2026 ASEE Annual Conference & Exposition

This Work-in-Progress paper presents a replicable model for explicitly integrating Entrepreneurial Mindset Learning (EML) into a junior-level engineering design course. While many design courses assume entrepreneurial behaviors emerge implicitly, this study introduces a structured, module-based approach aligned with KEEN’s 3Cs: Curiosity, Connections, and Creating Value. A key contribution of this work is the intentional introduction of value creation at the problem-framing stage, positioning stakeholder impact as a driver of problem definition, design decisions, and iterative refinement.

The model was implemented in a junior-level electromechanical design course and assessed using indirect measures, including student surveys and reflective prompts. Preliminary findings suggest that explicitly framing entrepreneurial behaviors increases student engagement in opportunity recognition, iteration, collaboration, and value-oriented thinking. Students demonstrated increased ownership of problem selection and greater awareness of the societal and practical implications of their designs.

The proposed framework is designed for transferability and can be adopted without changes to course structure, credit hours, or facilities, offering a practical pathway for embedding EML in engineering design education.