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Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann Georgia Institute of Technology …and 105 colleagues.

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Presentation on theme: "Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann Georgia Institute of Technology …and 105 colleagues."— Presentation transcript:

1 Highlights of a Major, Multi-year ASEE Initiative Leah A. Jamieson Purdue University Jack R. Lohmann Georgia Institute of Technology …and 105 colleagues

2 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 U.S. engineering education for the 21 st century How could/should ASEE contribute?! Objective today Share highlights of the report Tell you where were headed Hear from you! Objective today Share highlights of the report Tell you where were headed Hear from you! Discussion & Planning Year of Dialogue Two-Phase Project Phase 1 Report June 2009 Phase 2 (Final) Report Phase 2 Report Fall contributors100s! 1,000s?

3 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 a universal and fundamental question… …and the reports 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.

4 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 a foundational premise how 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

5 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 the focus of the report Integrating what we want in the next generation engineer with what we know about how people learn into a field of inquiry and practice focused on engineering learning

6 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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

7 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 how educational innovation looks today (Engineering) education researchers Engineering education practitioners How do we bridge the divide?

8 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 a proposed model identifies and motivates which lead tothat results in which help improve Answers Insights 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

9 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 building capacity and connecting the communities Engineering education innovation depends on a vibrant community of scholars and practitioners working in collaboration to advance the frontiers of knowledge and practice…and it also depends on support – Adequate fiscal resources Appropriate facilities Reputable journals Highly-regarded conferences Prestigious recognitions Answers Insights Educational Practice Questions Ideas Educational Research

10 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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

11 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 encouraging, supporting, and empowering faculty Its 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

12 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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

13 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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

14 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 for those ready to get started Some suggested actions (pp )

15 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 Phase 2 catalyzing a conversation feedback from the broader engineering community Web site for individual comments from anyone, open until June 2010 Invited sample of engineering programs and engineering education-related organizations

16 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education 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, Chair Colorado School of Mines Maura J. Borrego, Vice Chair Virginia Tech Mary Besterfield-Sacre University of Pittsburgh Lori Breslow Massachusetts Institute of Technology Monica F. Cox Purdue University Lorraine N. Fleming Howard University Lisa R. Lattuca Pennsylvania State University James W. Pellegrino University of Illinois at Chicago Sarah K.A. Pfatteicher University of Wisconsin-Madison Project Team Barbara M. Olds, Chair Colorado School of Mines Maura J. Borrego, Vice Chair Virginia Tech Mary Besterfield-Sacre University of Pittsburgh Lori Breslow Massachusetts Institute of Technology Monica F. Cox Purdue University Lorraine N. Fleming Howard University Lisa R. Lattuca Pennsylvania State University James W. Pellegrino University of Illinois at Chicago Sarah K.A. Pfatteicher University of Wisconsin-Madison Questions

17 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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

18 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 your turn: help us think about the action agenda How can you, your home organization, or other organizations, including ASEE, act on the reports ideas? 1.[Who] What examples of the cycle of educational practice and research stand out in your mind?

19 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 your turn: help us think about the action agenda How can you, your home organization, or other organizations, including ASEE, act on the reports 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? 4.[What] What can NSF do to advance a culture of scholarly and systematic innovation in engineering education?

20 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 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. – Well collect the index cards at the end of the session.

21 Creating a Climate for Scholarly and Systematic Innovation in Engineering Education2009 your turn: help advance the next phase How can you, your home organization, or other organizations, including ASEE, act on the reports 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? 4.[What] What can NSF do to advance a culture of scholarly and systematic innovation in engineering education?

22 Thank you! Report and survey form for individual responses: (upper right-hand block) or CCSSIEE_Phase1Report_June2009.pdf (direct link to report) CCSSIEE_Phase1Report_June2009.pdf


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