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In pre-college levels, integrated science, technology, engineering, and mathematics (STEM) are often taught by science or mathematics teachers. These teachers lack the engineering and technology background and they do not necessarily use project-based and inquiry-oriented instructional strategies. To close the gap in the qualified STEM education teacher workforce, the authors developed and piloted a novel course to train preservice STEM teachers to effectively employ project-based and inquiry-oriented teaching strategies at pre-college levels. This 3-credit research and design experience course was piloted in the Spring 2023 semester. The preservice STEM teachers, enrolled in the course, engaged in hands-on activities, engineering project-based training, inquiry-based learning techniques through research training, makerspace training, field experience, and mentorship. The course comprised two parts. In part I, the students received research training. In part II, the students engaged in engineering design and makerspace professional development. In this paper, we report on the course design elements and the impact of the course activities on students’ self-efficacy in teaching STEM subjects using emerging technology, as well as their teaching approaches and understanding of student learning. The authors conducted a mixed methods study and collected both qualitative and quantitative data. Preliminary results of the multiyear study are presented. Initial findings indicate a heightened confidence of the students in their ability to deliver STEM content in secondary classrooms. Students improved their teaching approaches and reported positive experiences with the course.
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Help, I need somebody! Business and technology advisors in emerging science-based ventures at American universities
Abstract Early-stage science-based ventures (SBVs) require a wide range of intellectual resources and practical know-how to successfully commercialize their technologies. Often SBV founders actively gain this knowledge through advisory relationships providing business and technology guidance. We explore the effects of both business and technology advisors in combination with the founder’s entrepreneurial and technology experience. We measure early-stage success in an SBV using application readiness, a novel concept that encompasses progress in both technology discovery and validation as well as market identification and application. Using hand-collected longitudinal data from 112 emerging science-based ventures associated with American universities, we find that business advisors have a positive impact on application readiness, while technology advisors delay it; and these effects are moderated by the founder’s experience. Remarkably, a small number of advisors can have the same impact as decades of experience. Our article unpacks underexplored mechanisms through which advisors—an often-used policy tool supporting entrepreneurship—are implemented in emerging science-based ventures and makes academic contributions to the literatures on technology commercialization, advisors and human capital.
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- Award ID(s):
- 2048703
- PAR ID:
- 10531594
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- The Journal of Technology Transfer
- Volume:
- 49
- Issue:
- 5
- ISSN:
- 0892-9912
- Format(s):
- Medium: X Size: p. 1567-1605
- Size(s):
- p. 1567-1605
- Sponsoring Org:
- National Science Foundation
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