In our work-in-progress entrepreneurship education has become an essential element of engineering education in recent years, fostering the development of an inventive, entrepreneurial, and innovative workforce. Engineering entrepreneurship education is viewed as a way to cultivate the entrepreneurial mindset and skills needed for a successful professional career. Universities and colleges provide a variety of entrepreneurial programming, including individual classes, certificate programs, minors, and majors, in an effort to incorporate entrepreneurship education into the undergraduate engineering curriculum. While these programs offer students several pathways to entrepreneurship education, a notable approach is to integrate entrepreneurship education elements with engineering design education. This approach exposes students to entrepreneurship education within the technical courses that are requirements of their undergraduate curriculum. Recognizing the role of self-efficacy (or confidence) as a significant characteristic motivating entrepreneurial intent and activity, we evaluate this approach's effect on students’ self-perceived entrepreneurial self-efficacy (ESE) in their ability to accomplish entrepreneurial tasks (searching, planning, and marshaling). Using a pre-post research design, we sampled 32 paired biomedical engineering students enrolled in a senior design course at a large university located in the United States. Using paired t-tests, we found that these students’ ESE statistically and practically increased across Searching and Marshaling. Moreover, we examined students' ESE with regard to demographics and background taking into account gender and race/ethnicity in our analysis. Using an independent samples t-test for gender (men and women) and one-way ANOVA for race/ethnicity, we only found statistically significant differences in the pre- Searching task between men (n=16) and women (n=16), and in the pre- Planning task between men and women. These results suggest that students’ ESE increases after the course on specific entrepreneurial tasks. In addition, after the course there were no differences in ESE for all the entrepreneurial tasks across demographics which implies that students from different gender and race/ethnicity backgrounds achieved similar levels of ESE at the end of the course. The implications of the results on the development and execution of entrepreneurial programming for engineering students are discussed.

The 3Cs framework, emphasizing curiosity, connections, and creating value, was developed by the Kern Entrepreneurial Engineering Network (KEEN) to integrate an entrepreneurial mindset into engineering education. The framework has gained acceptance among practitioners, but the lack of explicit ties to existing theoretical literature has hindered its use in entrepreneurial mindset and engineering education research. This special session is part of a larger Kern Family Foundation-funded project to develop and disseminate a literature-based grounding for the 3Cs framework that can provide a foundation for research using the framework through existing scholarly literature. Building on scoping reviews of the literature, the session adapts the Delphi method to collaboratively operationalize each part of the 3Cs framework with members of the entrepreneurship and engineering education communities. Participants will rate their agreement with high-level constructs associated with each C, as identified from the literature, and engage in peer-to-peer discussions to reach a collective understanding of the operationalization of each C. Expected outcomes for participants include a deeper understanding of how the 3Cs framework aligns with broader theoretical perspectives in existing literature, as well as insights for leveraging the 3Cs in entrepreneurial mindset-related program development, research, and assessment. In addition, the facilitation team will use the information gathered during this and four other similar sessions to develop its literature-based foundation for the 3Cs framework, produce a set of highly citable references to support work using the 3Cs, and disseminate project findings through KEEN resources, archival publications, and public media.

This research WIP paper investigates STEM students' enrollment in entrepreneurship education programs (EEPs). Previous research has suggested that STEM careers are important for the economic and technological development of today's society. To prepare students for STEM careers, a growing body of literature indicates that EEPs allow STEM students to develop skills to be competitive in a wide range of STEM careers and industries. Despite the benefits described above, enrollment of STEM students in EEPs has received less attention among researchers. This lack of research requires attention because it limits the understanding of what STEM students are gaining from these elective EEPs. The objective of this study is to enhance this understanding by exploring the predictive relationship between STEM students' background (i.e., major, undergraduate GPA, socioeconomic status, race/ethnicity, and sex) and their enrollment in EEPs through a binary logistic regression model. Binary logistic regression is commonly used for predicting the probability of the outcome in binary classification tasks (i.e., enrolled or not enrolled in EEPs). The data set included records from 23,411 undergraduate STEM students enrolled at a public research university in the United States. The major distribution is as follows: Science (14%), Technology (23.9%), Engineering (60.3%), and Mathematics (1.8%). The binary logistic regression results identify notable classification patterns. First, when compared to Engineering students, Science and Mathematics students are less likely to enroll in EEPs, but Technology students are more likely. Second, students' GPA is negatively related to their enrolment in EEPs. Third, students coming from low SES are more likely to enroll in EEPs. Finally, students' race and sex seem to be non-significantly related to their enrolment in EEPs. We provide implications of these findings, highlighting key preliminary results and the future steps we intend to perform in this research project.

This paper reports on the design, motivations, and preliminary development outcomes of an ongoing NSF-funded study to create an Internet of Things (IoT) based CS curriculum tailored for high school students. The curriculum adopts the 4-layer IoT model and emphasizes an immersive, hands-on pedagogy using single-board devices and the Python programming language. Prior to designing the curriculum, focus groups were conducted using Keller's ARCS model of motivation as a conceptual framework. Qualitative data analysis about student attention, relevance, confidence, and satisfaction revealed actionable insights used to design the curriculum. Preliminary curriculum implementation has underscored IoT's promise in engaging high school CS students and developing modern computing skills applicable to college and career pathways.

