ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Current Assessment Methods in Engineering Entrepreneurship Education
Author: Purzer, Senay
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Entrepreneurship,Evaluation Methods,Program Evaluation,Educational Quality,Journal Articles,Guidelines,Validity,Knowledge Level,Formative Evaluation

Quality assessment is an essential component of education that allows educators to support student learning and improve educational programs. The purpose of this study is to evaluate the current state of assessment in engineering entrepreneurship education. We identified 52 assessment instruments covered in 29 journal articles and conference proceedings that focused on engineering entrepreneurship. We evaluated these instruments using the unified theory of validity as a framework. Our analysis identified a variety of means through which entrepreneurial knowledge, skills, and attitudes are assessed in engineering. Self- or peer-report surveys, some of which were originally developed in business contexts, were the primary tool used for assessment. Another common tool was project deliverables. The assessment instruments often lacked features that can help differentiate levels of competencies and hence had limited utility for formative purposes. We argue that engineering entrepreneurship education would benefit from a system of assessment instruments designed through rigorous methods and developed to assess constructs specific to entrepreneurial engineering.
An Educational and Entrepreneurial Ecosystem to Actualize Technology-Based Social Ventures
Author: Mehta, Khanjan
Date: 2016-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Philosophy,Outcomes of Education,Interdisciplinary Approach,Engineering Education,Program Descriptions,Mixed Methods Research,Sustainability,Problem Solving,Models,Learner Engagement,Cultural Awareness,Course Descriptions,Learning Experience,Student Attitudes,Social Change,Service Learning,Experiential Learning,Electronic Publishing,Focus Groups,Technology,Surveys,Multivariate Analysis

The Humanitarian Engineering and Social Entrepreneurship (HESE) Program engages students and faculty across Penn State in the rigorous research, design, field-testing, and launch of technology-based social enterprises that address global development challenges. HESE ventures are embedded in a series of five courses that integrate learning, research, and entrepreneurial engagement. The goal is to educate globally-engaged problem solvers who can create sustainable and scalable value for partnering communities, while simultaneously generating and disseminating new knowledge and lessons learned. This article describes the genesis, foundational philosophies, programmatic learning outcomes, and course mechanics of the HESE Program. The eplum model of student engagement, which embeds HESE sub-projects into regular credit classes and provides rigorous yet non-travel based experiences to a cross section of students, is discussed. A mixed methods approach is utilized to examine the effectiveness and impact of the eplum curricular model on student learning, specifically in the areas of global awareness, multidisciplinary teamwork, and entrepreneurship education. The entrepreneurial and research outcomes of the program are summarized with a culminating discussion on the emergence of an educational and entrepreneurial ecosystem that has proved pivotal to actualize the ventures and achieve sustainable impact.
Motivations of Women Participating in a Technology-Based Social Entrepreneurship Program
Author: Dzombak, Rachel
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Social Change,Engineering Education,Entrepreneurship,Universities,Transformative Learning,Technology Education,Majors (Students),Student Motivation,Gender Differences,Student Recruitment,School Holding Power,Social Responsibility,Theory Practice Relationship,Student Attitudes,Sustainability,Service Learning,Program Descriptions,Information Technology

Academic programs focused on engineering entrepreneurship are growing in number and popularity at American universities. However, the fields of engineering, entrepreneurship and technology-based entrepreneurship struggle to recruit and retain female students: a historic and endemic failure at obtaining gender-balanced participation. Understanding the motivations of women engaged in such academic programs can influence recruitment and retention strategies and lead to the creation of transformative learning environments and entrepreneurial ecosystems. This study investigates the motivations that women have for participating in the Humanitarian Engineering and Social Entrepreneurship (HESE) program at Penn State. In this five-year study, females from diverse academic majors cited the following to be their top motivations for participating: a) becoming a global professional; b) making a difference; and c) applying theory learned in school to address a problem. In contrast, males cited 1) making a difference 2) participating in an exciting real-world project and 3) applying theory to address a problem, as their top motivations. Studying the motivations and perceptions of enterprising women and men provides compelling insights to help make academic engineering entrepreneurship programs more appealing to both female and male students.
After Almost Half-Century Landing on the Moon and Still Countering Basic Astronomy Conceptions
Author: Türkmen, Hakan
Date: 2015-00-00
Type: Journal Articles
Subjects: Astronomy,Elementary School Students,Grade 5,Misconceptions,Space Sciences,Interviews,Student Attitudes,Science Instruction,Scientific Concepts,Learning Experience,Teaching Methods,Statistical Analysis,Qualitative Research,Foreign Countries,Science Tests

