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Investments in entrepreneurial education have failed to develop educational programming that increases entrepreneurial activity. We hypothesize that foundational issues reside within the pedagogical approaches used in entrepreneurial education programming specifically as it relates to millennial students. Using the theory of planned behavior as a theoretical framework, we investigated the effectiveness of process-based learning such as courses that focus on developing business plans and models against problem-based learning that uses action-learning methodologies in the development and delivery of an Introduction Entrepreneurship course. We use both within-group and between-group research designs. We collected data at three points: at the start of the course (T1), mid-term (T2), and the end (T3). Results support our hypothesis. First, after exposing students to the challenges of entrepreneurship in the problem-based course that there is a statistically significant decrease in attitudes, subjective norms, perception of behavioral control, and intention to become an entrepreneur at midsemester (T2) and that scores will rebound by T3. Second, the students in the process-based course will have a statistically significant decline in attitudes, subjective norms, and intentions after the course. Implications for the design of entrepreneurship curricula are presented and discussed.

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Over the past several decades there has been an increased availability of genetically modified mouse models used to mimic human pathologies. However, the ability to study cell movements and differentiation in vivo is still very difficult. Neurocristopathies, or disorders of the neural crest lineage, are particularly challenging to study due to a lack of accessibility of key embryonic stages and the difficulties in separating out the neural crest mesenchyme from adjacent mesodermal mesenchyme. Here, we set out to establish a well-defined, routine protocol for the culture of primary cranial neural crest cells. In our approach we dissect out the mouse neural plate border during the initial neural crest induction stage. The neural plate border region is explanted and cultured. The neural crest cells form in an epithelial sheet surrounding the neural plate border, and by 24 h after explant, begin to delaminate, undergoing an epithelial-mesenchymal transition (EMT) to become fully motile neural crest cells. Due to our two-dimensional culturing approach, the distinct tissue populations (neural plate versus premigratory and migratory neural crest) can be readily distinguished. Using live imaging approaches, we can then identify changes in neural crest induction, EMT and migratory behaviors. The combination of this technique with genetic mutants will be a very powerful approach for understanding normal and pathological neural crest cell biology.

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