In entrepreneurial mindset

Dive deeper into EM assessment with KEEN!

Network partners have been curating tools and methods that are suitable for classroom or program-level assessment of entrepreneurial mindset. As you explore the resources below, keep these three key things1 in mind: 

  1. WHY am I assessing? Know what your assessment purpose is and what you plan to use the assessment information for. How do you plan to use the rubric results from your project that seeks to assess student capacity to create value? How will you share the results with the students or program for continuous improvement? 
  2. WHAT am I assessing? Know what you are looking for. What does exhibiting curiosity look like and sound like? 
  3. HOW am I assessing? Choose an assessment tool that matches your objective, is high-quality (valid) and dependable (reliable), and minimizes "noise" (bias, distortion).

1Per assessment experts Stiggins and Chappuis (2011). View their works here.

Assessment Tools




Provided by faculty from Western New England University, University of Portland, University of Washington Tacoma, University of North Carolina at Chapel Hill, and The Ohio State University.

Determine the best type of assessment tool for your use of EM.

After canvassing thousands of Engineering Unleashed cards to curate assessment resources, faculty developed this online course and navigator tool to help you select and use the assessment method(s) that work best for your context. You'll also gain confidence in writing publications based on assessment work!

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EM_ConceptMap_Logo.pngConcept Mapping for EM Assessment

Provided by faculty from Bucknell University, The Ohio State University, Rowan University, University of New Haven, and University of Washington at Tacoma.

Help students represent and organize their knowledge of EM.


Concept maps are a quick, visual classroom activity to gain a snapshot of student perception of EM. Use the Concept Map Toolkit to guide students to express their understanding through the creation of propositions that connect concepts to each other.

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Identifying Observable Behaviors to Assess EM

Provided by faculty from Arizona State University, Ohio Northern University, and Milwaukee School of Engineering.

For the network, by the network . . .

With a focus on engaging members from all KEEN partner institutions, the Determining What Works team used a well-established approach to identifying consensus across the network to develop a list of observable behaviors that are present in students who embody the entrepreneurial mindset. Find out more about our research by reaching out to our multi-institutional team!

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Formative Assessment: Design, Making, and Makerspace

Provided by faculty and staff from University of North Carolina at Chapel Hill.

Faculty and staff from UNC-Chapel Hill created toolkits for formative assessment in design, making, and makerspaces. Combine “troublesome knowledge” prompts with stakeholder/audience/context prompts to have your students create short, in-class mini-making projects. Then use the example formative assessment rubrics to measure the 3Cs.

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Direct & Indirect Assessments: 3Cs Assessment Toolbox

Provided by faculty from The Ohio State University.

The 3Cs Assessment Toolbox contains direct and indirect instruments for each C - Curiosity, Connections, and Creating Value. Explore results from implementing these evidence-based assessments in first-year engineering courses at OSU, and use these practices in your own context to increase student scores on the 3Cs.

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Why We Assess Entrepreneurial Mindset

Community benefits:

  • Provides baseline measures of EM development across the U.S.
  • Captures longitudinal progression in EM development.
  • Allows for identification of strong impact EM activities.

Partner benefits:

  • Benchmarking data for future EM implementations.
  • Another source of accreditation materials.
  • Leverages existing work in the network.
  • Scaffolding for institutional specific EM implementations and assessment.

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