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Current Projects

Entrepreneurial Mindset

Formal Learning Team: EM Learning Objectives and Content Integration

This project is the Formal Learning piece of a larger project funded by The Kern Entrepreneurial Engineering Network (KEEN). The high-level goal of KEEN and this larger project is for engineers to develop an Entrepreneurial Mindset (EM) so they can create personal, economic, and societal value through a lifetime of meaningful work. The Formal Learning team is working on integrating EM content into courses throughout the entire coursework of undergraduate engineering students. To accomplish this, we have been developing a set of measurable course learning objectives that encompass some of the most important EM skills for an engineer to master. Some of these skills include how to identify an opportunity to create value, learn from failure, and protect intellectual property. These learning objectives are subdivided into three efficacy levels to better capture the student learning process. Additionally, rubrics for each level are being developed by the Research and Assessment team so researchers or instructors can directly assess courses using the content and objectives our team creates. Additional goals of the Formal Learning team are to work with faculty and TAs to facilitate the integration of EM content into engineering courses. E-learning modules are being adapted from those made by the University of New Haven for use by OSU engineering instructors. We are also working on developing lessons, assignments, and labs that meet our learning objectives for first-year engineering and capstone courses. 

Engineering Unleashed Cards:


Team Members: Krista Kecskemety, PI; Laine Rumreich, GRA; Nicholas Sattele, URA; Zachary Dix, URA; Faith Logan, URA

Keywords: entrepreneurial mindset, first-year engineering, capstone, learning objectives, e-learning

MATLAB Concept Inventory

Developing MCS1: A MATLAB Programming Concept Inventory for Assessing First-Year Engineering Courses

A concept inventory is a collection of typically multiple-choice questions that serve to assess student understanding of concepts for a topic as well as measure classroom teaching methods. The First-Year Engineering Program at Ohio State lacks a validated assessment tool to determine student understanding of MATLAB programming concepts for first-year students. While there are other validated concept inventories available for introductory computer science concepts, MATLAB is a unique programming language with features not present in other languages such as Java and Python that make it difficult to test student knowledge with a language-independent assessment. In this project, a MATLAB-specific concept inventory, MCS1, is being developed by replicating a previously validated foundational computer science concept inventory, SCS1. This assessment will be given to current students and a validation study will be conducted to determine the accuracy withwhich MCS1 is evaluating student learning.

This project is being completed by Ada Barach, Sery Gunawardena, and Connor Jenkins. The development of the MCS1 assessment also served as Ada Barach's Senior Undergraduate Research Thesis.

Past Projects

Software Design Project

Examining Software Design Projects in a First-Year Engineering Course Through Different Complexity Measures

The motivation for this project is a change in the end-of-semester project in First-Year Engineering classrooms from an infrared (IR) device reader or train project to a computer game. The goal of studying this course change is to provide insight about how game development projects impact student learning compared to other project options. A Python script was developed to analyze the two different types of student software submissions, game development and traditional project options. The submissions were analyzed based on practiced programming fundamentals and four measures of complexity.
FYRE undergraduate student Laine Rumreich presented this research at the 2019 Frontiers in Education Conference.

Student Perceptions of iPads in FYE

First-Year Engineering Student Perceptions and Use of iPad Technologies:  A Quantitative Investigation of Mobile Learning

Ohio State began a Digital Flagship initiative in autumn of 2018 with the goal to provide every incoming Ohio State student with an iPad, Apple Pencil, and Smart Keyboard. The goals of this project are to identify attitudes about the iPad and its use in first-year engineering (FYE) courses and provide insight about how the iPad tools can improve the student experience with regard to learning new material, teamwork, and communication in FYE. For this project, a quantitative survey was implemented and sent to FYE students, and a second survey was implemented for FYE instructors. 

The insights from this survey support a continued focus by the EED on integration of the iPad in the FYE curriculum. In addition, it is believed that emphasis on iPads in FYE, similar to the autumn 2018 iPad designated section focus, along with a resolution of some of the technology gaps identified in this study, will result in positive student perceptions and a high level of use of the devices as part of the FYE experience.

Laine Rumreich presented this research at the 2019 Frontiers in Education Conference. This project was also Laine's Senior Undergraduate Research Thesis.

Entrepreneurial Minded Learning

Analysis of the Entrepreneurial Mindset in Established Coursework: Analysis Process and Lessons Learned

The motivation behind this project is that the first year curriculum in engineering is being completely revamped to become more entrepreneurially minded. The goal of this project is to evaluate existing first year labs in the EML lens and identify categories each was lacking, and provide a framework for educators to quickly and efficiently evaluate their curriculum. For this study, a document analysis was done on each lab’s documents in FYE courses, and an ‘evaluation matrix’ based on EML was used to score each lab in specific EML categories.

This research indicates that a semester long design project is not needed to teach EML. In addition, some labs lacked in certain categories, but others made up for it and excelled.

This project was completed by students Nick Sattele, Zach Dix, and Faith Logan.