the EM: curiosity, connections, and creating value. EML techniques aim to increase student curiosity, improve the student’s ability to make connections between disparate sources of information, and ultimately equip them to create value for themselves and society. Thus, EML is closely related to inquiry-based learning, problem-based learning, and project-based learning. The distinction between EML and these other pedagogical approaches is the focus on a value creation mindset.

Networks and Data Communications course is a vital course for computer engineering, electrical engineering and computer science students. It connects students to the Information Technology (IT) industry, which is one of the fastest growing industry for the last two decades and requires a large number of well-trained professionals. Thus, integrating EML-based components in this course prepares students to seek opportunities to create value in this growing field.

EML is integrated into this course primarily through three frameworks: (1) Developing Connections, which employs risk factor consideration when designing an enterprise network; (2) the Question Formulation Technique (QFT), which focuses on enhancing student curiosity and the ability to formulate questions, and (3) the Need-Approach-Benefits/Costs-Competition (NABC) framework, which provides a formulaic approach to crafting compelling value propositions. In the Networks and Data Communications course, these frameworks are used in lab activities, a case study assignment, an exploratory research paper, and a design project.

Network professionals may fail to consider potential threats until a severe intrusion occurs. To address this gap, the course integrates the outcome of “Considering risk as a factor when designing and configuring an enterprise network” to encourage students to understand the importance of thinking like an adversary when working for a client, ultimately enhancing the security and confidentiality of the client’s business.

The QFT consists of four steps: question-storming, question refinement, question prioritization, and next steps. The instructor provides a prompt to stimulate many questions from students on the topic. In the second step, students analyze and refine their questions. In the third step, students select a few questions based on some criterion. In the last step, within this course, students choose one question to write a short research paper. This process triggers their curiosity and trains them to ask and explore their own questions.

As part of the lab report, students assess the value propositions of the routing protocol or strategy used in the lab. Students summarize their findings in 1-2 page long NABC report, in which students identify the important need the routing protocol addresses, the approach to address that need, and compare the benefits per cost ratio to competing strategies. This practice of using NABC motivates them to focus on value creation, which is the core of EML.

The full paper will describe these assignments (and others) in more detail.