Journal of Engineering Education Transformations

Abstract

Abstract—In the 21st century, innovation and entrepreneurship are major forces behind social advancement, economic expansion, and environmental sustainability. Problem Based Learning (PBL), is a type of student-centered learning where learning occurs in a context-specific manner, students actively participate in the process and they accomplish their objectives through social interactions. The purpose of this study is to investigate how entrepreneurship and innovation education in a course developed under the PBL model might foster the entrepreneurial spirit in engineering students. The students were required to work in groups and finish tasks that took the shape of challenges in order to represent actual issues that an entrepreneur would face. Multiple assessment patterns such as class activity participation, case study analysis, Ideathon or Hackathon participation, business model canvas and value proposition canvas presentation, pitch deck participation, company formation, patent filing, funding proposal submission were part of the course evaluation. Evaluation rubrics were framed for each assessment pattern planned in this study to grade the students. The entire student groups completed case study analysis, participated in ideathon and hackathon, designed their business model canvas and formulated a business plan based on their product which was presented in the pitch deck. The quantitative survey feedback and qualitative testimonies received from students, point to PBL's prospective strengths and its ability to help people become better entrepreneurs. The results make it abundantly evident that the exercises created for this study can be repeated in any interdisciplinary classroom setting. Keywords—Innovation, Entrepreneurship, PBL, Engineering. JEET Category—Research