Principal Investigator: Karen Mutch-Jones
The effective management of science and technology industries requires individuals with interdisciplinary knowledge of both science and business. In a recent report, the National Research Council asserted that “in an increasingly complex economy, professionals who can bring advanced, often interdisciplinary, application-oriented scientific knowledge to their position can readily contribute to the objectives, programs, and projects of employers in industry, government, and the nonprofit sector.” (NRC, 2008).
In an effort to improve science education for prospective business students, TERC, in collaboration with science and mathematics professors at Bentley University in Waltham, MA, are examining presage factors—what exists prior to engagement that effects learning (Biggs et al., 2001)—related to science learning of prospective undergraduate business students. Researchers from TERC and Bentley are collecting and analyzing data from the incoming class of 2015 to identify the distinctive factors influence their science education including their demographics, prior science experience, motivations, learning styles, and science knowledge and attitudes. Researchers expect that these data will provide information that enhances current science courses and will inform future endeavors to improve science curricula for students majoring in a business field.
Biggs, J., Kember, D. and Leung, Y.P. (2001). The revised two-factor Study Process Questionnaire:R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.