An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez
Keyword(s):  
Educational Program ◽  
Engineering Students ◽  
Materials Science ◽  
Core Competencies ◽  
Value Added ◽  
Entrepreneurship Education ◽  
Student Experiences ◽  
Evaluation Tool ◽  
Early Assessment ◽  
Science And Engineering

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

scholarly journals Exploring the Entrepreneurial Intentions of Science and Engineering Students in China: A Q Methodology Study

2019 ◽  
Vol 11 (10) ◽  
pp. 2751 ◽  
Author(s):  
Chen Fang ◽  
Liwen Chen
Keyword(s):  
Quantitative Research ◽  
Q Methodology ◽  
Engineering Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Science And Engineering ◽  
Chinese Science ◽  
Education And Development ◽  
Practical Implications

The entrepreneurial intentions of Chinese students have received rapidly evolving attention, with the “mass entrepreneurship and innovation” program as a driving force, which encourages individuals to start their own business. Entrepreneurial intention, which is perceived as being a predictor of entrepreneurial behavior, has generally been explored in the existing literature on the basis of the theory of planned behavior and the intention–behavior model. Since intention is a psychological notion, it is important to investigate the motivation for developing entrepreneurial intention from a subjective perspective. The aim of this study is to identify the objective factors that determine Chinese science and engineering students’ entrepreneurial intentions, and to understand how these different factors affect their intention to become an entrepreneur. Q methodology, which is a technological combination of qualitative and quantitative research, was conducted using thirty Chinese science and engineering students, and this paper reports their individual attitudes and discourses concerning their entrepreneurial intentions. After compiling 32 Q sets of statements and performing factor analysis, three distinct types of entrepreneurs were revealed. The findings suggest that a subjective approach to entrepreneurship education should be taken to enhance science and engineering students’ entrepreneurial intentions. Some theoretical and practical implications of these findings for techno-entrepreneurship education and development are also discussed.

Virtual Environments in Materials Science and Engineering

2017 ◽  
pp. 1465-1483 ◽  
Author(s):  
D. Vergara ◽  
M. Lorenzo ◽  
M.P. Rubio
Keyword(s):  
Problem Solving ◽  
Virtual Environments ◽  
Engineering Students ◽  
Materials Science ◽  
University Teaching ◽  
Science And Engineering ◽  
Virtual Laboratories ◽  
Materials Science And Engineering ◽  
Virtual Resources

The use of virtual resources in university teaching is becoming a key issue, especially in engineering degrees where novel virtual environments are being developed. This chapter described a study on the opinions of engineering students with regard to the use of diverse virtual applications in subjects related to Materials Science and Engineering. From 2011 to 2014, engineering students of several universities and diverse nationalities were surveyed regarding their views on using virtual environments in learning. The results presented in this chapter showed that students gave great importance to the use of virtual resources in university teaching but, at the same time, they also considered the presence of the teacher in the classroom to be very essential. The findings also provided the timetable distribution of topics that, according to the students' opinion, should be considered in the subjects of Materials Science, such as master classes, problem solving classes, practical classes in both real and virtual laboratories.

Chemistry Education Programs Relevant to Materials Science

MRS Bulletin ◽  
1987 ◽  
Vol 12 (4) ◽  
pp. 34-39 ◽  
Author(s):  
Peter Lykos
Keyword(s):  
Solid State ◽  
Boards Of Directors ◽  
Chemistry Education ◽  
Materials Science ◽  
Value Added ◽  
Major Change ◽  
Solid State Physics ◽  
Science And Engineering ◽  
Materials Science And Engineering ◽  
Chemical Companies

The larger chemical companies worldwide are in the process of major change from a commodities orientation to “downstream” products. “Value-added products,” “engineered materials,” and “effect chemicals” are terms their leaders are using as they try to explain what is happening to their boards of directors, to their stockholders, to their employees, and to their customers.As these companies go through their reorganizations a major problem has become apparent — many professional chemists are not intellectually equipped by training and experience to be effective in research and development in the design of those new products, and the “pipeline” which is producing their “new hires” has not responded to the changing emphases needed in undergraduate curricula and graduate research programs in chemistry.The driving force behind this new orientation is coming to be known as the science of materials or materials science. The longer descriptor, materials science and engineering, better suggests its inherently broad and interdisciplinary nature as well as bringing out that how the final product is produced affects (and may effect) its properties. Because this new discipline moves across standard science and engineering boundaries, materials science does not lend itself to neat classification. Descriptive classification is nevertheless possible:• Materials science is solid state science, both solid state chemistry and solid state physics.

