RETHINKING ENGINEERING EDUCATION AT...
Transcript of RETHINKING ENGINEERING EDUCATION AT...
RETHINKING ENGINEERING
EDUCATION AT HSIs
March 29-30, 2018
Brought to you by:
HELLO!Dr. Meagan KendallAssistant Professor, UTEP
Dr. Ines BasaloAssistant Professor in Practice, Univ. of Miami
Dr. Alexandra Coso StrongAssistant Professor, Olin
Ms. Michele WilliamsWorkshop Coordinator, UTEP
Dr. Derin UralProfessor in Practice, Univ. of Miami
Ms. Gemma HendersonSr. Instructional Designer
3 These workshops are being supported by the NSF Grants No. 1764378, 1764249, and 1764166.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views
of the National Science Foundation.
4 GOALSBIG PICTURE ● Engage in a conversation about the future of engineering
education at HSIs.● Identify potential opportunities, challenges, and successes in
innovating engineering education at HSIs.● Implement Design Thinking as a tool to address potential
opportunities and challenges.● Explore motivation and agency as potential lenses for
explaining resistance to innovation.● Develop action plans for addressing potential opportunities,
challenges.
Welcome from Dr. Theresa MaldonadoDean, College of Engineering
6 GOALSDAY 1 - MORNING● Introduce you to the theory behind two powerful ideas. ● Help you acclimate to the types of activities you will be doing
over the two-day workshop.● Explore the results of your pre-workshop climate assessment.● Engage with each other in discussions about engineering
education.● Share personal experiences and successes during
collaborative activities.
RESEARCH & RESOURCES
▸ It includes a research and evaluation component.
▸ PUT YOUR NAME ON YOUR CONTRIBUTIONS!
▸ We will return your materials at the end of the workshop if you would like to take them home.
▸ Ask questions and take breaks as needed!
▸ No need for your computer.
PAPERWORK
▸ Photo release▸ Stipend paperwork
POST-ITS7Logistics
THINK ABOUT A STUDENT FROM ONE OF YOUR COURSES.
FAST FORWARD 5 YEARS IN THE FUTURE…
IF YOU MET THIS FORMER STUDENT FOR COFFEE, WHAT WOULD YOU LIKE THEM TO TELL YOU ABOUT THEIR EXPERIENCE IN YOUR COURSE?
SHARE MORE ABOUT THIS FORMER STUDENT.
COFFEE SHOP SCENARIO
1
2
9 COFFEE SHOP SCENARIO
ADD STUDENT COMMENTS
ADD DETAILS ABOUT YOUR STUDENT
DON’T WORRY ABOUT THIS YET!
FIND YOUR ASSIGNED PARTNER AND INTRODUCE YOURSELVES.
SWAP SHEETS AND INTERVIEW YOUR PARTNER ABOUT THEIR FORMER STUDENT.
BE SURE THAT EACH PERSON GETS TO INTERVIEW AND BE INTERVIEWED!
COFFEE SHOP SCENARIO
Tape your work up on the wall when you finish.
Be sure to check out other coffee shop scenarios!
3
DESIGN THINKING AS A TOOL FOR EDUCATIONAL INNOVATION11
“Design thinking is a human-centered approach
to innovation that draws from the designer's toolkit to integrate the needs of
people, the possibilities of technology, and the
requirements for business success.”
Tim Brown, President & CEO of IDEO
IDEO.com. (2015). Field Guide to Human Centered Design.
an ca al!^
12EXAMPLE DESIGN THINKING TOOL
Personas are fictional characters, which you create based upon your research in order to represent the
different user types...Creating personas will help you to understand your users’ needs, experiences, behaviours and goals.
Creating personas can help you step out of yourself. It can help you to recognise that different people have different needs and expectations, and it can
also help you to identify with the user you’re designing for.
Definition from: https://www.interaction-design.org/literature/article/personas-why-and-how-you-should-use-them
WHO ARE YOUR STUDENTS?
13 1 STUDENT EXPLORATIONRecall your pre-workshop climate assessment...
● Who are your students?● What challenges do they
face? In the classroom/out of the classroom?
● What unique characteristics/skills do they bring with them?
5-7 minutes
FILL IN 1
One a r po -it &us r i !
Translate your ideas to post-it notes
WHO ARE YOUR STUDENTS?
15 2 STUDENT EXPLORATION● Partner with another
educator from your institution (or a neighboring institution).
