Over the last decade, many courses have been created in the hopes of getting engineering students more excited about innovation and entrepreneurship. While most of these courses have aimed to teach students business acumen, we believe that, under the right circumstances, traditional engineering courses can get students excited in these topics as well. We present Mechanical Engineering 218 Smart Product Design, a graduate-level mechatronics course sequence at Stanford University, as an example of such a class. In this paper, we explore, in detail, the personal, contextual, and interpersonal factors which comprise ME218's enterprising learning ecology. We also highlight some of the immediate and longer-term outcomes of the course, including gains in students' innovation self-confidence and entrepreneurial intentions.
|Original language||English (US)|
|Number of pages||9|
|Journal||International Journal of Engineering Education|
|State||Published - Apr 2 2012|
- Learning ecology
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