(F-227) A novel approach to improve the undergraduate research experience by infusing an entrepreneurial mindset

Undergraduate research (UGR) is a high-impact educational practice that benefits students' academic development through active learning. It also enhances faculty research productivity by involving undergraduates as professionals. However, the current implementation of UGR falls short of fully realizing its potential impact on student development and faculty output. To address common challenges faced by educational institutions regarding UGR, we are developing a framework. Our project aims to achieve the following objectives:

1. 
   

   Increase students’ awareness of research fundamentals in early years through early exposure.

   
   


2. 
   

   Understand students and faculty motivations.

   
   


3. 
   

   Provide efficient team training for students involved in research.

   
   


4. 
   

   Develop training and support for the mentors.

   
   


5. 
   

   Facilitate dissemination and collaboration.

   
   

To accomplish these objectives, we focus on cultivating an entrepreneurial mindset (EM) among undergraduate researchers by focusing on curiosity, connection, and value creation as crucial elements [1]. Faculty with knowledge of Entrepreneurially Minded Learning (EML) can effectively communicate impact, foster curiosity, and highlight collaboration [2]. 

By incorporating these principles, students gain a deeper understanding of the significance of their work and its impact on real-world applications. Furthermore, it fosters a stronger sense of purpose and motivation, driving them to excel in their research pursuits. Faculty and mentors also benefit from this approach, as it enables them to guide students more effectively. Ultimately, this integration enhances the educational experience for both students and faculty, creating a more vibrant and impactful research environment within educational institutions.

Our project aims to provide early research opportunities for undergraduate students, support their resilience skills for success, and assist faculty in creating meaningful research experiences. We also strive to understand students' motivations for participating in research. To foster an entrepreneurial mindset (EM) and achieve these goals, we have developed videos and faculty-led EM training workshops. These scalable activities can be used by undergraduate researchers and mentors at different institutions.

The workshops enable students to engage in research and apply EM concepts to their projects. Table 1 demonstrates the topics covered in these workshops. Each workshop includes video content, a workbook, and a moderator guide, suitable for in-person or virtual facilitation.

Our interventions align with Council on Undergraduate Research (CUR) guidelines, emphasizing engaging opportunities, creating a student scholar community, peer mentoring, early involvement, and program assessment [3].

We survey students immediately after their research and workshop experiences to understand the perceived benefits and how they connect to EML. We also distribute a follow-up survey after one year to understand the continuing impact on student research productivity, through metrics such as continued research time, publications, and outreach activities. For our surveys, we have utilized questions from established UG research outcome surveys like URSSA, as well as EML-focused questions. Table 2 lists the focus points of our surveys.

We introduced early exposure activities into introductory courses. A total of 36 students participated in the initial survey, predominantly consisting of first- and second-year students. The majority of respondents reported "good gains" or "great gains" from engaging in EM-driven activities. Notably, 42% expressed improved abilities in explaining the research process and building confidence in persuading colleagues. Similarly, 39% noted significant progress in recognizing connections between engineering and scientific disciplines. Moreover, a majority of students (81%) expressed an increased inclination to contact professors for undergraduate research, 78% were motivated to apply for research-focused internships, and 74% showed interest in pursuing advanced degrees [4].

For student training activities baseline data from our survey revealed significant gains in personal skills and mindsets among students engaged in undergraduate research. Notably, 76% of students reported a great gain in "Ability to work independently," and 44% experienced a great gain in "Ability to take ownership of research on a topic of interest." However, there were areas that could benefit from EM-focused workshops, such as improving the "Ability to explain the needs or motivations of various stakeholders" and "Ability to describe how a discovery could be scaled or sustained." Research skills like making oral presentations and setting goals also showed room for improvement [5].

A faculty survey was conducted to understand faculty perceptions and motivations regarding involving undergraduate students in research. The survey received 50 responses from four universities. Junior faculty (36%) and mid-career faculty (34%) were the most represented groups. On average, faculty members worked with at least 4 undergraduate students per year. Most undergraduate researchers were engaged in projects for one year (45%) or one semester (32%). Faculty spent 1-2 hours per week mentoring each undergraduate student and recognized the value of involving undergraduates in research. The metrics of success for undergraduate researchers included data gathering, understanding project objectives, and publication/presentation. Also, the shared concerns such as short duration, low return, and lack of research training [6].

Based on the preliminary data collected from faculty and students, EM-focused training materials showed potential to improve the mindset of students and productivity of the research labs. 

[1] A. Olson, D. Melton, and M. Johnson, “KEEN Top Resources: The basics of EM in a single card,”

Engineering Unleashed, Oct. 07, 2020.

[2] L. Bosman and S. Fernhaber, Teaching the Entrepreneurial Mindset to Engineers. Cham: Springer

International Publishing, 2018. doi: 10.1007/978-3-319-61412-0.

[3] Council on Undergraduate Research, 2012, “Characteristics of Excellence in Undergraduate Research (COEUR)”.

[4] Peponis, J., & Benton, M. L., & Van Treuren, K. W., & Johnson, B. E., & Liu, L., & Jacobi, A. M. (2023, June), Work-In-Progress: Early Student Exposure to an Entrepreneurial Mindset in Engineering Research Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://strategy.asee.org/44411
[5] Nezafati, M., & Reizman, I., & Marincel Payne, M., & Liu, L. (2023, June), Development of entrepreneurial mindset-driven training materials for undergraduate researchers Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/43158

[6]Van Treuren, K. W., & Liu, L., & Jacobi, A. M., & Wang, S., & Kalaitzidou, K. (2023, June), Undergraduate students are the “secret sauce” to help research programs be successful Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://strategy.asee.org/44531