● Compare results from 1
10 minutes
Frameworks
Timelines/Flows 2 X 2 Venn Diagram16
Making sense of the patterns…
E.g., course schedules, journey to campus, advising process.
E.g., extracurricular activities, math
readiness.
E.g., future goals, impact of their career, sense of
community.
What themes do you see across your institutions?
Theme 1
Theme 4
Theme 3
Theme 2
FILL IN 2ADD LABELS
INSERT CHALLENGES
Try making two types of frameworks that illustrate the types of challenges your students encounter or unique skills/characteristics they bring.
Work with post its on the poster paper and then translate to your worksheet.
WHO ARE YOUR STUDENTS?
20 3 STUDENT EXPLORATION● Work with the others at
your table● Compare results from 2
FILL IN 3
ADD LABELS
INSERT CHALLENGES
Tape your work up on the wall when you finish.
Be sure to check out other frameworks!
22 BreakGo grab another cup of coffee and we’ll see you back here in
15 minutes!
CHALLENGEDECOMPOSITION
23...might only tell part of the story
What we see in the classroom and during our interactions with our students….
At your table...
Con r os at in t i l, de t ta , co s,
an r al ra n .
24APPROACHING CHALLENGES DISCUSS &
SELECT ONE
GENERATE LIST
Cir t ha n o re fo n o f h e t
t e t i y.
10 minutes
At your table...
25APPROACHING CHALLENGES
CONSIDER GOALS
GENERATE QUESTIONS
Thi d y a t e h n e
it f el t y e f in v i n ed.
If o re ti t po b
so on t ha n o re
wo n , w a m t u d?10-15 minutes
Take a moment and reflect What surprised you about your discussion (or didn't surprise you)?
What challenges might you foresee to achieve the goals your group discussed?
26
27 LUNCH“WHEN PEOPLE ARE INSPIRED BY THEIR
OWN INTERESTS AND ENJOYMENT THERE IS A BETTER CHANCE THAT THEY WILL
EXPLORE UNLIKELY PATHS, TAKE RISKS, AND IN THE END PRODUCE SOMETHING
UNIQUE AND USEFUL.”~T. Amabile, 1986
Meet back here at 1:00 PM!
28 GOALSBIG PICTURE ● Engage in a conversation about the future of engineering
education at HSIs.● Identify potential opportunities, challenges, and successes in
innovating engineering education at HSIs.● Implement Design Thinking as a tool to address potential
opportunities and challenges.● Explore motivation and agency as potential lenses for
explaining resistance to innovation.● Develop action plans for addressing potential opportunities,
challenges.
29
Motivation A lens through which we can look at the obstacles between us and our goals.
extrinsic motivation
intrinsic motivation
amotivation
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Motivation30
Factors Impacting Motivation
CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.
RelatednessAn individual’s sense of acceptance by and belonging to the community.
AutonomyAn individual’s sense of ownership, independence, and choice.
31
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
INTRODUCTION TO ENGINEERING
LEADERSHIP COURSE REDESIGN
An example from UTEP
32
INTRO COURSE STARTING POINT
CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.
RelatednessAn individual’s sense of acceptance by and belonging to the community.
AutonomyAn individual’s sense of ownership, independence, and choice.
33
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
34 Post-Redesign
35 Post-Redesign
Kendall, M. R., & Williams, M. C. (2017). Student Motivation in a Peer Designed and Delivered Course. In 2017 ASEE Annual Conference & Exposition. Columbus, OH.
INTRO COURSE FINISHING POINT
CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.
RelatednessAn individual’s sense of acceptance by and belonging to the community.
AutonomyAn individual’s sense of ownership, independence, and choice.
36
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
MOTIVATIONAL PERSPECTIVES
37 Write down your goal
Color in the appropriate level for the factors at play in your challenge
Fill in the activities you currently do for each factor.
MOTIVATIONAL PERSPECTIVES
38 In a different color, mark the level for where you would like these factors to be in the future.
Brainstorm ways that you can address the gaps.
Provisionally Commit!
Record ONE challenge or goal you might want to explore further this afternoon and tomorrow.
39MUDDIEST POINTS
SO FAR, WE HAVE...
40 Design Thinking
Gotten to know each
other’s students
and schools
Intrinsic Motivation
Identified Challenges and Goals
41 GOALSDAY 1 - AFTERNOON● Begin to identify strategies for addressing the identified
challenges.● Craft a lofty vision for the future of your class, institution, or other.● Share ideas of how to address common challenges and leverage
existing solutions.● Learn a framework for designing and aligning efforts towards
meeting a goal.
