u.s. engineering education for the 21 st century “how could/should asee contribute?!’
DESCRIPTION
Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann Georgia Institute of Technology …and 105 colleagues. U.S. engineering education for the 21 st century “How could/should ASEE contribute?!’. Discussion & Planning. “Year of - PowerPoint PPT PresentationTRANSCRIPT
Highlights of a Major,
Multi-year ASEE
Initiative
Leah A. JamiesonPurdue University
Jack R. Lohmann
Georgia Institute of Technology
…and 105 colleagues
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
U.S. engineering education for the 21st century“How could/should ASEE contribute?!’
2004 2005 2006 2007 2008 2009 2010
Objective today
• Share highlights of the report
• Tell you where we’re headed
• Hear from you!
Objective today
• Share highlights of the report
• Tell you where we’re headed
• Hear from you!
Discussion & Planning
“Year of Dialogue”
Two-Phase Project
Phase 1 ReportJune 2009
Phase 2 (Final) Report
Phase 2 Report Fall 2010
105 contributors 100’s! 1,000’s?
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
a universal and fundamental question……and the report’s major recommendation
Q: “How can we create an environment in which many exciting, engaging, and empowering engineering educational innovations can flourish and make a significant difference in educating future engineers?”
A: “Create and sustain a vibrant engineering academic culture for scholarly and systematic educational innovation — just as we have for technological innovation — to ensure that the U.S. engineering profession has the right people with the right talent for a global society.”
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
a foundational premisehow we teach is as important as what we teach
Pedagogy cannot make up for a lack of content — but inattention to pedagogy can seriously compromise learning
High-quality learning environments are the result of attention to both content and how people learn
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
the focus of the report
Integrating what we want inthe “next generation” engineer with
what we know about how people learn into a field of inquiry and practice
focused onengineering learning
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
who, what, and how
Most reports emphasize “what” needs to change (e.g., topics to cover, experiences to offer)
“Who” should drive the change and “how” have not been as fully discussed — but they largely determine how quickly and how well “what” occurs and how it is sustained
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
“how” educational innovation looks today
(Engineering) education
researchers
Engineering education
practitioners
How do we bridge the divide?
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
a proposed model
identifies and motivates
which lead tothat results in
which help improve
AnswersInsights
Educational Practice
Questions
Ideas
Educational Research
“Challenge-based Instruction in an
Introductory Biomedical
Engineering Course”(p. 8)
More than “proposed,” used in practice by leading scholars
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
building capacity and connecting the communities
Engineering education innovation depends on a vibrant community of scholars and practitionersworking in collaborationto advance the frontiers ofknowledge and practice…and it also depends on support –• Adequate fiscal resources
• Appropriate facilities
• Reputable journals
• Highly-regarded conferences
• Prestigious recognitions
AnswersInsights
Educational Practice
Questions
Ideas
Educational Research
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
“who” should drive change?engineering education depends on many stakeholders, but…
…engineering faculty and administrators are key
– they determine the content of the program
– they decide how it is delivered
– they shape the environment in which it is offered
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
encouraging, supporting, and empowering faculty
It’s the reward system.
Nah, duh!
• No doubt, we need to continue to assure evaluation processes are transparent and they do reward educational innovation
• However, the proposed model has many of the same metrics used to evaluate faculty success in scholarly and systematic technological innovation
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
The role of faculty members is not to impart knowledge — it is to design learning environments that support the process of knowledge acquisition
• Strengthen career-long professional development — starting with doctoral students
• Create supportive environments (e.g., R&D units, resources, HR practices)
• Form broader collaborations — engineering education innovation is a cross-disciplinary endeavor
more specifically
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
An examination of recent literature, program announcements, conference themes, etc. make clear that a considerable amount of attention is being directed at making our engineering programs more —
• engaging (e.g., active learning)
• relevant (e.g., experiential, real-world)
• welcoming (studies show repeatedly that the most effective way to improve persistence is to improve the quality of the learning experience)
integrating “what” we know about engineering with “what” we know about learning
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
for those ready to get started
Some suggested actions (pp. 21-26)
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Phase 2 — “catalyzing a conversation”feedback from the broader engineering community
www.asee.org
1. Web site for individual comments from anyone, open until June 2010
2. Focused discussions at conferences, ASEE
Section meetings, etc.