Undergraduate engineering students continue to get exposure to entrepreneurship training through various entrepreneurship education programs (EEPs) offered at higher education institutions. While traditionally placed in business schools, EEPs have recently expanded to engineering schools, focusing on undergraduate and graduate students. Typically, through full-credit courses$\text{and}/\text{or}$seminars, engineering EEPs aim to develop entrepreneurially minded graduates and prepare them for their future careers. However, despite research showing the positive impact of EEPs on students, there is limited understanding of the students who enroll in these programs, particularly in terms of differences between those who participate in business, engineering, or seminar EEPs. This exploratory study addresses this gap in the literature by examining the predictive relationship between engineering students' grade point average (GPA) and their enrollment in different EEPs. The data source includes records of 6156 undergraduate engineering students who enrolled in EEPs at a large research university in the United States. The data distribution is as follows, for engineering EEPs,$\mathrm{N}=1204$; business EEPs,$\mathrm{N}=2923$; and EEP seminars,$\mathrm{N}=2029$. We use a quantitative decision tree-based approach where a student's GPA is the predictor variable. Specifically, we use the Classification and Regression Tree (CART) algorithm to generate the decision tree and decision rules, predicting student enrollment in different programmatic offerings. We present important implications of the results and provide a basis for future work in the relatively understudied field of entrepreneurship education in engineering education research.

The emergence of the Internet of Things (IoT) has had a transformative effect on our society and has inspired educators to develop innovative approaches to educate the next generation of Computer Science (CS) professionals. This paper presents the design and development of an introductory IoT course suitable for grades 9-12 Computer Science classes. Information about the course content, intended outcomes, and evaluation techniques are presented. The course was introduced in 2 high schools in the US. The course includes a capstone project where the students identified a real-world problem and developed an IoT-based solution to address it. Formative and summative technical evaluation results are presented and suggest that the course provided an effective learning experience for students. The information presented here provides guiding principles for developing an IoT-based curriculum geared towards 9-12 education while also exposing the students to CS fundamental.

This Work-In-Progress paper summarizes insights from early research activities related to a National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) project investigating faculty adoption of evidence-based instructional practices (EBIPs) in engineering classrooms. We are investigating EBIPs in engineering classrooms because, although instructors are interested and willing to adopt them, uptake by engineering faculty is lagging. To understand what is driving limited incorporation of EBIPs, our research objectives are anchored in our overlying goal of examining the lived experience of engineering faculty as they seek out and try innovative teaching practices (i.e., EBIPs) in their courses. This paper reports insights from early exploratory interviews with engineering faculty around their experiences with trying EBIPs. We report on general patterns observed during the early stages of our analysis of the interview transcripts with three engineering faculty (n = 3). We discuss how our analysis informs the next steps of our overarching investigation and briefly discuss the broader significance related to the context of faculty approaches for implementing EBIPs into their engineering courses.

This full “research” paper presents an overview of results of a systematic literature review of students' affective responses to active learning in undergraduate STEM courses. We considered 2,364 abstracts of conference papers and journal articles published since 1990, and 412 studies met our inclusion criteria. The studies span the STEM disciplines and report various types of active learning. Their research designs include primarily quantitative methods (especially instructor-designed surveys and course evaluations), and they find that students' affective responses are overwhelmingly positive. Few studies excelled on our quality score metric, and there few statistically significant differences by discipline (but biology studies and chemistry studies scored significantly higher in quality than electrical engineering studies). We include several possible directions for future work.

This work-in-progress research paper focusses on comparing changes in students' learning outcomes in engineering design and entrepreneurship courses. Recent national calls to reform undergraduate engineering education has led to extensive research in the identification and development of effective instructional strategies. Project-based learning (PBL) is one instructional strategy that has received empirical and anecdotal support for its ability to instill professional skills in addition to technical content knowledge in engineering graduates. Engineering programs have increasingly adopted PBL in the form of capstone engineering design courses, entrepreneurship courses, and co-curricular experiences. However, PBL is broadly defined in the literature, and as such, these adaptations are often nuanced in their design, structure, and pedagogical approaches; and consequently, may have differing impact on student learning outcomes. Engineering design and entrepreneurship courses are two commonly used avenues in which engineering students are exposed to PBL. In design courses, students often work in teams to complete tasks that lead to devising an engineering solution to a given `real-world' problem. Most, if not all, engineering students gain exposure to PBL via capstone design courses that are often required in the engineering curriculum. In addition to design courses, entrepreneurship courses also expose engineering students to PBL by engaging them in entrepreneurial projects in which students work in teams, often conceptualizing and designing products. While the engineering design process is more focused on the outcome solution to the problem, entrepreneurship design processes tend to emphasize the front end of the design process, specifically opportunity identification and validation. Students engage in customer discovery and develop prototype solutions. Although nuanced, we hypothesize that due to these different approaches, engineering design and entrepreneurship will have varied impact on student learning outcomes. In our presented work, we investigate these differences by examining changes in students' perceived risk-taking abilities, creative self-efficacy, and entrepreneurial self-efficacy in engineering design and entrepreneurship practicum courses. Preliminary results show that entrepreneurial self-efficacy increases in both design and entrepreneurship courses. However, differences in the magnitude of change for its subconstructs are noted between the two courses. In contrast, increase in risk-taking and creative self-efficacy is only found in the entrepreneurship course and not in the engineering design course. Future work will focus on analyzing the pre-post survey data for statistically significant changes.

Student resistance is often cited as a major barrier to faculty's use of active learning, but there are few research-based strategies for reducing this barrier. To address the need for such strategies, we have initiated a project to identify specific, research-based strategies to significantly reduce student resistance to faculty's use of active learning practices. In this work-in-progress paper, we describe the first phase of our research - the development and pilot testing of a classroom observation instrument to assess student responses to faculty's use of active learning. This instrument, which draws upon other published observation protocols, will allow us to capture data about faculty's use of and students' response to active learning as we undertake our larger research project.