Enhancing Entrepreneurial Mindsets Through STEM Education

Preface
Contents
About the Editors
Entrepreneurial Mindset of STEM Education in Theory
1 The Link Between Entrepreneurship and STEM Education
1 Introduction
2 Entrepreneurship Education and Entrepreneurial Mindset
3 STEM and Entrepreneurship Education as the Areas of Interaction
3.1 The Origins of Integrating Entrepreneurship and STEM Education
3.2 Combining STEM and Entrepreneurship Education
4 E-STEM Practices at Different Education Levels
4.1 Outcomes and Experiences from Different Education Levels and Contexts
4.2 Overcoming the Challenges Faced in E-STEM Practices
5 Conclusions
References
2 Strengthening Bridges Between STEM Education and Entrepreneurship: Pathways to Societal Empowerment Towards Sustainability
1 Introduction
2 STEM Education and Entrepreneurship: Possible Convergences
3 Science Communication, Social Innovation, and Entrepreneurship: Citizen Engagement for Social Change
4 Entrepreneurship and STEM Education: Contributions for Sustainable Development
4.1 Entrepreneurship, STEM, and Environmental Education: Synergies for Sustainable Development
5 Entrepreneurship and Societal Empowerment: STEM into Curriculum
6 Conclusion
References
3 Cultivating Entrepreneurial Leadership Skills Through STEM Education
1 Introduction
2 The Goals and Benefits of STEM Education
2.1 STEM Education Approaches and Curriculum Implementations
2.2 Teacher Education
3 Entrepreneurial Leadership in STEM Education
3.1 The Notion of Entrepreneurial Leadership
3.2 Integrating Entrepreneurial Leadership in STEM Education
3.3 Entrepreneurial Leadership in STEM Through General Education
3.4 Entrepreneurial Leadership in STEM Through Arts and Social Sciences
4 Societal Impacts of Entrepreneurial Leadership in STEM
4.1 Long-Term Economic Growth
4.2 Global Competitiveness
4.3 Improvements in Quality of Life
4.4 Social Problems Related to STEM
4.5 Importance of Embedding Social Responsibility in Entrepreneurial Leadership in STEM
5 Conclusion
References
4 Innovative Pedagogy and Practice for E-STEM Learning
1 Introduction
2 STEM Learning
3 Entrepreneurial Learning
4 E-STEM Learning
4.1 Rationale for E-STEM Incorporation
4.2 Conceptual and Theoretical Framework of E-STEM Learning
4.3 Pedagogical Strategies of E-STEM Learning
5 Interdisciplinary E-STEM Model
5.1 Student-Competency Profile
5.2 Building Blocks of E-STEM Learning
5.3 The E-STEM Model: From Theory to Practice
6 Conclusion
References
5 An Entrepreneurial STEM Teaching Framework: Integrating Business and STEM Education
1 Introduction
2 Entrepreneurial Mindset and Its Continuum Notion
3 Appreciative Inquiry for Entrepreneurial STEM Education
4 Methodology
5 Results
5.1 Process 1—Discovery
5.2 Process 2—Dream
5.3 Process 3—Design
5.4 Process 4—Delivery
6 Discussion
6.1 Identifying the Indicators of Success in Businesses
6.2 Developing Entrepreneurial Mindset Through STEM Education
6.2.1 E-STEMM Teaching Framework
7 Conclusion
References
Example Practices for Fostering an Entrepreneurial STEM Mindset
6 Increasing the Pro-entrepreneurial Attitude of Students Through Interdisciplinary Action in STEM Related Fields
1 Introduction
2 Environmental Problems and Issues as an Inspiration for the Themes of the PBL Project
2.1 Using STEM and Entrepreneurial Skills to Achieve the Goals of the PBL Course
2.2 Catamaran System Description
3 PBL Project Realisation (Case Study)
3.1 Project Initialisation
3.2 Project Schedule
3.3 Preparation of the Catamaran System for Field Research
4 Field Research
4.1 Chemical and Biological Analyses of Reservoir Samples
4.2 Market Research and Commercialisation Possibilities
4.3 Analyses and Map Making
5 Results and Discussion
5.1 The Achieved Results, the Reasons and Its Potential Impact
5.1.1 Scientific Effects of the Project
5.1.2 Educational Outcomes of the Project
5.1.3 Students’ Expectations and Experiences of the Project
5.2 Discussion of the Problems That Arose in the Implementation of the PBL Project
