2026 ASEE Annual Conference & Exposition

Entrepreneurial Mindset in Early Engineering: A Baseline Assessment in Large Introductory Mechanics Courses

Presented at Mechanics Division (MECHS) Technical Session 4

The entrepreneurial mindset (EM) consists of three key elements: Curiosity, Connections, and Creating Value (the 3Cs), which empower students to approach problems creatively and with purpose. Fostering this mindset helps produce engineers who can combine technical expertise and critical thinking with innovative approaches to problem-solving. Equally important is the ability to communicate technical ideas effectively, particularly to non-technical audiences. To help engineering students thrive in their careers after graduation, it is critical to provide them with the right tools during their education. While prior work has examined EM development through targeted instructional interventions, less is known about how students perceive and develop these attributes within traditional engineering courses that are not explicitly designed to cultivate EM. To characterize these perceptions, we conducted surveys in three large introductory mechanics courses (Statics, Dynamics, and Solid Mechanics) at a large Midwest university. The surveys included four Likert-scale questions (one for each of the 3Cs and one for Fluency) and were administered at the start and end of the semester, as well as at the conclusion of each topic-based unit. Students consistently reported high perceived Value of course content to their future careers, both at the start and end of the semester, indicating a stable recognition of relevance. In contrast, Curiosity, Connections, and Fluency exhibited variability across courses and topics; however, changes over the semester were generally small. Because the study reflects a single semester and relies on voluntary self-reported data, the findings are best interpreted as preliminary evidence contributing to a developing understanding of baseline EM perceptions in foundational mechanics education rather than definitive conclusions about instructional impact. These results provide an initial reference point for future course offerings that intentionally integrate EM-focused activities and evaluate whether targeted interventions produce measurable and repeatable changes in student perceptions.

Authors

Melany Denise Opolz http://orcid.org/0000-0003-0226-1629 University of Illinois at Urbana - Champaign [biography]

Melany D. Opolz is a PhD candidate in the Department of Chemical Engineering at the University of Illinois Urbana-Champaign, specializing in equine biomechanics and bone chemistry. She holds a bachelor's degree in Chemistry from Cameron University and a Master of Science in Chemical Engineering from the University of Illinois Urbana-Champaign. For the past three years, she has been part of the Strategic Instructional Innovations Program (SIIP) team in the Mechanical Science and Engineering Department at the University of Illinois Urbana-Champaign, contributing to educational advancements in engineering through different projects, including the development of open-access online reference pages and the promotion of an entrepreneurial mindset among early engineering students.
Griffin Charles Sipes University of Illinois at Urbana - Champaign [biography]

Griffin C. Sipes is a PhD student in the Department of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign (UIUC) with interests in adapted exercise and shoulder biomechanics. He holds a B.S. and M.S. in Mechanical Engineering from UIUC. For the past semester, he has been a part of the Strategic Instructional Innovations Program (SIIP) team in the Mechanical Science and Engineering Department at UIUC, contributing to improving engineering education for undergraduate students.
Changmin Lee University of Illinois at Urbana - Champaign [biography]

Changmin Lee is a Ph.D. student in the Department of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign, with research interests in bone biomechanics. He holds a Bachelor of Science degree in Mechanical Engineering from Hanyang University in Seoul, South Korea. He has been part of the Strategic Instructional Innovations Program (SIIP) team in the Department of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign, contributing to the advancement of engineering education.
Thomas Golecki http://orcid.org/0000-0002-0750-8582 University of Illinois at Urbana - Champaign [biography]

I spent 10+ years in industry as an engineer in structural mechanics and structural health monitoring projects, earning professional licensure as PE and SE. My PhD research focused on the structural optimization of dynamic systems including random loading and vehicle-bridge interaction. Now as teaching faculty, I try to connect course concepts to real-world examples in a way that motivates and engages students.
Dr. Brian Mercer http://orcid.org/0000-0003-2570-0823 University of Illinois at Urbana - Champaign [biography]

Brian Mercer is a Lecturer in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. He earned his Ph.D. from the University of California, Berkeley, in 2016 and subsequently worked as a research engineer at the Illinois Applied Research Institute before turning to a career in teaching and education in 2018. His technical expertise lies in computational and theoretical solid mechanics, and he teaches a range of courses in these topics, including introductory solid mechanics, machine component design, computational mechanics, and finite element analysis. Brian’s pedagogical research efforts focus on developing and implementing effective teaching strategies for large lecture courses and increasing student literacy in using computational tools such as Python and to aid in performing calculations and simulations relevant to engineers.
Dr. Emma Mercier [biography]

Emma Mercier is an associate professor in Curriculum and Instruction at the University of Illinois Urbana-Champaign. Her work focuses on collaborative learning in classrooms, and in particular, the use of technology for teachers and students during collab
Dr. Kevin Wandke http://orcid.org/0000-0001-8781-7440 University of Illinois at Urbana - Champaign [biography]

Kevin Wandke received his B.S. degree in mechanical science and engineering and the M.S. degree in electrical engineering from the University of Illinois at Urbana–Champaign, in 2019 and 2022, respectively, where he is currently pursuing the Ph.D. degree in electrical and computer engineering. He was a member of the SULI Program at Argonne National Laboratory, and an Intern of the Edison Engineering Program, General Electric’s Global Research Center. He was a recipient of the Chancellor’s Scholarship, the Olesen Award for Excellence in Undergraduate Teaching, and a Mavis Future Faculty Fellow in the Grainger College of Engineering.
Prof. Matthew West http://orcid.org/0000-0002-7605-0050 University of Illinois at Urbana - Champaign [biography]

Matthew West is an Associate Professor in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign. Prior to joining Illinois he was on the faculties of the Department of Aeronautics and Astronautics at Stanfo
Dr. Kellie M Halloran http://orcid.org/0000-0003-1376-3069 University of Illinois at Urbana - Champaign [biography]

Kellie Halloran is a Teaching Assistant Professor in Mechanical Science and Engineering at the University of Illinois Urbana-Champaign. She holds a BS, MS, and PhD in Mechanical Engineering from the University of Illinois and is currently investigating ways to engage undergraduate students and encourage curiosity and creativity in larger engineering classes.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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