Many colleges of engineering across the country have begun to use the Entrepreneurial Mindset (EM) in their teaching. The vocabulary of EM and entrepreneurially-minded learning (EML) has been developed and promoted by the Keen Foundation. We propose to bring EM and EML to NC State. Many faculty already approve of the concepts but are not yet well-versed in the specific educational methods and language of EM/EML. This project will host the first EM training on NC State's campus. The PI and co-PIs on this project will serve as local experts. An outside consultant with many years experience of teaching EM will come to campus to help us offer this first year of training. Participating faculty will be broken into two cohorts of seven who will meet with coaches over the year to develop new EM content in their own classes. Each participating faculty will publish their work to Engineering Unleashed to conclude their year with the program.

The proposed Annual Support Package is designed to build the foundation needed to develop the KEEN EM program at NC State. It includes a mix of faculty support to conferences and workshops provided by the KEEN network, the development of a Wolf Pack KEEN EM website, the development of the CEMENT (Creating Entrepreneurial Mindset in Engineering Teaching at NC State) Workshop , and finally, the development of a certificate program that documents the level of faculty training in EM.

Demand for computing is increasing across pathways; majors, minors, and computing in discipline. Peer teachers are critically needed to support student learning outcomes. This proposal builds on an existing NIC in peer teaching to expand support across computing pathways. We will assess the impact of peer teaching, particularly related to support with debugging, on 1) departmental and non-major course culture, student learning and support and 2) broadening participation of underrepresented groups in computing courses and as peer teachers. We will share our results and build a larger community through a 2nd offering of the Peer Teaching Summit.

The success of what are often called ����������������Mid-Career��������������� engineering faculty is dependent on how well they make the transition to an entrepreneurial mindset requiring new and innovative approaches to scholarship. This scholarship includes, but is not limited to, traditional engineering technical research, innovations in teaching (e.g., pedagogical principles and techniques) and new approaches to service or extension. There are several programs that are available to jumpstart the careers of new engineering faculty. In our college level Faculty Advancement Unit, we have a plethora of programs geared towards early stage faculty. They include a new faculty workshop, trips to funding agencies to introduce professors to explore grant opportunities and mentoring/coaching by senior faculty ����������������sages��������������� in the management of the different faculty responsibilities. It is our belief that introducing the elements of an entrepreneurial mindset while providing concrete resources for them to pivot into other areas is key to success in the next stage of their careers. Our proposed initiative meets the faculty where they are in the journey and seeks to infuse a new level of entrepreneurship into their career journey by providing seed support for them to take a few scholarly risks and explore new areas in the three realms of faculty scholarship (teaching, research and outreach). In alignment with EFIC������������������s three themes, the proposed project will empower engineering faculty to explore new research areas that include a focus on entrepreneurship. In addition, faculty will become well versed in the entrepreneurial mindset as a fresh way of approaching their scholarship through our pursuit of the following goals: (1) interactions with the work done by the ASU EFIC team supported by the Kern Family Foundation with the goal of expanding related programs at NC State; (2) engaging an expert roundtable of NC State faculty who lead entrepreneurship initiatives in both teaching/mentoring students, and collaborating with faculty/industry partners; and (3) mentoring engineering undergraduate researchers in new entrepreneurial research endeavors.

Advanced composite materials are revolutionizing the fields of transportation (including the aerospace, naval, automotive, and rail industries), alternative energy generation and infrastructures. In this REU Site, the student interns will be paired with individual research mentors and will spend the majority of their experience working in the laboratory. In addition, the interns will attend weekly interactive research training seminars with their cohort and will participate in two site visits to advanced composite industries in North Carolina. As part of their research experience the interns will prepare and present a poster at the Undergraduate Research Symposium at NCSU. To incentivize the poster quality, the top three posters will be selected from the cohort and the winners will be funded by the REU site program to present their research at the SAMPE meeting in the following spring.

We propose a pilot project to improve the quality and scalability of our distance and on-campus offerings of MAE 206, Engineering Statics. We will create two resources: 1) an online tool where students can produce and get feedback on their free-body diagrams and 2) a library of worked examples for students. Creating free-body diagrams (FBDs) is among the hardest skills for beginning undergraduates; most students require more practice and feedback than we can provide in large sections. An online tool will allow students to get as much help as they need to succeed. The library of example problems will help students not only with their FBDs but also with other course content. These problems will be worked by instructors and graduate students and captured with video of the page and a voice-over to emphasize the problem-solving techniques and thought processes used by professionals. We believe that both of these projects will benefit on-campus and distance students by increasing the student opportunities for feedback and by reinforcing the methods used to solve the problems in MAE 206.