6 Conclusions
Acknowledgements
References
7 From Think Tank to Shark Tank: Engineer to Entrepreneur
1 Introduction
2 Curriculum Integration—Engineering and Civic Entrepreneurship
2.1 Engineering Education
2.2 Entrepreneurship Education
3 The Development and Structure of the Think Tank to Shark Tank Curriculum
3.1 Inspiration and Basic Foundations
3.2 Designing the Curriculum
3.3 Emerging Key Concepts
3.3.1 Inventor Concepts
3.3.2 Entrepreneur Concepts
3.4 Formalizing the Curriculum
3.5 Distinguishing Our Curriculum
4 Outcomes of the Curriculum
4.1 Examples of Student-Created Products
4.2 Components of the Camp
4.2.1 Group Size and Diversity
4.2.2 Flexibility with Resources and Time
4.2.3 Ensuring Realistic Expectations
4.2.4 Creating an Environment for Exploration
4.2.5 Revising an Existing Product as an Option
4.2.6 Problem-Solving and Perseverance
5 Extending to Teacher Education
6 Going Forward
Acknowledgements
References
8 Educating for STEM: Developing Entrepreneurial Thinking in STEM (Entre-STEM)
1 Introduction
2 Conceptualization of STEM Education
3 Integrating and Connecting STEM Education
4 Infusing Entrepreneurial Learning into STEM—Entre-STEM
5 Entre-STEM Educational Initiatives
6 Education Initiatives
7 Research and Commercialisation Initiatives and Institutional Supports
7.1 Commercialisation and Research Initiatives
7.2 Institutional Supports for Entre-STEM Researchers
7.2.1 Nexus Innovation Centre
7.2.2 Technology Transfer Office
7.2.3 STEM Research Centres
8 Student Life Initiatives
9 Developing a Entre-STEM Framework
9.1 Student Mindset and Identity
9.2 Learner Profile
9.3 Collaboration
9.4 Innovation
9.5 Pedagogy
10 Concluding Comments
References
9 Fostering an Entrepreneurial Mindset Through Project-Based Learning and Digital Technologies in STEM Teacher Education
1 Introduction
2 STEM Education and Entrepreneurship
2.1 Entrepreneurial Skills
3 Teaching and Learning STEM and Entrepreneurial Skills
3.1 Entrepreneurship, STEM, and Teacher Education
4 Curriculum and Pedagogy in STEM Education: STEM Projects and DVGs
4.1 Integrated STEM PBL and Entrepreneurial Skills
4.2 Examples of Integrated PBL in STEM
4.2.1 Project 1—Waste Management: A Redesign
4.2.2 Project 2—Build and Use a Global Positioning System (GPS) Tracker
4.2.3 Project 3—Research Drones
4.3 STEM Learning, Entrepreneurial Skills and DVGs
5 Examples of TC-Created DVGs
5.1 DVG 1—Control
5.2 DVG 2—Vector Planes
5.3 DVG 3—Corn Game
6 Entrepreneurship and STEM Education
7 Discussion
8 Conclusion
References
10 Back to School: An Examination of Teachers’ Knowledge and Understanding of Entrepreneurship Education
1 Introduction
2 Enterprise Skills
3 Benefits of Entrepreneurship Education to the Youth
4 Entrepreneurship Education in Australia
5 Research Context
6 Research Methodology
6.1 Teacher Profile
6.2 Intervention
6.3 Data Collection
6.4 Data Analysis
7 Research Findings: Pre-workshop Survey Results
8 Comparison of Results Between Pre- and Post-workshop Surveys
8.1 Level of Knowledge of Entrepreneurship/Enterprise Principles, Theories, and Ability to Use Examples in Their Teaching
9 Discussion and Recommendations
10 Conclusion
References
11 Integrated and Innovative STEM Education: The Development of a STEM Education Minor
1 Introduction
2 STEM Education Minor
2.1 Mission
2.2 Unique Nature and Demonstrated Need
2.3 Contribution
2.4 Alignment
3 Needs Analysis
3.1 Curriculum and Co-curricular Activities
3.2 Frameworks
4 Examples of Entrepreneurial Mindset in a Design Thinking Project and Its Assessment
4.1 Example of Entrepreneurial Mindsets in a Design Thinking Project
4.2 Example of Entrepreneurial Mindsets Assessments
4.2.1 Creative Confidence Map
4.2.2 Mindset Reflection
5 Conclusion
References
Empirical Results of Enhancing an Entrepreneurial STEM Mindset
12 Fostering Integrated STEM and Entrepreneurial Mindsets Through Design Thinking
1 Introduction
2 Defining the Constructs
2.1 Design Thinking
2.2 Integrated STEM
