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首页> 外文会议>IEEE Frontiers in Education Conference >Preliminary Efforts to Define, Assess, and Improve Students’ Ability to Make “Connections” as Part of Developing an Entrepreneurial Mindset
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Preliminary Efforts to Define, Assess, and Improve Students’ Ability to Make “Connections” as Part of Developing an Entrepreneurial Mindset

机译：初步努力定义，评估，提高学生制定“联系”的能力，作为发展企业思维心态的一部分

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Work in progress (research-to-practice). The entrepreneurial mindset, as articulated by the Kern Entrepreneurial Engineering Network or KEEN, rests on a foundation of three “C”s - Curiosity, Connections, and Creating value. In prior work, we developed an approach to assess students' situational curiosity in response to class activities. We discovered that the creation of real artifacts excited student curiosity and explored the extent to which open-ended problem solving did as well. We have also proposed rubric-based assessments of student designs as a measure of value-creation. The second of the three “C”s, connections, has presented assessment challenges to this point. In this work, we discuss our literature review and search for valid and reliable instruments and subscales for connections. We propose a “2I” model where connections is defined as the ability to “integrate” knowledge to provide “insights”. We also propose an in-class activity similar to a brainstorming exercise already in use in many design-based courses. We have developed a rubric for assessing results of this exercise that can be used to both assess participants' facility with forming connections and as the basis for a conversation with students about how to make more meaningful connections. Further, faculty can use this activity to stimulate students' idea generation about course topics. We have tested this approach in two settings, and find initial results promising. We continue to seek feedback from the community as we work to turn this into a valid and reliable instrument for the assessment of connections through the “2I” model.
机译：正在进行中的工作（研究 - 实践）。作为KERN创业工程网络或敏锐的铰接的创业心态依赖于三“C”S的好奇心，连接和创造价值。在事后，我们制定了一种评估学生态势的方法，以应对课堂活动。我们发现，真正的文物创造兴奋的学生好奇心，并探讨了开放式问题解决的程度。我们还提出了对学生设计的基于规则的评估，作为价值创造的衡量标准。三个“C”的第二个联系，为这一点提出了评估挑战。在这项工作中，我们讨论了我们的文献综述，并搜索了有效且可靠的仪器和分量的连接。我们提出了一个“2I”模型，其中连接被定义为“整合”知识来提供“见解”的能力。我们还提出了类似于在许多基于设计的课程中使用的头脑风暴运动的课堂活动。我们已经开发了一种评估本练习的结果的标题，可用于评估参与者的设施与形成联系以及与学生对如何做出更有意义的联系的谈话的基础。此外，教师可以使用此活动来激发学生的想法，了解课程主题。我们在两个设置中测试了这种方法，并找到了最初的结果有希望。我们继续向社区寻求反馈，因为我们努力将其转变为有效可靠的仪器，以通过“2I”模型评估联系。

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