The Impact of an Entrepreneurially Minded Learning Activity on the Metadiscourse of Students’ Reflections

This work-in-progress investigates the research question: "can entrepreneurially minded-learning (EML) affect the distribution of metadiscourse in student reflections?" As per the Kern Engineering Entrepreneurial Network (KEEN), Entrepreneurial minded learning is a curious, connected, and value-creating way of problem-solving. The EML is a vital disruption to engineering education to better prepare students for the engineering profession. Metadiscourse markers (MDM) are words or phrases that signal the structure or organization of the text to help forge a relationship with the reader and "offer a framework." They are broadly classified into two classes, viz., Interactive and Interactional MDM, which indicate an analytical mindset and an interpersonal engagement with the reader, respectively. Metadiscourse is invariably used in professional communication settings to frame problems or solutions for the benefit of key stakeholders. The metadiscourse embedded in students’ written reflections submitted by two groups of students enrolled in a sophomore-level engineering course on Mechanics of Materials were compared. One group (academic year 2022) experienced a traditional learning activity, while the other (academic year 2023) experienced an EML-motivated learning activity. Statistical analysis of the metadiscourse markers embedded in students’ written reflections suggests that EML may lead to a statistically significant change in analytical and interpersonal engagement-type authorial stance in reflective essays. Conversely, the reflective essays’ analytical and self-reflective nature may be a quantitative indicator of EML and can be directly measured in students’ discourse.