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Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
Open2012 rubric-based-approach-entrepreneurial-mindset
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Open2012 rubric-based-approach-entrepreneurial-mindset

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  • Who we areToday:Background of these effortsMissionThe KEEN storyNext steps
  • Quick overview of the KEEN programReview steps that produced KEEN program learning outcomes (i.e., series of meetings involving faculty from most of the KEEN schools); a series of conferences focused on assessment issues.
  • Who here considers themselves an entrepreneur?Who here has the entrepreneurial mindset (as defined by the KEEN program)?Who here would like to hire students that can do these things?So, which of those attributes are bad if you are not going to be an entrepreneur?
  • Yeah, we can’t answer them either … but we dream of the day when we can. This presentation is about our efforts to
  • Scores aggregated across the 4 rows of the effective collaboration rubric.
  • Benefit all ONU students by cultivating the entrepreneurial mindset in as many courses and other campus activities as possibleProvide opportunities and support for students interested in becoming entrepreneurs
  • What’s the difference between “The entrepreneurial mindset” and entrepreneurship?We want to support and educate future entrepreneurs… but the mindset is not mostly about starting businesses
  • http://s3.invisionfree.com/Gemasia/index.php?showtopic=3
  • Nothing
  • 127 @ fall PIE (28 teams)Expect about 250 students in the spring PIE This year: 2nd @ LTU@ LTU … most innovative product idea.
  • Nothing
  • Transcript

    • 1. A Rubric-based ApproachJ-D Yoder for Operationalizing theProfessor and ChairMechanical Engineering Entrepreneurial Mindset:Rob KleineAssociate Professor of Marketing An exploratoryPharmaceutical Business ProgramCoordinator investigation
    • 2. We’ve got rubrics, and we’re here to help you.
    • 3. Ohio Northern University • Approximately 3500 students among five colleges • College of Engineering is about 450 students across 5 majors • Largely traditional, residential students
    • 4. Kern Entrepreneurship EducationNetwork (KEEN) • A program of the Kern Family Foundation • Started in 2005 • Private universities with ABET accreditation • Focus on the entrepreneurial mindset, not entrepreneurship
    • 5. The KEEN NetworkBaylor University (TX) Santa Clara University (CA)Boston University (MA) Union College (NY)Bucknell University (NY) University of Dayton (OH)Gonzaga University (WA) University of Detroit-Mercy (MI)Kettering University (MI) University of Evansville (IN)Lawrence Technological University (MI) Villanova University (PA)Mercer University (GA) Western New England University (MA)Milwaukee School of Engineering (WI) Widener University (PA)Ohio Northern University (OH) Worcester Polytechnic Institute (MA)St. Louis University (MO)
    • 6. The Entrepreneurial Mindset (KEEN) 1. Effectively collaborate in a team setting 2. Apply critical & creative thinking to ambiguous problems 3. Construct & effectively communicate a customer- appropriate value proposition 4. Persist through and learn from failure 5. Effectively manage projects through appropriate commercialization or final delivery process 6. Demonstrate voluntary social responsibility 7. Relate personal liberties and free enterprise to entrepreneurship
    • 7. Motivation • Many schools in the network have created engineering-mindset-related activities. • How do we know which ones work? • How can we leverage “best in class” activities? • Note – don’t want it to be relative to student feelings about the activity, but on the outcomes.
    • 8. Can you answer these questions?• How effectively is my PROGRAM cultivating the entrepreneurial mindset in our students?• How effective is each ELEMENT in my program at cultivating intended aspects of the entrepreneurial mindset (whatever the unit: minor, course, project, in-class activity, etc.)
    • 9. Our effort: • Develop a common set of evaluation tools. • Rubric-based. • Evaluate student work.
    • 10. A Rubric-basedApproach forOperationalizingand AssessingtheEntrepreneurialMindsetSource: Kleine & Yoder (2011), JEEN
    • 11. The process: Activity Reflection Student Revision? Artifact Data Rubrics Analysis
    • 12. Exploratory Investigations Utilizing theRubric-Based Approach • Faculty training protocol • Faculty using and testing the rubrics
    • 13. A faculty training protocol for rubric-basedassessment Preparation (Kleine & Reid 2012) 1. A student learning outcome of interest 2. A Rubric 3. A student activity that generates student work (artifacts) relevant to the learning outcome 4. At least two examples of student work generated by the activity: – High proficiency – Low proficiency
    • 14. Materials distributed to eachparticipant 1. The rubric that will be applied. 2. A score sheet for each artifact to be evaluated. 3. Details about the activity (assignment) that generated the student work. 4. Student work examples (artifacts) that illustrate high and low proficiency (each on a separate page.