2.2.1 FAIR Features
Student-Centered Framework
Authentic Assessment
Purposeful Integration
Real-World Connection
2.2.2 Reconsidering Engineering Design Processes
Empathy and Affect
Ideating Creatively Before Considerations of Constraints
2.3 Entrepreneurial Mindsets
2.3.1 Opportunity Recognition
2.3.2 Risk-Taking
3 The Paper Towel Project and Its Results
3.1 Context
3.2 Design Thinking Phases
3.2.1 Empathize
3.2.2 Define
3.2.3 Ideate
3.2.4 Prototype
3.2.5 Test
3.3 Facilitating Integrated STEM
3.3.1 Design Thinking Supported the FAIR Features and Developing Empathy
3.3.2 Design Thinking Supported Divergent Thinking by Avoiding a Premature Focus on Constraints
3.4 Facilitating Entrepreneurial Mindsets Through Design Thinking
3.4.1 Problem-Framing Supported Opportunity Recognition
3.4.2 Prototyping Supported Risk Taking
3.5 Pre-service Teachers’ Self-reported Course Outcomes
4 Challenges and Opportunities for Design Thinking
4.1 Avoiding Rote Design Processes
4.2 Time
4.3 STEM and Entrepreneurial Mindset Outcomes
4.4 Scaling Across Systems
5 Conclusion
References
13 Inspiring the Next Generation of Innovators Through a Multidisciplinary Entrepreneurship and STEM Educational Outreach Programme
1 Introduction
2 Innovative Education
2.1 STEM, Entrepreneurship and Active Citizenship
3 The EMPOWER Programme
3.1 The EMPOWER Programme Framework
3.2 Programme Design
4 The Engineering Design Process (EDP)
4.1 Observations and Opening Their Eyes to the World Around Them (Problem Seeing)
4.2 New Ideas and Novel Solutions: Inventions
4.3 Storytelling, Listening and Empathy
4.4 Design Thinking: Making It Better
5 Design Thinking Challenge/Engineering Design Process
6 Results
6.1 STEM and Entrepreneurship Skills
6.2 Generating New Ideas, and How to Translate Ideas into Actions
6.3 Design Thinking and Empathy Skills
6.4 Life-Long Learning
6.5 Life and Careers Paths
6.6 Personal Development
6.7 Collaborative and Inclusive
7 Discussion and Conclusion
References
14 Pitching STEM: A Communicative Approach to Entrepreneurship in STEM Classrooms
1 Introduction
2 Communication in Science and Business
2.1 Science Communication
2.2 Business Communication
2.3 Pitching STEM
3 Methodology
3.1 Participants and Intervention
3.2 Data Collection
3.3 Data Analysis
3.3.1 Curriculum Analysis
3.3.2 Video Analysis of Students’ Pitches
3.3.3 Post Presentation Surveys
4 Results
4.1 STEM Pitch Curriculum
4.2 Students’ Pitch Performance
4.3 Students’ Perceived Learning Outcomes
5 Discussion
6 Conclusion
References
The Ways of Conducting an Assessment of Entrepreneurial STEM Education
15 Bioengineering as a Vehicle to Increase the Entrepreneurial Mindset
1 Introduction
2 The Entrepreneurial Mindset
3 Integrated Instruction
4 Bioengineering
4.1 Design Example 1—Urban Development
4.2 Design Example 2—Transportation
4.3 Design Example 3—Medicine
4.4 Design Example 4—Visual Art and Aesthetic Design
5 Lesson Plans for Education Projects
6 Discussion
6.1 Making Your Case to Higher Education Faculty
7 Conclusion
References
16 Theatre-Based Creativity Activities for the Development of Entrepreneurial Mindsets in Engineering
1 Introduction
2 The Scope of Creativity and Its Role in the Engineering Curriculum
3 Academy Design and Learning Objectives
4 Exercise—“Renaming Objects”
5 Assessment Through Reflective Journals
6 Conclusion
References
17 The Use of Digital Formative Assessment for Integrated Entrepreneurial STEM Education
1 Introduction
2 Integrated STEM Education—STEM Habits of Mind
3 Entrepreneurship and Entrepreneurial Mindset in Education
4 Entrepreneurial STEM Education
5 Digital Formative Assessment
6 An Example for Assessing Entrepreneurial STEM Education Through Digital Formative Assessment
6.1 STEP 1—Integrated STEM Lesson Plan: Design Challenge
6.2 STEP 2—Entrepreneurial STEM Lesson Plan: Design Challenge
6.3 STEP 3—Entrepreneurial STEM Lesson Plan: Digital Formative Assessment Through a Design Challenge
7 Conclusion
References
Index