ENTREPRENEURIAL EDUCATION IN ENGINEERING CURRICULA AT THE UNIVERSITY OF TORONTO
Bibliographic record
Abstract
The importance and implications of entrepreneurial education in engineering curricula have been well-documented, leading to its rapid growth in many Canadian Engineering schools in recent years. For undergraduate students, this education promotes interdisciplinary and diverse thought with awareness of the political, financial and social environments that inevitably influence their careers and possible business initiatives on the local and/or global stage. For graduate students developing leading-edge technologies, this education encourages the much needed commercialization of innovations in Canada. However, entrepreneurial education is often outsourced to business schools which emphasize theory over pragmatic real-world approaches. This paper describes a latter approach: an entrepreneurial program designed for engineering students at the University of Toronto (UofT). Specifically, we report on the curriculum of courses offered and taught by practicing entrepreneurs who lecture in the context of their own experiences. The result is a program focused less on theoretical work and more on the opportunities and obstacles likely to be encountered in an entrepreneurial career. Our program has evolved over more than 20 years. It has been a great success with students, in terms of their satisfaction as well as in their business formation and value/wealth creation after graduation. This has consequently led to its popularity; we currently serve 180-200 students each year out of the many who apply. With such demand exceeding our capacity, plans for expansion are underway and expected to run smoothly as the program is purposely designed in modules to make the courses easy to “clone”, and for new instructors to be trained quickly. Moreover, we see potential for other faculties at the UofT and other universities to adopt and modify our model to suit their future needs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".