The Renaissance Foundry:

Moving Forward towards Developing Da Vinci-Style

STEM Professionals

Presented by:

&

On behalf of the “Renaissance Team”:

Dr. J. R. Sanders, L. Loggins, Dr. M. Geist, Dr. J. Biernacki, Dr. J. Pascal, Dr. K. Wiant

2015Annual Meeting

American Society of Engineering Education

Seattle, Washington

Pedro E. Arce, PhD,

Chemical Engineering,

Tennessee Technological University

Andrea Arce-Trigatti, MS,

Educational Psychology,

University of Tennessee, Knoxville

INTRODUCTION, ELEMENTS AND

PROPONENTS

What is the Renaissance Foundry?

The pith of the Foundry:

A pedagogical framework that is based on

innovation-driven learning that can transform traditional STEM

classrooms into creative environments for student learning.

A model based on two key paradigms:

the

Knowledge Acquisition Paradigm

and the

Knowledge Transfer Paradigm.

These two paradigms help students to take a Learning Challenge and

move it, through a series of steps, towards the development of a

Prototype of Innovative Technology

which becomes a possible solution to the

challenge.

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

.

The Foundry Engine

Knowledge Acquisition

Paradigm

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Knowledge Transfer

Paradigm

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (in press). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Transition between Paradigms

More than a decade of continued and systematic development

Selection of Foundry Honorifics:

• 2000: “How People Learn Report” (USA-NAE)

• 2001: “The Coaching Model of Instruction” (ASEE- Prism, Arce-Creighton)

• 2004: “The Hi-PeLE” (Arce-Schreiber, Chem. Eng. Educ.)

• 2004-2009: Hi-PeLE, Further Development (UAH, MSU, RHIT, ASEE Workshop, National and SE, Argentina (HS), AICHE, Etc.)

• 2009: Purdue University Panel on the Future of ChE Education (Arce, Cussler, McArthy, and others)

• 2009: ERC-NSF KN Presentation (Arce, DC) “Comp.- Style Eng.”

• 2010: Chem. Eng. Assoc. of Argentina (Arce, Plenary) (Comp-Style Eng.)

• 2011: ASEE, National, Hi-PeLE Session, Dr. J. Biernacki, KN Lecture on Team Development; Sauer and Arce (Hi-PeLE Assessment)

• 2012: ASEE- SE, 4 and ½ Hours Invited Workshop on Composer-Style Engineer (Sanders and Arce, MSU)

• 2013: ASEE-SE, workshop @ TNTech. (Loggins, Sanders, Arce).

• 2013: International Meeting of Comparative Ed: Buenos Aires (Arg.) Invited Panel.

• 2014: Thomas C. Evans Award- ASEE-SE- Plenary at the Annual Meeting.

• 2015: Renaissance Foundry Active Learning Workshop, Universidad del Valle, Cali, Colombia

• 2015: Published article in Critical Conversations

More than a decade of national and international application

Selection of Institutes that Implement the Foundry:

• Tennessee Technological University (Cookeville, TN)

• Southwestern Indian Polytechnic Institute (Albuquerque, New Mexico)

• El Colegio Marista, Secondary School, (Entre Rios, Argentina)

• Avery Trace Middle School, (Cookeville, TN)

• The University of Alabama in Huntsville (Huntsville, AL)

• Mississippi State University (Starkville, MS)

• The FAMU-FSU College of Engineering (Tallahassee, FL)

• Rose-Hulman Institute of Technology (Terre Haute, IN)

• La Universidad Nacional del Sur (Bahia Blanca, Argentina)

Selection of ChE Courses impacted by the model

include :

• ChE 1010 (Introduction to Chemical

Engineering),

• ChE 1510 (Introduction to Computations),

• ChE 2011 (Chemical and Biological Process

Analysis),

• ChE 3111 (Transfer Science I, Heat Transfer),

• ChE 3121 (Transfer Science II, Fluids),

• ChE 4661 (Biotransport),

• ChE 4131 (Transfer Science III, Mass Transfer),

• ChE 4540 (Controls).

