39-8 Entrepreneurially Minded Learning in Earth Science Education: Curiosity, Connections, and Creating Value in the Classroom

Session: Learning to be a Geoscientist: Professional Exposure, Agency, and Transferable Skills in Undergraduate Education. (Posters)

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Earth Science education is evolving as we seek to prepare students to address complex Earth Science and environmental questions that are interdisciplinary, global in scope, and require collaboration and holistic thinking. In this new, ever-changing landscape, content knowledge alone is no longer sufficient; students must also develop grit, perseverance, and the confidence to embrace uncertainty and tackle difficult problems. While these skills can be challenging to cultivate in traditional classroom settings, Earth Science educators can learn from other disciplines that have long sought to develop these attributes in their students. One promising approach is Entrepreneurially Minded Learning (EML). Originally developed within business and management education to prepare future entrepreneurs and organizational leaders, EML has recently gained traction across STEM disciplines, particularly in engineering programs, as a means of equipping graduates with the mindsets and behaviors that support innovation, adaptability, and effective problem-solving. Central to EML are the three C's of the entrepreneurial mindset: Curiosity, Connections, and Creating Value. Although rooted in entrepreneurial education, these principles are not focused on business acumen or management skills. Rather, they represent broadly applicable competencies that are equally valuable for scientists, researchers, and Earth Science professionals, making them a natural fit for Earth Science education.

Integrating the 3 Cs into our classrooms may require pedagogical adjustments, including a willingness to prioritize skill development alongside content coverage. While this may reduce the amount of material addressed, the tradeoff is often increased student engagement and deeper investment in learning. Fortunately, educators have access to numerous examples of 3 C-focused activities through resources developed by the KEEN Foundation and hosted on the Engineering Unleashed website. In this presentation, I will explore the relevance of the 3 Cs to Earth Science education, discuss potential resources for instructors interested in exploring how to integrate 3 C classroom activities into their teaching, and highlight activities and instructional modifications I have implemented to intentionally nurture these competencies. These examples demonstrate that meaningful development of the 3 Cs can result from small, deliberate changes to classroom practice, yielding lasting impacts on student engagement, learning, and future success.

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