2026 ASEE Annual Conference & Exposition

This paper presents the integration of Entrepreneurially Minded Learning (EML) principles into a junior-level Communication Systems course. By embedding EML into this technically intensive course, students not only gain deep disciplinary expertise but also develop an entrepreneurial mindset characterized by curiosity, connections, and creating value (the 3C’s). The redesigned course integrates structured frameworks, including the Question Formulation Technique (QFT) and the Need-Approach-Benefits/Costs-Competition (NABC) model, to promote inquiry-driven learning, cross-disciplinary thinking, and value-oriented problem solving. Two major EML-based modules anchor the course: (1) EML in AM and FM Receiver Design and (2) EML-Based Challenge Design Problems.

The EML in AM and FM Receiver Design module transforms the traditional lab-based receiver projects into an experiential, multi-stage learning process guided by the 3C’s, QFT, and NABC frameworks. In Stage 1, students apply the Question Formulation Technique to stimulate curiosity and inquiry. Students individually generate questions related to their assigned receiver design, identify knowledge gaps, and select the most relevant questions for deeper exploration. This process positions students as active investigators and reinforces ownership of their learning.

In Stage 2, students explicitly connect their design projects to the 3C framework. Each group reflects on how Curiosity shaped their exploration of receiver performance, how Connections linked classroom concepts to industry applications, and how their design Creates Value for end users and society. These reflections encourage metacognitive awareness of how entrepreneurial thinking enhances technical problem solving.

Stage 3 represents the technical and entrepreneurial culmination of the receiver projects. Students design and implement their systems using hardware components, integrating theory and practice. Through the NABC framework, they articulate the Need for AM and FM receiver systems, the Approach guiding their design and signal processing methods, the Benefits and Costs of their chosen solutions, and the Competition between alternative approaches. This structured analysis compels students to evaluate their work in terms of technical performance, feasibility, and value creation.

The second module, EML-Based Challenge Design Problems for Communication Systems, extends entrepreneurial learning through open-ended, real-world challenges that span both analog and digital communication topics. They strengthen curiosity through independent research, connections by linking prior coursework and practical contexts, and value creation by encouraging students to design solutions that address both technical and stakeholder needs.

These two EML modules demonstrate how entrepreneurial thinking can transform traditional engineering instruction into a dynamic, student-centered, and value-driven learning experience. The integration of QFT-based inquiry, 3C reflection, NABC analysis, and challenge-based design ensures that students acquire not only technical proficiency in communication systems but also the mindset to innovate, adapt, and lead in the rapidly evolving telecommunications landscape. The full paper further elaborates on implementation strategies, assessment methods, and student outcomes, offering a scalable model for embedding entrepreneurial learning into electrical and computer engineering education.