G A
A P
Challenge: Getting students to stay on
campus.
STUDENTS 1
● 80% Hispanic● 90% local (TX, NM,
MX)● Commuter campus● Work at least
part-time● Most live at home● 39% female as of Fall
2016● 20% are Calculus
ready● Diverse interests
beyond engineering
GOAL 2 :
Ensure that all students have
dedicated time to
work as a team.
ACTIVITY 3 :
Add a 3-hour lab.
Students can use
the time to conduct
interviews, hold
team meetings, or
work on prototypes.
ASSESSMENT 4 :
TA takes attendance.
Student course evaluations.
Team evaluations.
PRODUCTS 5 :
Other course assignments.
Challenge: Getting students to stay on
campus.
FORM A GROUP AROUND A SHARED CHALLENGE
Don’t forget to write that challenge down!
1. INDIVIDUALLY, RECORD PERTINENT INFORMATION ABOUT YOUR STUDENTS
BASED ON THE CHALLENGE YOU ARE FOCUSED ON, IDENTIFY A GOAL FOR YOUR STUDENTS OR INSTITUTION.
2.
Blue Sky Ideas
Mountain Top Ideas
Green Grass Ideas
PUSH UP
PASS TO THE PERSON ON YOUR RIGHT. ADD IDEAS FOR HOW TO DESIGN ACTIVITIES TO HELP THAT TARGET POPULATION MEET THE GOAL.
3.
PASS TO THE PERSON ON YOUR RIGHT. ON THE NEW FORM, ADD IDEAS FOR HOW TO ASSESS* WHETHER YOU HAVE MET THE GOAL.
4.
*Feel free to add ideas to Activities, too!
PASS AGAIN. ADD POSSIBLE ARTIFACTS OR PRODUCTS* THAT THE TARGET POPULATION MAY CREATE DURING THE ACTIVITIES.
5.
*Feel free to add ideas to Activities or Assessments, too! 3-5 Minutes
GALLERY WALK TIME!
● Tape your G.A.P.A. up on the wall.
● Be sure to check out other G.A.P.A.s!
● Add additional ideas as you see fit.
Make sure your team’s names are on it!
GENERATE YOUR G.A.P.A.
▸ Review ideas from Gallery Walk▸ Extract ideas to create your
dream G.A.P.A. to address your challenge.
58
59 ▸ What is it going to take to actually implement this?
▸ How well did your teammates address the needs of your students?
▸ How well did they meet your goals?
▸ Were there activities, products, assessments that appealed to you?
GENERATE YOUR GAPA
60GENERATE YOUR GAPA
61GENERATE YOUR GAPA
What burning questions do you have?
What are things that you expected to hear about and we have not discussed yet?
Record your answers to these question on a post it.
62MUDDIEST POINTS
ANNOUNCEMENTS
1. Bring your laptop or phone tomorrow2. Meet in the hotel lobby at 6 pm for dinner (not
included)3. We start at 8:30 am at the Hilton Garden Inn
RETHINKING ENGINEERING
EDUCATION AT HSIs
March 29-30, 2018
Brought to you by:
66 GOALS● What are potential opportunities, challenges, and successes in
innovating engineering education at HSIs?
● How can design thinking help our teaching and our understanding of our own context?
● What can the lenses of motivation and agency tell us about our current experiences and potential opportunities for change at our institutions?
● What can I/YOU/WE do to support HSI institutions after today?
SO FAR, WE HAVE...
67 Design Thinking
Gotten to know each
other’s students
and schools
Intrinsic Motivation
Identified Challenges and Goals
G.A.P.A. ???
68 DAY 2GOALS - MORNING
● Identify potential collaborations within the group to address shared challenges.
● Explore concept of agency for our students and ourselves.
● Take stock of opportunities, needs, barriers, and assets available for addressing identified challenges.
Mill about in the center of the room.
When we tell you to, stop, introduce yourself to the person closest to you,
and begin a conversation.
Smile and make eye contact!
69GET TO KNOW EACH OTHER
Discussion topic: What challenge would you be most interested in collaborating on? Why?
