The Impact of a Faculty Learning Community for Students' Entrepreneurial Mindset Development in STEM Education
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| Title: | The Impact of a Faculty Learning Community for Students' Entrepreneurial Mindset Development in STEM Education |
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| Language: | English |
| Authors: | Megan Morin, Bryant Hutson, Richard Goldberg |
| Source: | Journal of Faculty Development. 2026 40(1):16-28. |
| Availability: | Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Communities of Practice, Student Attitudes, STEM Education, Entrepreneurship, Engineering Education, Undergraduate Students, College Faculty, Teaching Methods, Models, Teacher Attitudes |
| ISSN: | 2153-1900 2153-1919 |
| Abstract: | A Faculty Learning Community (FLC) was established to help STEM faculty integrate entrepreneurially minded learning (EML), a pedagogy that develops curiosity, connections, and value creation, into a new engineering undergraduate program during the pandemic. Guided by the Kern Entrepreneurial Engineering Network (KEEN) framework, the FLC facilitated monthly meetings, coaching, and asynchronous activities that began with small, iterative implementations and evolved into instructional materials. This study found that instructional strategies must be easily identifiable, clearly modeled, and applicable to faculty's needs. As a result, faculty demonstrated growth in understanding and applying EML principles, which impacted student engagement and learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.ingentaconnect.com/contentone/magna/jfd/2026/00000040/00000001/art00003 |
| Accession Number: | EJ1492646 |
| Database: | ERIC |
| Abstract: | A Faculty Learning Community (FLC) was established to help STEM faculty integrate entrepreneurially minded learning (EML), a pedagogy that develops curiosity, connections, and value creation, into a new engineering undergraduate program during the pandemic. Guided by the Kern Entrepreneurial Engineering Network (KEEN) framework, the FLC facilitated monthly meetings, coaching, and asynchronous activities that began with small, iterative implementations and evolved into instructional materials. This study found that instructional strategies must be easily identifiable, clearly modeled, and applicable to faculty's needs. As a result, faculty demonstrated growth in understanding and applying EML principles, which impacted student engagement and learning outcomes. |
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| ISSN: | 2153-1900 2153-1919 |