The purpose of study is to investigate the fifth graders' understandings of the basic astronomy concept and, if they have, to define their misconceptions and then to determine what reason/s behind them. For this purpose, two hundred seventy fifth grade students from 6 different schools participated. Randomly selected 45 students performing under the class average and 6 teachers were interviewed to determine what reason/s behind students' misconceptions. The results of the study showed that many 5th graders have some misconceptions, such as Moon moves into the Sun's shadow, Moon only revolves around the Earth, it does not revolve around the Sun because the Moon cannot be seen in the day-light. The reasons are one of reconciling out of school experiences, such as observing the rising and setting sun, seeing stars only at night, school experiences, such as misleading diagrams and inappropriate materials, ambiguous terminology and impropriate teaching methodology used by teacher.
NEWPATH: An Innovative Program to Nurture IT Entrepreneurs
Author: Soundarajan, Neelam
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Descriptions,Engineering Education,Entrepreneurship,State Universities,Information Technology,Educational Innovation,Outcomes of Education,Program Effectiveness,Cooperative Learning,Communities of Practice,Models,Student Surveys,Pretests Posttests,College Students

The number of freshmen interested in entrepreneurship has grown dramatically in the last few years. In response, many universities have created entrepreneurship programs, including ones focused on engineering entrepreneurship. In this paper, we report on NEWPATH, an innovative NSF-supported program at Ohio State, designed to nurture students to become IT entrepreneurs. While the program builds on the experiences of other schools, it includes a number of novel components that are integrated together in an unusual manner to interlock and complement each other. The result is an ecosystem that is exceptionally effective in achieving its key goal of helping students succeed as IT entrepreneurs. Indeed, between the 25 or so students who are active in NEWPATH, three or four enterprises have been launched and have acquired or are close to acquiring VC/angel funding; a couple of others were launched with seed-funding before the involved students decided their business model was not as viable as they thought and suspended work. The students involved range from sophomores through seniors/recent graduates.
Faculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education
Author: Besterfield-Sacre, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Entrepreneurship,Teacher Characteristics,Teacher Attitudes,Teaching Methods,College Faculty,Student Attitudes,Teaching Skills,Competition,Clubs,Prior Learning,Familiarity,Concept Formation,Intention,Course Content,Curriculum Design,Outcomes of Education,Online Surveys

Entrepreneurship programs and courses in engineering education have steadily increased in the United States over the past two decades. However, the nature of these entrepreneurship courses and programs and the characteristics of the instructors who teach them are not yet well understood. The paper explores three research questions: 1) What content is typically included in engineering entrepreneurship courses and how is this content taught?; 2) What are instructors' beliefs about how entrepreneurship should be taught in the engineering context; and 3) How are instructors' beliefs actuated within a particular class related to students' self-reported perceptions of their entrepreneurial knowledge and abilities? The study shows that content associated with different course types, such as &quot;Becoming an Entrepreneur,&quot; &quot;New Venture Development,&quot; and &quot;Product Ideation and Development,&quot; often overlaps substantially, suggesting a lack of clarity in how these types of courses are defined. Second, instructors who teach entrepreneurship to engineering students believe that programs and courses should focus equally on both teaching skills and developing values and attitudes; and instructors feel confident in their ability to focus on both of these in their courses. Finally, at the end of the entrepreneurship course, students' perceptions of their own abilities were found to be similar to their instructors' intentions for the courses, particularly for students with less entrepreneurial experience as measured by their coursework, involvement in entrepreneurship-related activities (e.g., clubs, competitions). As students' prior experience with entrepreneurship increased, they reported greater familiarity with concepts than expected given their instructors' intentions.
Do Black Families Value Education? White Teachers, Institutional Cultural Narratives, &amp; Beliefs about African Americans
Author: Puchner, Laurel
Date: 2015-00-00
Type: Journal Articles
Subjects: African Americans,Teacher Education Programs,Preservice Teacher Education,Racial Bias,Whites,Cultural Influences,Beliefs,Multicultural Education,Social Justice,Institutional Environment,African American Family,Values,Interviews,Females,Student Attitudes,Teacher Attitudes,Achievement Gap,Social Class,Social Bias

