scholarly journals Use of library science students as search intermediaries for environmental science and engineering students

Online Review ◽  
1992 ◽  
Vol 16 (4) ◽  
pp. 195-206 ◽  
Author(s):  
Mary Ellen Tucker ◽  
Judith B. Wood ◽  
Franceses Allegri
Author(s):  
Elma Van der Lingen ◽  
Gerhard Van Niekerk

<p>Entrepreneurship studies and education courses have increased significantly with the realisation of its importance for economic growth. Entrepreneurship courses are no longer only lectured by business schools, economical and management sciences, but also in natural science and engineering departments. The aim of this study is to determine the enterprising tendency of science, engineering and technology (SET) students with the General Enterprising Tendency (GET) test developed by Dr Caird. The SET students have an enterprising tendency above average indicative that they are likely to be enterprising in some way, but most likely through intrapreneurship by being part of a group within a corporate environment. The first degree (BEng, BSc and BTech) of the SET students appear to have no influence on their enterprising tendency. The male students have a higher enterprising tendency than the females, and the BTech males revealed a significantly higher need for autonomy than BTech females. The White students have a higher tendency for the entrepreneurial traits such as “need for autonomy”, “calculated risk taking” and “internal local of control”, whereas the Black students have a higher “need for achievement”. The future aim with continuing this study will be to structure technopreneurship courses in order to provide more effective training for SET students.</p><p><strong>Keywords:</strong> Entrepreneurship, traits, tendencies, technopreneurs, science students, engineering students, technology students, SET students, gender, ethnical group, GET test</p><p align="LEFT"> </p>


2009 ◽  
Vol 23 (3) ◽  
pp. 153-162 ◽  
Author(s):  
Luke Pittaway

This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this introduction, a student case study on the development of Taxol is used to show how inquiry-based learning can enhance science students' understanding of entrepreneurial processes. The case study provides an illustration of the forms of knowledge gained through the use of inquiry-based learning. The paper concludes by highlighting the benefits and challenges of this type of course for the students and pointing out how such a course can provide a different approach for entrepreneurship education targeted at science and engineering students.


2021 ◽  
Vol 3 ◽  
pp. 57-60
Author(s):  
Haixia Wang ◽  
Mingliang Zhang

The environmental impact assessment course is a comprehensive and practical course for environmental science and engineering major. Environmental impact assessment is also an important employment direction for environmental science and engineering students after graduation. Continuous research on the teaching reform of this course is necessary for cultivating talents with strong creativity and practical ability. Based on the analysis of the current situation of the course teaching, it is proposed to update content of course, appropriately increase class hours, highlight the case-based practice teaching, clarify the teaching goals, highlight the direction of employment (environmental impact assessment engineers), focus on cultivating application and innovation capabilities, reform achievement assessment methods and other corresponding measures and solutions.


2020 ◽  
Author(s):  
Catherine Arnott Smith ◽  
Deahan Yu ◽  
Juan Fernando Maestre ◽  
Uba Backonja ◽  
Andrew Boyd ◽  
...  