70STUDENTS AS AGENTS OF THEIR OWN LEARNING
Makeintentional choices
Take actions based on choices
Exercise control over the self and the environment CONSTRUCTED IN
CONTEXT
Bandura A. (2001), “Social cognitive theory: an agentic perspective”, Annual Review of Psychology Vol. 52, pp. 1-26.Elder G. H. (1994), “Time, human agency, and social change: perspectives on the life course”. Social Psychological Quarterly Vol. 57, pp. 4-15
;
71STUDENTS AS AGENTS OF THEIR OWN LEARNING AT UTEP
Yellow - ServiceBlue - CharacterOrange - ScholarshipRed - LeadershipGold - CapacityGreen - Perseverance & Passion
Reflection on Agency at their institution
72BE AN ARTIST!
RECORD THE PAST, EXPLORE THE FUTURE
YA !
73BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION
START HERE AND THINK
MOUNTAIN TOPS!
TA T U CE D I L AC Y, S A F,
AD , OR D S.
T E H E Y U .
SO H AL G O CU !
74BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION
Record specific assets you
already have access to.
75BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION
LIST WHAT YOU WILL
NEED. BE SPECIFIC.
COMMON ASSETS AND NEEDS ASSETS NEEDS
76 ● Pull out two large post-it pages. ● Write the titles (ASSETS & NEEDS) ● Add individual assets/needs via post-it to the
appropriate pages.● Group assets/needs to find common themes.
77 BreakGo grab another cup of coffee or check out and we’ll see you
back here in 15 minutes!
COMMON ASSETS AND NEEDS ASSETS NEEDS
78 ● Pull out two large post-it pages. ● Write the titles (ASSETS & NEEDS) ● Add individual assets/needs via post-it to the
appropriate pages.● Group assets/needs to find common themes.
Plus/Delta Reflection
79Reflect on the resources you need to bring your action plan to life.
Resources may include: personnel, knowledge, space, finances, support, etc.
Travel awards are available for those interested in joining us at our workshop during the American Society
of Engineering Education Annual Conference!
Application information will be emailed to you!
U240·SUNDAY WORKSHOP: Co-designing a Research Agenda to Amplify Engineering Education Efforts at HSIsWorkshop · Minorities in Engineering Division
Sun. June 24, 2018 9:00 AM to 12:00 PM
Room 257 A, Convention Center - Salt Palace
Dr. Joan WalkerProgram Director
Education and Human ResourcesNational Science Foundation
82 LUNCH
83 GOALS● What are potential opportunities, challenges, and successes in
innovating engineering education at HSIs?
● How can design thinking help our teaching and our understanding of our own context?
● What can the lenses of motivation and agency tell us about our current experiences and potential opportunities for change at our institutions?
● What can I (YOU) (WE) do to support HSI institutions after today?
SO FAR, WE HAVE...
84Design
Thinking
Intrinsic Motivation
Understand Individual Climates
Challenges and Goals
G.A.P.A. Agency
Action Plans
Resources
85 DAY 2GOALS - AFTERNOON
● Engage in deeper discussion about the UNIQUENESS of HSIs.
● Articulate SPECIFIC next steps in your action plan.
Breakout Sessions
86 Join a breakout discussion
group
Discuss topic
Record notes on poster
paper
3xBuilding on prior work
Up to 4 people per breakout session.
Select a scribe
Breakout Sessions
Breakout OneWhat are the unique strengths of HSIs in implementing these powerful ideas and improving engineering education?
Breakout TwoWhat are the critical needs of HSIs?
Breakout ThreeWhat approaches are being used now to solve the challenges we have discussed?
87Breakout FourWhat role could/should institutional stakeholders (i.e., faculty, students, staff) take to support students becoming agents of their own learning?
Breakout FiveOffice Hours with Joan
88
WHAT WILL YOU DO NEXT?
DESIGN SPRINT
89Please take a moment to complete the post workshop evaluation.
Travel awards are available for those interested in joining us at our workshop during the American Society
of Engineering Education Annual Conference!
Application information will be emailed to you!
U240·SUNDAY WORKSHOP: Co-designing a Research Agenda to Amplify Engineering Education Efforts at HSIsWorkshop · Minorities in Engineering Division
Sun. June 24, 2018 9:00 AM to 12:00 PM
Room 257 A, Convention Center - Salt Palace
91 THANKS!Any questions?You can contact us at:▸ Meagan - [email protected]▸ Ines - [email protected]▸ Alex - [email protected]▸ Michele - [email protected]
Credits: Presentation template by SlidesCarnival; Photographs by Unsplash