In this article Puchner and Markowitz illustrate a major problem in education and in teacher education, the underlying dynamics of which are a national problem. The problem of negative beliefs about African American families in schools is not a new idea but actually stems from unfounded and untested assumptions about the way the world works and comprises the individual narratives that are engrained in institutional culture. In this article Puchner and Markowitz add that many people still don't realize it's a problem, and teacher education programs in particular need to continue to figure out how to expose the reality of racism in our schools. Especially in teacher education, some tend to assume much of what is necessary to deal with racial issues is already being done by incorporating multicultural education into teacher courses. However, the current study shows what happens when you scratch the surface.
White Privilege: Perceptions of Pre-Service Teachers
Author: Hossain, Kazi I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Whites,Advantaged,Multicultural Education,Race,Racial Discrimination,Concept Teaching,Teaching Methods,Reflection,Controversial Issues (Course Content)

In this article, the author points out that, in the last two decades, the make-up of the United States population has changed significantly. Specifically, non-White population is on the rise. In recognition of these changes, teacher multicultural education coursework usually addresses various issues dealing with race, gender, class, religion, and diverse perspectives stemming from a plethora of worldviews, experiences, and life styles. However, these issues cannot be discussed in an eloquent manner without mentioning racism, classism, sexism, and homophobia. At the same time, when talking about racism in a multicultural education course, one must address the issue of &quot;White Privilege,&quot; as it is very much intertwined with racism. Discussing one without the other would be futile. However, one might ask &quot;What is White Privilege?&quot; According to many experts on this issue, &quot;White Privilege&quot; refers to unearned advantages enjoyed consciously or subconsciously by people of White skin. In addition to exposing pre-service teachers to the concept of White Privilege, it is also important to discuss the methodologies for teaching this concept. Pre-service teachers can use these methodologies with their future students to teach the concept of White Privilege in an age-appropriate manner.
Problem-Posing in a Primary Grade Classroom: Utilizing Freire's Methods to Break the Culture of Silence
Author: Reed, Judith
Date: 2015-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Questioning Techniques,Student Participation,Student Centered Curriculum,Educational Strategies,Listening,Critical Thinking,Teacher Response,Teaching Methods,Elementary Education,Classroom Techniques

Using Paulo Freire's, idea that the aim of education must always be to transform the world so as to liberate oppressed peoples. The authors: Reed, Saunders, and Pfadenhauer-Simonds address this issue by noting that state-backed education systems in the United States, as elsewhere, arguably can be seen as supporting repressive forces that keep people passive. On the other-hand, &quot;problem-posing&quot; is an educational strategy meant to challenge those repressive forces. Problem-posing is a collective process that draws on the personal experiences of the learners, and that generates social connectedness and mutual responsibility for the learning process, with potential for societal transformation. The authors suggest usage of a problem-posing methodology featuring: (1) listening, (2) codifying and dialogue, and (3) action. Each of these methodologies is expained and the learner uncovers the problems that hide in plain sight, in their everyday experiences in an unjust world.
&quot;We Do More than Discuss Good Ideas&quot;: A Close Look at the Development of Professional Capital in an Elementary Education Liaison Group
Author: Snow, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Elementary Education,Professional Development,Teacher Education,Social Networks,Social Capital,Partnerships in Education,Inquiry,Qualitative Research,Case Studies,Surveys,Data Analysis,Shared Resources and Services,Leadership Styles,Decision Making,Educational Change

In an era when many news media, policy makers, and professionals in the field may consider teacher education &quot;under attack,&quot; teacher education programs are being held accountable for increased rigor (Council of Chief State School Officers, 2012). Teacher educators are in a unique position to examine more closely specific practices and teacher education as a profession to enhance program quality and candidate outcomes. Toward that end, the authors focused on work within a &quot;community of practice&quot; (Wenger, 1998) for this inquiry. Faculty who work in elementary school settings at least one day per week, serving as liaisons to partner schools and supervising teacher candidates, made up this community Faculty at this institution worked collaboratively to share leadership and go against the grain of institutional hierarchical structures (Martin, Snow, Osguthorpe, Coll, &amp; Boothe, 2012). Within this context, they created a space for clinical supervisors to share publicly their work with each other and enact change, as they engaged in professional development through the Elementary Education Liaison Group (EELG). In this study, the authors designed a systematic investigation of EELG practice and its internal and external influence, focusing on two research questions: (1) How do participants experience the EELG context and its influence on how they learn and develop? and (2) How does the elementary education community of practice influence individual and programmatic change? Herein, they describe their theoretical framework for professional development and the resulting emphasis on professional capital of a particular group of educators (Hargreaves &amp; Fullan, 2012). Next, they outline the research design and describe and three key themes connected to teacher educator professional development. The authors conclude with a discussion on professional capital and the power of collective activity to transform teacher educator development and teacher education contexts for program transformation.
Has the Dream Been Fulfilled? Dr. Martin Luther King, Jr. &amp; President Barack Hussein Obama
Author: Robinson, Nichelle Boyd
Date: 2015-00-00
Type: Journal Articles
Subjects: Presidents,African Americans,Social Change,Social Studies,Common Core State Standards,Teaching Methods,Culturally Relevant Education,Prior Learning,Lesson Plans,Social Justice

