WIP: Does Instructor's Facilitation Matter for the Entrepreneurial Mindset in Story-driven Learning Classrooms?

This research WIP paper explores how differences in instructors' facilitation affect the development of engineering students' entrepreneurial mindset within the context of story-driven learning classrooms. We collected data from four sections of the undergraduate course, “The Art of Telling Your Story” at a large public university in the United States. We collected and analyzed (a) self-report surveys of teaching characteristics administered to four instructors, (b) four instructors' facilitation approaches evidenced by their classroom discourses, and (c) students' entrepreneurial mindset assessed by their narrative-based semester-long writing assignments. Preliminary findings indicate that: (a) instructors facilitated student learning through either instructor-student interaction or student-student interaction, or a combination of these; (b) facilitation approaches predominantly involved instructor-student interactions over student-student interactions; and (c) these facilitation approaches positively influenced the development of students' entrepreneurial mindset.