![]() We particularly focused on the alignment between desired learning outcomes and assessment methods employed to study the validity and reliability of common assessment instruments. ![]() We examined the learning outcomes defined and desired by major entrepreneurial educational institutes in North America and the assessment methods employed to measure the student learning outcomes. We undertook a systematic review and meta-analysis of 123 studies on entrepreneurship education for undergraduate engineering students in North America in the past 15 years. This is often because of the lack of research in the engineering entrepreneurship and the lack of definition of engineering entrepreneurship education learning outcomes. adoption, we believe the research on the short-term learning outcomes and assessment for engineering entrepreneur education on students is inadequate. Based on a national survey done by Industry Canada, over 98% of Canadian post-secondary institutes offered at least one course in entrepreneurship. As a result, engineering entrepreneurship education gained popularity and adoption across major education institutes worldwide. Recent technological advancement is moving our society towards a more innovative and entrepreneurial one. Preliminary results from year one of data collection across multiple institutions are discussed. It discusses challenges encountered during development and administration including identifying validated assessments in the field, selecting response scales, survey length, and student and faculty participation. The paper provides an overview of the assessment instruments that were considered by the research team and the methodology used to create the final student survey. Items fall into six categories including: 1) attitudes, 2) behaviors, 3) knowledge and skills, 4) self-efficacy, 5) perceptions of programs and faculty, and 6) demographic data. The assessment draws on survey items used within the investigators' own engineering and entrepreneurship programs as well as others identified in the literature. It is targeted at senior-level students enrolled in capstone engineering design courses and is part of a larger study intended to clarify the relationship between faculty beliefs and practices, program characteristics, and student. This paper describes the development of a comprehensive assessment instrument to examine the multiple outcomes of entrepreneurship education for engineering students. We argue that engineering entrepreneurship education would benefit from a system of assessment instruments designed through rigorous methods and developed to assess constructs specific to entrepreneurial engineering. The assessment instruments often lacked features that can help differentiate levels of competencies andhence had limited utility for formative purposes. Another common tool was project deliverables. Self-or peer-report surveys, some of which were originally developed in businesscontexts, were the primary tool used for assessment. Our analysis identified a variety of means through which entrepreneurial knowledge, skills, and attitudes are assessed in engineering. We evaluated these instruments using the unified theory of validity as a framework. We identified 52 assessment instruments covered in 29 journal articles and conference proceedings that focused on engineering entrepreneurship. The purpose of this study is to evaluate the current state of assessment in engineering entrepreneurship education. Quality assessment is an essential component of education that allows educators to support student learning and improve educational programs. Observations, challenges, and unexpected benefits are discussed, as well as anticipated next steps for college-wide implementation. This article discusses how the work was completed, incentive and reporting structures for onboarding faculty, the adopted strategies for program assessment of the EM outcomes, and efforts to ensure long-term sustainability of the curricular modifications. A core group of college faculty identified the institutional definitions of the KEEN student outcomes and identified courses for deployment of these outcomes to provide comprehensive, curriculum-wide exposure to the EM. While several frameworks have been proposed related to the EM, the work here is motivated by the Kern Entrepreneurial Engineering Network framework (KEEN). This article describes efforts to build the EM comprehensively into the mechanical engineering curriculum at Ohio Northern University. These have included curricular, cocurricular, and extracurricular activities on many campuses. Over the past two decades, significant work has been done to increase the opportunities for engineering students to develop an entrepreneurial mind-set (EM).
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