Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann...

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 Education2009

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!

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?


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.”


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


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


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


“how” educational innovation looks today

(Engineering) education

researchers

Engineering education

practitioners

How do we bridge the divide?


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


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


“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


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


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


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


for those ready to get started

Some suggested actions (pp. 21-26)


Phase 2 — “catalyzing a conversation”feedback from the broader engineering community

www.asee.org

Web site for individual comments from anyone, open until June 2010

Invited sample of engineering programs and engineering education-related organizations


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

Questions


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


your turn: help us think about the action agenda

How can you, your home organization, or other organizations,including ASEE, act on the report’s ideas?

1. [Who] What examples of the cycle of educational practice and research stand out in your mind?


your turn: help us think about the action agenda



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?

4. [What] What can NSF do to advance a culture of scholarly and systematic innovation in engineering education?


“think - pair - share”

• Think:– Pick one of the questions 2, 3, 4. – 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.


your turn: help advance the next phase



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?

4. [What] What can NSF do to advance a culture of scholarly and systematic innovation in engineering education?

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

http://www.asee.org/




Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann...

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