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Open Access Gendered Perception of Online University Learning of Stem Entrepreneurship During the Covid-19 Pandemic

Online educational experiences have exploded in popularity at the advent of the internet of things. Just as all forms before it, online learning has experienced implicit biases. With the abrupt lockdowns mandated by governments across the world, as a result of the COVID-19 pandemic, many educational institutions were thrust into an online learning environment with similarities and differences to the established online institutions already in place. Educational systems were forced to prepare and install methods of communication and instruction by using online resources such as online video calls and discussion forums. Here, we assess the impact of the COVID-19 pandemic on the Pre-Capstone Innovation Experience course at New York University, which provides entrepreneurship education in science, technology, engineering, and math (STEM) for undergraduates. Assessments captured between 2017 and 2020 from Pre-Capstone Innovation Experience participants demonstrate the gendered impact of the COVID-19 pandemic on the learning of undergraduate students.


Document Type: Research Article

Affiliations: Convergence for Innovation and Entrepreneurship Institute, New York University Tandon School of Engineering, Brooklyn, New York, USA

Publication date: December 1, 2022

This article was made available online on October 9, 2022 as a Fast Track article with title: "GENDERED PERCEPTION OF ONLINE UNIVERSITY LEARNING OF STEM ENTREPRENEURSHIP DURING THE COVID-19 PANDEMIC".

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  • Technology and Innovation, edited and published by the National Academy of Inventors, is a forum for presenting information encompassing the entire field of applied sciences, with a focus on transformative technology and academic innovation. Regular features of T&I include commentaries contributed by the United States Patent and Trademark Office (USPTO) and in-depth profiles of Fellows of the National Academy of Inventors in every issue.

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