    • 15. Example Artifact Score Sheet Artifact Score Sheet (Please Refer to the Effective Collaboration Rubric) Does Not Meet Meets Not Expectations (1) Developing (2) Expectations (3) Proficient (4) ApplicableContributes toTeam MeetingsFacilitates theContributions ofTeam MembersFostersConstructiveTeam ClimateResponds toConflict
    • 16. Activity: A Reflection PaperA one-page “Team reflection” should be writtento describe the results of your “Teamevaluation” rubric. This memo should allowyou to reflect on whether your team has beeneffective, especially considering qualities ofeffective teams we have discussed. You mayalso include any concerns about team dynamics(these concerns will not be shared with yourteammates without your consent).
    • 17. Sample Artifact Low Proficiency (Student JJ)Team LL has had a rough start. After having six team meetings the grouphas failed to have a hundred percent attendance to a single meeting (AA hasmissed 4, DD 3, RR 1, and JJ 0.) Without the whole group present, ourdecision making and brainstorming has been continuously pushed back.When we do have meetings they are somewhat productive, however, for thefollowing meeting we must repeat what was said previously to ensureeveryone is on the same page. Our team meetings usually last onehour, during which I do most of the talking while everyone else just agreeswith me. Being the team leader I understand that it is my job to run themeetings and to keep everyone on track, but it becomes a nuisance whenno one else has any suggestions and must be told to help. The poor attendance is a result of poor communication skills. Now thatemail addresses and phone numbers were exchanged I hope thatcommunicating will no longer be a problem.
    • 18. Sample Artifact Low Proficiency (Student JJ)After having six team meetings … When we do have meetingsthey are somewhat productive, …… Our team meetings … during which I do most of the talkingwhile everyone else just agrees with me. Being the team leader Iunderstand that it is my job to run the meetings and to keepeveryone on track, but it becomes a nuisance when no one elsehas any suggestions and must be told to help.The poor attendance is a result of poor communication skills.Now that email addresses and phone numbers were exchanged Ihope that communicating will no longer be a problem.
    • 19. Sample Artifact High Proficiency (Student MM) PW Inc. is made up of four members: NN, KK, MM, and SS. The team has worked well together and allthe members get along with each other very well. All the individuals on the Team have contributed to theproject equally so far. This is very beneficial for the team because all the assignments are getting done in areasonable amount of time. The culture identity was divided up so that each person had to research certaininformation. As a team everything has been evaluated and everyone has come to a consensus on teamassignments so that no individual’s opinion is less important than another. Each person has pulled his or herweight on assignments and/or a task assigned to them, which shows that everyone has respect for each otherand wants to succeed. The key characteristic of the PW Inc. team is our ability to effectively communicate. Theteam has a lot of meetings to insure that everything can get done in a timely manner, so communication is keyand so far it has been excellent. In addition to communication, attendance at each team meeting is valuable togetting things accomplished in a timely manner which the group has done a great job of so far. The teamdoesn’t waste time on unimportant things, but rather focuses on the duties that need to get done, such asdeciding the company name, working on the cultural identity, and creating the company. One aspect I feel like the team has not done well is in group dynamics. I believe that some groupmembers don’t always participate in discussions because he or she doesn’t want to be wrong or cause adistraction. My feeling is we are mature enough to not get offended if someone else has a better idea or anopinion that we don’t necessarily agree with at the time. Working together and communication are the two main keys to a successful team and so far I believethat PW Inc. is building for success. We have followed these two keys and have accomplished all the tasksassigned to the group.
    • 20. Sample Artifact High Proficiency (Student MM)As a team everything has been evaluated and everyone has come to a consensus … Eachperson has pulled his or her weight on assignments and/or a task assigned to them, whichshows that everyone has respect for each other and wants to succeed. The keycharacteristic of the PW Inc. team is our ability to effectively communicate.… communication is key and so far it has been excellent.… The team doesn’t waste time on unimportant things, but rather focuses on the dutiesthat need to get done, …… the team has not done well is in group dynamics. I believe that some group membersdon’t always participate in discussions because he or she doesn’t want to be wrong or causea distraction. My feeling is we are mature enough to not get offended if someone else has abetter idea or an opinion that we don’t necessarily agree with at the time.Working together and communication are the two main keys to a successful team … Ibelieve that PW Inc. is building for success.
