This study proposes a methodical framework for developing and assessing entrepreneurial skills, knowledge, and competencies in science, technology, engineering, and mathematics (STEM) graduate students through an Entrepreneurship Fellowship Program (EFP). The program aims to transform engineers and scientists to lead technology-based innovations for future career success. The EFP consists of three progressive educational modules combining curricular and extracurricular activities to develop entrepreneurial attitudes, innovative cognitive skills, and exploitive behavioral competencies. To assess program impact, the study employs multi-dimensional and independent assessments based on the EntreComp (2016) framework and repeated psychometric measurements, such as the Entrepreneurial Self-Efficacy (ESE) scale, the Entrepreneurship Mindset Profile (EMP), and the Multi-Factor Leadership Questionnaire (MLQ), alongside students’ reflections on acquired skills. This research seeks to substantiate the educational value of the EFP on the development of entrepreneurial skills and leadership abilities across the three progressive modules during the academic year. By employing a longitudinal research design, the study collects quantitative and qualitative data at four time points throughout the academic year, enabling the capture of both between- and within-person dynamics in attitudinal and behavioral changes among EFP participants. As part of a multi-year National Science Foundation(NSF)-funded initiative, this program contributes to understanding effective and scalable models for entrepreneurship education in STEM in the US. The findings from this research contribute to the broader goal of integrating entrepreneurship education in STEM degree programs nationwide, providing an evidence-based, scalable curricular model that higher education institutions can adopt and adapt to embed entrepreneurship education into STEM curricula.
