Teaching creativity in entrepreneurship: Embolden or discourage?

Entrepreneurship is taught in diverse settings addressed to various audiences. The role of creativity is generally thought to be beneficial for innovation; however, certain concerns may emerge depending on the context in which entrepreneurship is taught. For example, critical questions may arise in classrooms where entrepreneurship is encountered in business curricula. This article addresses a reflective activity regarding creative individuals and their role in business venturing. The instructional methodology is provided along with empirical results. Responding to the need for critical approaches in entrepreneurial teaching and reflection empowerment as effective mechanisms for entrepreneurial learning, the article offers an account of reflective practice for educators to consider and use further.

The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners

The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.

The Usage of GIS in Realizing Engineering Education Quality

The chapter has considered research and instructional methodology aspects for development of methodological, informational, and instrumental, ensuring of the education quality management system which are necessary to be taken into account in modern conditions. Mathematical bases of the geoinformation system application for monitoring of the education process realization quality have been developed. Model, method, and algorithm for quality assessment of the educational process realization in institutions have been unfolded. A way of representing some fuzzy production rules in solving application tasks of fuzzy modeling and executing the process of approximate reasoning on educational risks has been introduced. A fuzzy production system of educational risk analysis on the basis of using modified fuzzy Petri nets has been realized. Analysis of possibilities to apply suggested approaches for monitoring of institutions at various levels has been conducted.

The Impacts of Testing Cadence, Mode of Instruction, and Student Density on Fall 2020 COVID-19 Rates On Campus

We analyzed the COVID-19 infection rate among undergraduate students at 9 colleges and Universities in the greater Boston area and 4 comparison schools elsewhere, from Fall 2020. We assessed whether the cumulative rate of infection is dependent on the mode of instruction (in-person, hybrid, or remote), on the number and density of dorm-resident undergraduates, and/or on COVID-19 testing cadence. We limited our analysis to institutions that have implemented at least weekly PCR testing of dormitory-resident undergraduates. Our primary conclusions are that (i) the fraction of students that succumbed to a COVID-19 infection up through Nov 22, 2020 shows no correlation with either the total number of students on campus, or the fractional occupancy of dormitories, (ii) remote instruction vs. hybrid instruction has no significant measurable impact on cumulative infection rate, and (iii) there is evidence that testing 2 or 3 times per week is correlated with lower infection rates than weekly testing. These data are consistent with a hypothesis of students predominantly acquiring infection off-campus, with little community transmission within dormitory housing. This implies good student compliance with face mask and social distancing protocols.Significance StatementWe review the incidence of COVID-19 infection among under-graduate students for selected colleges and universities that conducted at least weekly COVID-19 testing during the Fall of 2020. We analyzed the infection-rate dependence on number of students on campus, dormitory residential density, instructional methodology (remote vs. hybrid), and testing cadence. This compilation of outcomes can help inform policy decisions for congregate settings.

Pre-College Instruction

Instructors at prison-based college programs face many challenges not encountered on traditional college campuses. Instructors used to conventional campus-based students and teaching environments often find themselves unprepared or overwhelmed because prison-based programs differ in many ways from traditional college classrooms. Many incarcerated students lack the necessary fundamental academic writing and communication skills to succeed in college-level courses but not the intelligence and dedication. Instructors often find themselves unprepared for and inexperienced in teaching remedial-level writing and grammar skills, especially to non-traditional adult learners. This chapter discusses the differences between campus and prison classrooms, incarcerated students' academic backgrounds and needs, and the instructional limitations of teaching in prisons. This chapter provides instructional methodology tailored to the unique needs of incarcerated students, as well as examples of syllabi, worksheets, and practice exercises.