BACKGROUND Informatics tools for consumers and patients are important vehicles for facilitating engagement, and the field of consumer health informatics is an key space for exploring the potential of these tools. To understand research findings in this complex and heterogeneous field, a scoping review can help not only to identify, but to bridge, the array of diverse disciplines and publication venues involved. OBJECTIVE The goal of this systematic scoping review was to characterize the extent; range; and nature of research activity in consumer health informatics, focusing on the contributing disciplines of informatics; information science; and engineering. METHODS Four electronic databases (Compendex, LISTA, Library Literature, and INSPEC) were searched for published studies dating from January 1, 2008, to June 1, 2015. Our inclusion criteria specified that they be English-language articles describing empirical studies focusing on consumers; relate to human health; and feature technologies designed to interact directly with consumers. Clinical applications and technologies regulated by the FDA, as well as digital tools that do not provide individualized information, were excluded. RESULTS We identified 271 studies in 63 unique journals and 22 unique conference proceedings. Sixty-five percent of these studies were found in health informatics journals; 23% in information science and library science; 15% in computer science; 4% in medicine; and 5% in other fields, ranging from engineering to education. A single journal, the Journal of Medical Internet Research, was home to 36% of the studies. Sixty-two percent of these studies relied on quantitative methods, 55% on qualitative methods, and 17% were mixed-method studies. Seventy percent of studies used no specific theoretical framework; of those that did, Social Cognitive Theory appeared the most frequently, in 16 studies. Fifty-two studies identified problems with technology adoption, acceptance, or use, 38% of these barriers being machine-centered (for example, content or computer-based), and 62% user-centered, the most frequently mentioned being attitude and motivation toward technology. One hundred and twenty-six interventional studies investigated disparities or heterogeneity in treatment effects in specific populations. The most frequent disparity investigated was gender (13 studies), followed closely by race/ethnicity (11). Half the studies focused on a specific diagnosis, most commonly diabetes and cancer; 30% focused on a health behavior, usually information-seeking. Gaps were found in reporting of study design, with only 46% of studies reporting on specific methodological details. Missing details were response rates, since 59% of survey studies did not provide them; and participant retention rates, since 53% of interventional studies did not provide this information. Participant demographics were usually not reported beyond gender and age. Only 17% studies informed the reader of their theoretical basis, and only 4 studies focused on theory at the group, network, organizational or ecological levels—the majority being either health behavior or interpersonal theories. Finally, of the 131 studies describing the design of a new technology, 81% did not involve either patients or consumers in their design. In fact, while consumer and patient were necessarily core concepts in this literature, these terms were often used interchangeably. The research literature of consumer health informatics at present is scattered across research fields; only 49% of studies from these disciplines is indexed by MEDLINE and studies in computer science are siloed in a user interface that makes exploration of that literature difficult. CONCLUSIONS Few studies analyzed in this scoping review were based in theory, and very little was presented in this literature about the life context, motives for technology use, and personal characteristics of study participants.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Rashmi Shivni ◽  
Christina Cline ◽  
Morgan Newport ◽  
Shupei Yuan ◽  
Heather E. Bergan-Roller

Abstract Background Seminal reports, based on recommendations by educators, scientists, and in collaboration with students, have called for undergraduate curricula to engage students in some of the same practices as scientists—one of which is communicating science with a general, non-scientific audience (SciComm). Unfortunately, very little research has focused on helping students develop these skills. An important early step in creating effective and efficient curricula is understanding what baseline skills students have prior to instruction. Here, we used the Essential Elements for Effective Science Communication (EEES) framework to survey the SciComm skills of students in an environmental science course in which they had little SciComm training. Results Our analyses revealed that, despite not being given the framework, students included several of the 13 elements, especially those which were explicitly asked for in the assignment instructions. Students commonly targeted broad audiences composed of interested adults, aimed to increase the knowledge and awareness of their audience, and planned and executed remote projects using print on social media. Additionally, students demonstrated flexibility in their skills by slightly differing their choices depending on the context of the assignment, such as creating more engaging content than they had planned for. Conclusions The students exhibited several key baseline skills, even though they had minimal training on the best practices of SciComm; however, more support is required to help students become better communicators, and more work in different contexts may be beneficial to acquire additional perspectives on SciComm skills among a variety of science students. The few elements that were not well highlighted in the students’ projects may not have been as intuitive to novice communicators. Thus, we provide recommendations for how educators can help their undergraduate science students develop valuable, prescribed SciComm skills. Some of these recommendations include helping students determine the right audience for their communication project, providing opportunities for students to try multiple media types, determining the type of language that is appropriate for the audience, and encouraging students to aim for a mix of communication objectives. With this guidance, educators can better prepare their students to become a more open and communicative generation of scientists and citizens.


MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.


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