    • 21. Example Artifact Score Sheet Artifact Score Sheet (Please Refer to the Effective Collaboration Rubric) Does Not Meet Meets Not Expectations (1) Developing (2) Expectations (3) Proficient (4) ApplicableContributes toTeam MeetingsFacilitates theContributions ofTeam MembersFostersConstructiveTeam ClimateResponds toConflict
    • 22. Distribution of Ratings on the “Fosters Constructive Team Climate” row of the “Effective Collaboration in a Team Setting” rubric 12 10 8 6 4 2 0 Does Not Meet Developing Meets Proficient Not Applicable Expectations Expectations JJ MMNOTE: n=23. The distributions are statistically distinct (Chi-squared=27.5, df=4, p<.001).
    • 23. “Effective Collaboration in a Team Setting” AggregateRatings 40 35 30 25 20 15 10 5 0 Does Not Meet Developing Meets Proficient Not Applicable Expectations Expectations JJ MM
    • 24. Faculty Using and Testing the Rubrics • ONU Faculty in Colleges of Engineering and Business • Faculty at other KEEN institutions
    • 25. Rubric Testing Protocol Apply the Identify a class rubric(s) to one or Provide feedback Pick a KEEN activity you do more examples of on how we can learning outcome already (or create student work improve the (or two) a new one) generated by the rubric(s) activity
    • 26. Work in progress • Intend to use in additional courses at ONU. • Expand to other KEEN schools. • All schools are welcome to participate. • Use feedback to modify rubrics as needed. • Inventory entrepreneurial mindset activities by learning outcome
    • 27. Mapping Activities into EntrepreneurialMindset Student Outcomes Contact: Feb. 2012 KEEN Student Outcomes (KSO) ___________________________ 1 2 3 4 5 6 7 Effectively Construct & manage projects effectively through Apply critical & communicate a appropriate Relate personal Effectively creative thinking customer- commercialization Demonstrate liberties and free collaborate in a to ambiguous appropriate Persist through and or final delivery voluntary social enterprise to team setting problems value proposition learn from failure process responsibility entrepreneurship For-Credit Courses Provide course number and title Co-curricular Activities Extra-curricular Activities
    • 28. Opportunities • Data Aggregation • Integrating with ABET • Integrating Entrepreneurial Mindset and General Education assessment systems
    • 29. Conclusion Our goal is to answer the question empirically: How effective are our efforts to cultivate the Entrepreneurial Mindset in our students at each of the following levels: • KEEN network • Individual KEEN school • Program • Course • Assignment/activity
    • 30. Thank You!Questions?
    • 31. Misc debris follows
    • 32. Connect General Education and theEntrepreneurial MindsetONU Gen Ed LearningOutcomes KEEN Learning Outcomes1. Effective communication 1. Effectively collaborate in a team setting2. Critical and creative thinking 2. Apply critical & creative thinking to3. Scientific and quantitative literacy ambiguous problems4. An understanding of diverse cultures 3. Construct & effectively communicate and their effects on human interaction a customer-appropriate value proposition5. Integration of concepts across 4. Persist through and learn from failure. disciplines 5. Effectively manage projects through6. Informed and ethical responses to appropriate commercialization or final personal, civic, and global needs delivery process 6. Demonstrate voluntary social7. Informed responses to aesthetics in responsibility art or nature 7. Relate personal liberties and free enterprise to entrepreneurship
    • 33. Motivating vision • Cultivate the entrepreneurial mindset in every ONU student. • Support those students interested in becoming entrepreneurs
    • 34. Entrepreneurial Mindset for All Supporting Future Entrepreneurs Zach Ferres Chris Corrado
    • 35. Entrepreneurship Education atONU Circa 2004
    • 36. Entrepreneurship education atONU Circa 2004
    • 37. A Multi-Pronged Approach to Engagingthe Entrepreneurial Mindset Faculty Curriculum Development Entrepreneurial Mindset Touch Points across the Four YearsExtra/Co-Curricular Assessment Activities
    • 38. Highlights: Student EngagementStudent competitions• Polar Innovation Exchange• Elsewhere • IIT Idea Chase • Innovation Chase at LTU Polar Innovation Exchange Competitions
    • 39. Highlights: Speakers that Inspirethe Entire Campus Community Paul Polak author of Out of Poverty and co-founder International Development EnterprisesBob Peterson, Pixar Studios
    • 40. Entrepreneurship education atONU Circa 2004
    • 41. Thanks • The Deans • Dr. Baker and Dr. DiBiasio • A variety of faculty, especially Dan Ferguson and Tammy Schakett • Fantastic students • KEEN and NCIIA • External allies

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