Objectives: To determine if there is a relationship between the number of self-testing attempts and subsequent exam grade in a pharmacy course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA, with post hoc tests, was generated using PASW Statistics Version 19 (IBM, Armonk, NY) to evaluate all variables. Results: 77 of 79 students (97.5%) participated, resulting in a total of 7,042 attempts. Non-participants were assigned a zero. There were variations in both the average practice attempts (18 – 30) and subsequent exam grade (82 – 90) on the 4 exams. However, a significant correlation (p ≤ 0.05) existed between number of attempts and each exam grade (R = 0.478, 0.426, 0.385, and 0.218). For each exam, students were stratified into the upper and lower 50%, according to the number of self-test attempts. On all four exams the lower 50%, based solely on attempts, scored significantly lower (p ≤ 0.05) on the subsequent exam based on a two group T-test. Implications: Although self-testing strategies increase recall ability, this strategy is uncommon in pharmacy education. These results suggest that the number of self-testing attempts improves subsequent exam grade, regardless of the score for the self tests. Read More: http://www.ajpe.org/doi/full/10.5688/ajpe76599

Objectives: To determine if a flipped classroom improved student end of module exam performance in a pharmacotherapy oncology module. Method: Third year pharmacy students in the Class of 2013experienced the Pharmacotherapy Oncology Module (15 contact hours) as traditional lectures with optional case studies as supplemental homework (ungraded). The Class of 2014 experienced the same module content with a flipped classroom approach. The middle 10 contact hours were flipped as follows: 10 Vodcasts (8 hours total time) and 6 hours of in-class case studies in place of optional case studies. Students were instructed to watch Vodcasts before in-class case studies, but were not held accountable (i.e. quizzed) for pre-class preparation. The exam questions were identical in both cohorts. Performance on exam questions covered with the flipped approach was compared between the two cohorts using ANCOVA with prior academic performance variables (GPA) as covariates. Results: The students experiencing the flipped classroom approach performed poorer on exam questions covering flipped topics than the cohort that received traditional lecture with optional case studies with previous GPA used as a covariate (p , 0.05). Implications: A flipped classroom approach to incorporate active learning does not necessarily improve student performance. Limitations of this flipped classroom experiment include long vodcasts (30 to 50 minutes) and lack of student accountability for watching vodcasts. Further research is needed to determine optimal classroom flipping techniques that result in improved student performance.

Many of our students enrolled in our Master of Science in Technology program have expressed an interest in learning about entrepreneurship and the development and management of a technology driven company. Students interested in entrepreneurship can pursue a 12 credit concentration that includes classes in developing a cohesive marketing and technology strategy, comparing and contrasting technology strategies for companies within the same market niche, developing an entrepreneurial business plan and coursework in either small business management or entrepreneurial finance. One critical component of this concentration is the utilization of the Marketplace™ Venture Capital simulation game to provide students with real world management experience in running a technology driven company. Teams of students playing roles as CEO, Marketing Manager, Manufacturing Manager, Financial Manager and R and D Manager develop the technology and marketing strategies for their companies as they compete against each other in a global environment. After four quarters of operation, students are required to prepare and deliver a 15 minute presentation to venture capitalists detailing their marketing and technology strategies, performance to date and expectations in the market for the remaining two quarters in the game simulation. They are competing against the other teams for the venture capitalist’s money and must not only have a good presentation but also demonstrate conceptual understanding of what the financial and market data means. The roles of the venture capitalists are played by retired professionals in the community that have run businesses with revenues exceeding $50 M/year, have started new technology based ventures or have managed researchers in a commercial environment. We instruct the venture capitalists to play the role as tough managers who require data and not fluff before they part with their precious venture capital financing. VC and Technology business managers must negotiate on the purchase price for shares of their company with lesser performing companies giving up a greater share of their company in the negotiation. Students utilize techniques presented in the first two classes in their curriculum (Investigations in Technology and Strategic Management of Technology and Innovation) to develop their marketing and technology strategies. The students appreciate the fact that they are able to take risks and make mistakes in a simulation environment where financial disasters are made with fake money. After utilizing this simulation program for three years, we have found that non- traditional students who have been working in an engineering field typically perform better than the traditional graduate students who are entering their graduate program immediately after receiving their bachelor’s degree. Our experience is that all engineering technology students (regardless of when they enter the program) are weak in their comfort and understanding of financial data and that this is a weakness that we need to correct in both the undergraduate and graduate programs.