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Phase 2 — “catalyzing a conversation”feedback from the broader community
3. Invited samples of engineering programs
- random sample: 100 universities, 200 departments
- 55 additional universities
- sample of engineering technology programs
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
1. Departments: Survey of extent to which report elements are being practiced and to what extent they are viewed as important.
2. Chairs/Heads/Deans: What are the principal opportunities and challenges you face helping your department/college create a culture of scholarly and systematic innovation in engineering education?
a research study
Project Team
Barbara M. Olds, ChairColorado School of Mines
Maura J. Borrego, Vice ChairVirginia Tech
Mary Besterfield-SacreUniversity of Pittsburgh
Lori BreslowMassachusetts Institute of Technology
Monica F. CoxPurdue University
Lorraine N. FlemingHoward University
Lisa R. LattucaPennsylvania State University
James W. PellegrinoUniversity of Illinois at Chicago
Sarah K.A. PfatteicherUniversity of Wisconsin-Madison
Project Team
Barbara M. Olds, ChairColorado School of Mines
Maura J. Borrego, Vice ChairVirginia Tech
Mary Besterfield-SacreUniversity of Pittsburgh
Lori BreslowMassachusetts Institute of Technology
Monica F. CoxPurdue University
Lorraine N. FlemingHoward University
Lisa R. LattucaPennsylvania State University
James W. PellegrinoUniversity of Illinois at Chicago
Sarah K.A. PfatteicherUniversity of Wisconsin-Madison
Questions
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Phase 1
Phase 2
[ Title: TBD ]
A final report summarizing the feedback (perhaps even consensus!) on how best to proceed to rapidly to create and sustain a culture of scholarly and systematic innovation in engineering education
a synthesis of broad community input
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
“think - pair - share”
• Think:– Pick one of the questions 1,2,3. – For 3-4 minutes, think and write your response on the
card.
• Pair:– Turn to your neighbor, introduce yourself.– Talk about your responses.
• Share:– Share your responses with the group.– We’ll collect the index cards at the end of the session.
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
your turn: help advance the next phase
How can you, your home organization, or other organizations,including CDIO, act on the report’s ideas?
1. [Who] What examples of the cycle of educational practice and research stand out in your mind?
2. [How] How can innovation as a cycle of educational practice and research be practiced more effectively?
3. [What] What can we do to make engineering programs more engaging, relevant, or welcoming based on what we know about learning?
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
3. If asked, participate in the research survey
3. If asked, participate in the research survey
Phase 2 — how you can continue to help
1. Web site for individual comments from anyone, open until June 2010
2. Continue the conversation
in workshop W3A
at 14:00 today.
Thank you!Report and
survey form for individual responses:www.asee.org
(upper right-hand block)or
http://asee.org/about/board/committees/EEGE/upload/CCSSIEE_Phase1Report_June2009.pdf
(direct link to report)
[email protected]@gatech.edu
23
Continuing the
Conversation
2010 International CDIO
Conference
Workshop W3A
Maura BorregoVirginia Tech
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Focus on Chapter 5 Suggested Actions
Some suggested actions (pp. 21-26)
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Suggested Actions for Many Groups
• Engineering Faculty Members, Chairs and Deans
• American Society for Engineering Education• Professional Engineering Societies• ABET and Accreditation Agencies• Industry• Funding Agencies
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Faculty member-focused recommendations
• Link engineering education practice and research
• Support and recognize educational innovation
• Prepare future faculty (graduate students)
• Enhance faculty experience in industry
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
Student experience-focused recommendations
• Integrate the curriculum – multiple disciplines and student careers stages within projects
• Promote learning through entrepreneurship
• Educate the global engineer• Develop students as leaders• Promote learning through
service (service-learning)
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
“think - pair - share”
• Think:– For 3-4 minutes, think and write down your response.
• Pair:– Turn to your neighbor, introduce yourself.– Talk about your responses.
• Share:– Share your responses with the group.– We’ll collect written feedback at the end of the session.
Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2010
What can one person do?
Many of these recommendations require coordination among many people working within and beyond a university– what
actions can you take to move engineering education
innovation forward without waiting for others?