将创业思维注入工程教育:成功实施的五种策略

Gary Lichtenstein, J. Collofello
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引用次数: 1

摘要

Ira a . Fulton工程学院(FSE)获得了一项为期两年的资助,用于在整个学院内将创业思维(EM)制度化。本文总结了工程领域创业教育的历史,然后回顾了17个abet认证项目的初步实施成功指标。在该计划的实施阶段,部署了五项战略,努力吸引66名教师,他们在每个本科项目中教授三门以机电工程为重点的课程之一:第一年的工程课程,第二年或第三年的必修设计或技术课程,以及Capstone。策略有:1)以21世纪工程师为导向开展创业教育;2)在所有课程和项目中使用单一、一致的框架来实施电子商务;3)基于ABET认证流程的建模实现;4)为该倡议注入大量师资支持;5)用津贴激励教师,促进初步实施。挑战在于维持实施,同时提高EM教学和评估的有效性,特别是在获得资助之后。我们得到的教训是:1)计划的制度化需要在最初的实施过程中制定战略;2)教师更有可能支持一个包括他们一直关心的活动和结果的计划,包括学生的成功、专业发展和学院的互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success
The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second or third year, and Capstone. Strategies were: 1) Adopting a 21st Century Engineer orientation to entrepreneurial education; 2) Operationalizing EM using a single, consistent framework across all courses and programs; 3) Modeling implementation based on ABET accreditation processes; 4) Infusing the initiative with substantial faculty support; and 5) Incentivizing faculty with stipends to promote initial implementation. Challenges revolve around sustaining implementation while improving effectiveness of EM instruction and assessment, particularly after grant funding. Lessons learned are that 1) institutionalization of the initiative needs to be strategized during initial implementation and 2) faculty are more likely to support an initiative that includes activities and outcomes about which they have always cared, including student success, professional development, and collegial interaction.
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