Social entrepreneurs utilize the traits of commercial entrepreneurs; organizational abilities, opportunity identification, combining resources in novel ways, willingness to accept and manage risk and explosive growth or returns, to create enterprises that return high social value. As educators, we see opportunities where entrepreneurial skills can be applied to education, not-for-profit organizations, government offices and programs and philanthropic concerns and create service learning opportunities for students beyond the boundaries of the university. Many of us involved in higher education are frustrated with students who do not attend class, turn in assignments late or exhibit a lack of effort in classes where they pay tuition and receive a grade. It is a challenge, therefore, to gain the involvement of students in social entrepreneurship efforts where the reward (grade, pay or recognition) is not immediate or minimal and the trade-off (time management for their schedule) may be more fun or financially rewarding. This paper discusses the evolution for the process of enlisting student involvement in two distinct social entrepreneurship programs at our university. The first program involves linking university skill sets in the arts, digital media, technology and project management to the planning, implementation and evaluation of a regional arts and music festival held in the city where our university operates. Students involved in this social entrepreneurial venture work with community volunteers, city government officials and local business owners for a period of nine to ten months. In the first two years of sponsoring this program the strategy has evolved from enlisting the help of a student technology club (Edge Club, Digital Media) to working with a small volunteer student team (3 to 4 students). In each case, the organization or student team that worked on the project received no academic credit for the work involved beyond enhancement of their resume. Initial enthusiasm was high but tended to decline as the time horizon for finishing the project extended beyond the current semester and other activities or demands competed for the students’ participation. The second program also utilizes a student organization (Students In Free Enterprise, SIFE) to work on social entrepreneurship projects. In SIFE we have found that the students prefer projects that entail an afternoon of preparation for a short presentation, or service within a 3-4 day period. In that this group is involved in a “competition” with SIFE teams from other institutions at the end of the year, it is important that they seek projects that will differentiate themselves. The short-term projects that they prefer do little to accomplish this differentiation. The projects that truly differentiate are those that require a high degree of preparation for an event that culminates at the end of the semester, or even the following year. To that end, all students of this select team are required to create a long-term project that they will spearhead throughout the year. This leads to an escalation of commitment due to their “ownership” of that project. They are also required to assist another team member on their long-term project. Their efforts on these projects tend to be greater in that they realize that the other members will be assisting them on their project and they want to receive a conscientious effort from their teammates. This synergistic performance enhances both the number and quality of the projects. Using this method, we typically create 5 to 6 viable projects each year. Most teams that we compete with tend to have one major project per year. Using this system our university team has completed an average of 10 projects per year for presentation, of which 2 to 3 have been major projects.

Those teaching entrepreneurship to engineering and technology students are faced with the challenge of converting theory into learning opportunities that provide real-world-practical experience. Although the literature stresses the need for experiential learning through group and field projects and case studies, the potential of capitalizing on technology-based business incubators as living laboratories has not been fully utilized. The purpose of this paper is to suggest a conceptual framework for closing this gap. This framework is based upon our experience working with graduate student teams on projects with the Oak Ridge National Laboratories Center for Entrepreneurial Growth and East Tennessee State University’s (ETSU’s) Innovation Laboratory. Both are high-technology business incubators striving to commercialize technology developed in university or government laboratories. High-technology business incubators present an excellent experiential learning opportunity for engineering and technology students faced with the challenge of translating theory to practice. Our experience, gained through personal observation and via a benchmarking study conducted in 2002, indicates that incubators routinely utilize MBA students as at-large business counselors for the fledgling technology based businesses. In addition, businesses founded by university professors tend to attract recently matriculated technology graduate students, many of which served as advisees of the founding professor, as new hires in these startup ventures. However, the use of technology business incubators as training ground for engineering and technology students seeking entrepreneurial business opportunities has not been fully exploited. New technology business ventures generally have strong research experience and intellectual property but little marketing and management experience. These businesses, many of which are cutting-edge technology, present the entrepreneurial student with “real world vision” in seeing hurdles these new technology ventures must face and overcome. We have found that diverse student teams comprised of graduate students majoring in technology, business, digital media and medicine offer unique solutions to problems and insight into opportunities for technology businesses. This paper presents a practical step-by-step conceptual framework for using technology-based business incubators as living laboratories for students studying entrepreneurial leadership. Lessons learned are underscored to suggest mitigation practices to avoid potential problems such as patenting issues, disclosure of confidential information, and liability.

Abstract available in The FASEB Journal.

Teaching students entrepreneurial skills and the utility of cross-disciplinary teams is difficult if only classroom exercises are employed. In this program, university students worked together with commercial artists and business-persons residing in our declining downtown region to assist in the organization, planning and management of an established regional arts festival and to launch a new feature of the festival based on digital animation. Through experiential learning, students gained an appreciation for “real-life” budgets, deadlines, responsibilities and an appreciation of working on cross-disciplinary teams while the community observed first-hand the benefits of students trained in digital media, entrepreneurship and project management.

University managed technology-based business incubators (UMTIs) have become increasingly popular. Some universities are forming private corporations and are encouraging professors/researchers to commercialize intellectual property (IP) based upon research conducted in their laboratories. The UMTI provides the infrastructure, access to high-tech laboratories, libraries, students and faculty, and a coalition of like-minded entrepreneurs. Universities face uncertainties when establishing UMTIs and need to minimize risk while maximizing benefits. This paper discusses results of a benchmarking study of eleven technology incubators and their risk mitigation policies. Experience with technology transfer and use of the UMTI as a living laboratory for students is presented.

Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.

Practitioner pedagogy can be difficult to manage online. We are teaching professionals to practice without face to face contact. In some cases, technology is available to interact with our students, but it is not the only way of broadening their skills. Teaching family life education and human services using electronic learning formats must incorporate interaction with the student's community. Strategies for engaging students and making them competent professionals will be addressed. Objectives By the end of the presentation attendees will: 1. outline at least three necessary components of a skills based online class. 2. evaluate and discuss barriers to online learning of skills. 3. describe three ways to incorporate practitioner skills into their online course.