Equality for all was the dream of Dr. Martin Luther King, Jr. and he knowingly laid the foundation for and inspired the first African-American President of the United States of America, Barack Hussein Obama, who also had the dream of &quot;Change&quot; for America. These men exhibited how working together can make dreams become reality. For the past few years, educators across America are doing just that, working together toward a common curriculum goal--one that helps subjects such as social studies and language arts intertwine to provide students with a greater knowledge base to better equip themselves to follow their own dreams. This focus on personal dreams is definitely a way to address meaningful and powerful social studies lessons that include culturally responsive teaching and the Common Core curriculum concurrently. Meaningful social studies lessons activate students' prior knowledge, which allows them to make meaningful connections between themselves and what they are learning. In order for this to take place, teachers must develop well-planned lessons for students that integrate across the curriculum. This article presents the methodology, a sample lesson plan, and recommendations that will enhance the study in order to find multiple ways to examine if the dreams of Dr. Martin Luther King, Jr. and President Barack Obama have been fulfilled.
The Role of Entrepreneurship Program Models and Experiential Activities on Engineering Student Outcomes
Author: Duval-Couetil, Nathalie
Date: 2016-00-00
Type: Journal Articles
Subjects: Role,Entrepreneurship,Engineering Education,Interdisciplinary Approach,Experiential Learning,Outcomes of Education,Higher Education,Self Efficacy,Program Development,Models,Teaching Methods

Entrepreneurship education is being delivered to greater numbers of engineering students through a variety of courses, programs, and experiential learning activities. Some of these opportunities are designed primarily to serve engineering students in their departments and colleges, while others are cross-campus, university-wide efforts to serve students from many disciplines. To date, few researchers have examined to what extent differing program models and experiential activities impact students' perceptions of their entrepreneurial knowledge, skills, and self-efficacy. This paper examines these issues based on the results of a survey of 501 senior level engineering students enrolled in three institutions that offered three different models of entrepreneurship education. Findings indicate that higher perceptions of entrepreneurial knowledge were associated with the number of entrepreneurship courses taken and involvement in experiential learning activities. Further, students who were enrolled at an institution with a multidisciplinary program tended to rate their entrepreneurial abilities higher than those at two institutions with programs more embedded in engineering departments. This research provides faculty and administrators with valuable insight that can inform the development of entrepreneurship programs targeting engineers, and suggests areas for future research.
What Alumni Value from New Product Development Education: A Longitudinal Study
Author: Cobb, Corie L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Qualitative Research,Design,Entrepreneurship,Longitudinal Studies,Graduate Students,Course Descriptions,Interviews,Surveys,Alumni,Industry,Career Development,Graduates,Skill Development,Competition,Outcomes of Education,Educational Attitudes

We present a longitudinal study of what graduates take away from a cross-disciplinary graduate-level New Product Development (NPD) course at UC Berkeley over a 15-year period from 1996-2010. We designed and deployed a longitudinal survey and interviewed a segment of our NPD alumni population to better understand how well our course prepared these alumni for careers in design, innovation, entrepreneurship and product management. We questioned alumni regarding the value of specific NPD skills, methods, and tools taught in the course. This paper presents a quantitative and qualitative analysis of survey and interview data. The results reaffirm the value of engaging students in multidisciplinary design projects as a means for developing the skills needed in today's competitive NPD environment and highlight the similarities and differences that exist between academic and industry NPD practices. We believe the findings will inform educators about what is valued in NPD courses by graduates now working in industry.