Will the Integration of Materials Science into Engineering Core Undergraduate Curricula Ever Be Complete? Is the “Chemistry” Right?

MRS Bulletin ◽  
1992 ◽  
Vol 17 (9) ◽  
pp. 32-35
Author(s):  
John R. Ambrose
Keyword(s):  
Engineering Students ◽  
Materials Science ◽  
Professional Experience ◽  
Science And Engineering ◽  
Engineering And Technology ◽  
Materials Science And Engineering ◽  
Consensus View ◽  
Course Sequence ◽  
Certification Requirements

Those in charge of creating and endorsing curricula for engineering colleges appear to generally agree that materials science should be included. More than jus an acceptance of ABET (Accreditation Board for Engineering and Technology) certification requirements, the consensus view is that engineers really need to know about the materials they will someday use Unfortunately, there appears to be some disagreement about where this exposure to materials science fits into the overal scheme of things (scheduling or course sequence, so to speak). There is also dis agreement as to what engineering students should know about materials and by inference, as to who is most knowledge able and best qualified to teach this information. As a result of these disagreements students at some engineering departments have had to take, during the final semester, an introductory materials course taugh by instructors whose professional experience lies outside materials science and engineering.

Incorporating Information Competence into Classes

2001 ◽  
Vol 684 ◽  
Author(s):  
Katherine C. Chen ◽  
Paul T. Adalian
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Materials Science ◽  
Information Age ◽  
Science And Engineering ◽  
Scholarly Journals ◽  
Materials Science And Engineering ◽  
Pertinent Information ◽  
Upper Level ◽  
Oral Presentations

ABSTRACTEnabling students to become independent learners is a desirable goal for many educators. However, the task is not always easily addressed with the long lists of concrete, technical objectives that must usually be covered in classes. As a result, information often follows a oneway path from the instructor to the student, and students can develop a reliance on “packaged” knowledge and answers from only teachers and textbooks. In efforts to engage students in the learning process and to encourage the self-directed exploration of knowledge, “information competence” [1] has been incorporated into an upper-level materials course. Using current topics in materials science and engineering, students formulate questions to address specific issues and then locate pertinent information. A variety of resources, such as newspapers, web sites, and scholarly journals, are explored and evaluated. The instructor acts as a facilitator that assists with search strategies and evaluation of the information. Students develop the ability to process and reorganize the information into useful forms (e.g., reports, oral presentations). Providing the tools and instructions to function effectively in this Information Age will hopefully promote lifelong learning in today's students.

Non-Destructive Techniques for the Characterization of Structural Materials: Materials Science & Engineering Curriculum for the Education of an Innovative Model

2002 ◽  
Vol 760 ◽  
Author(s):  
Antonia Moropoulou ◽  
Eleni Aggelakopoulou ◽  
Nicolas P. Avdelidis ◽  
Maria Koui
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Materials Science ◽  
Engineering Curriculum ◽  
Science And Engineering ◽  
Course Content ◽  
Materials Science And Engineering ◽  
Undergraduate Programme ◽  
Non Destructive

ABSTRACTIn this paper, the example of the Materials Science and Engineering (MSE) Curriculum that exists as a scientific direction in the undergraduate programme of the Chemical Engineering School, in the National Technical University of Athens (NTUA), in Greece, is presented. The course content includes several tools, such as theoretical lessons, laboratory modules - nondestructive testing (NDT) and instrumental techniques - semi industrial scale devices, fieldworks and a dissertation thesis. The presented curriculum can be regarded as an innovative educational model for chemical engineering students that choose to become involved in the field of MSE.

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