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This mixed-methods study examined the impacts of a blended entrepreneurial course on secondary students’ entrepreneurial self-efficacy (ESE) and intentions, which were measured with pre- and post-surveys. The artifacts students created (elevator pitches and business canvas models) were collected. Survey results revealed no improvement in ESE, but significant improvements in two dimensions of intentions: professional attraction and entrepreneurial capacity. Artifact results showed that students could identify problems and generate solutions, but they could not project revenues. These findings suggest that blended courses can increase students’ professional attraction of entrepreneurship and entrepreneurial capacity and enable them to identify problems and generate solutions.

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Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.