• ChE 4410 (Process Design I)

• ChE 4420 (Process Design II)

The Foundry Team

Andrea Arce-Trigatti, PhD Student

Educational Psychology & Cultural Studies University of Tennessee-Knoxville

Lacy Loggins, Educ. Specialist

Assessment and Pedagogical Application

Tennessee Technological University

Team

Mem

bers

Ed

ucati

on

The Foundry Team

Dr. Melissa Geist, College of Int. Studies, Dean

Legacy Cycle Expertise, Assessment

Tennessee Technological University

Dr. Kenneth Wiant, Consultant

Interim Dean of the College of Business

Tennessee Technological University

Team

Mem

bers

Inte

rdis

cip

lin

ary

Exp

ert

ise

The Foundry Team

Dr. Joseph Biernacki, Prof. of Chem. Engineering

Team Development Expertise

Tennessee Technological University

Dr. Jennifer Pascal, Asst. Prof. of Chem. Engineering

Pedagogical Approaches

Tennessee Technological University

Dr. J. Robby Sanders, Asst. Prof. of Chem. Engineering

LES/Assessment in Chemical Engineering Courses

Tennessee Technological University

Dr. Pedro Arce, Prof. and Chair of Chem. Engineering

General Strategy

Tennessee Technological University

Team

Mem

bers

Ch

em

ical

En

gin

eeri

ng

MOTIVATION, PRINCIPLES, AND

INNOVATION

Why a New Type of STEM Professional?

A Continued call forchange by Eng. Experts:

• How People Learn? NAE-Report, 1999

• The Engineer of 2020: Visions of Engineering in the New Century, NAE-Report, 2004 (First Part)

• Educating the Engineer of 2020: Adapting Engineering Education to the New Century, NAE-Report, 2005 (Second part). [Charles Vest, The Bridge, 2006]

• The Grand Challenges in Engineering, NAE

• Creative Schools, K. Robinson, PhD [New Book, 2015]

The Changing Dynamics of the Engineering Field

(The Bridge, NAE, Summer 2006, pages 38-44)

• We can only thrive in brainpower, organization and Innovation

• We must not deny the realities of globalization or retreat into protectionism

• In Europe, sustainable development is part of everyday thinking in industry and politics

• Information technology is more or less the paper and pencil of the 21st Century

• In Asia today, science and engineering “rule” for young people

Changes in the Market-Business Paradigm

• The change of the Market-Business Paradigm requires a different type of engineer: More adaptable, creative, global sensitive, and entrepreneur since the conditions are constantly changing to effectively generate new technology that impact society.

Manufacturing

Economy

Creative

Economy

“Conductor-

Style

Engineer”

“Composer-

Style

Engineer”

Why a New Type of STEM Professional?

What should this new STEM Professional look like?[Key Aspects Suggested by the NAE 2020 Engineering Model]

• Strong Analytical Skills

• Skills in Practical Ingenuity (Planning, Combining, Adapting)

• Creativity (Inventive, Innovative, etc.)

• Good Communication Skills

• Masters of Business and Management

• Strong Leadership Skills

• High Ethical Standards

• Professionalism (Dynamism, Agility, Resilience, Flexibility)

• Commitment to the concept and Practice of Life Long Learning

What Characteristics does the Foundry Foster?[Key Aspects Suggested by the NAE 2020 Engineering Model]

• Strong Analytical Skills

• Skills in Practical Ingenuity (Planning, Combining, Adapting)

• Creativity (Inventive, Innovative, etc.)

• Good Communication Skills

• Masters of Business and Management

• Strong Leadership Skills

• High Ethical Standards

• Professionalism (Dynamism, Agility, Resilience, Flexibility)

• Commitment to the concept and Practice of Life Long Learning

What Characteristics does the Foundry Foster?[Key Aspects Suggested by the NAE 2020 Engineering Model]

• Strong Analytical Skills

• Skills in Practical Ingenuity (Planning, Combining, Adapting)

• Creativity (Inventive, Innovative, etc.)

• Good Communication Skills

• Masters of Business and Management

• Strong Leadership Skills

• High Ethical Standards

• Professionalism (Dynamism, Agility, Resilience, Flexibility)

• Commitment to the concept and Practice of Life Long Learning

Technological Innovation can be viewed as the “fusion”

of concepts based on Two Sciences

Definitions by Sawyer (Cognitive) and Drucker (Bus.) lead to Technological Innovation

“Creativity is the science of human

innovation; it involves collaboration,

failure, building on past efforts, and an

effective communication of ideas,”

(Dr. Keith Sawyer).

“Innovation is the specific

instrument of entrepreneurship.

The act that endows resources with

a new capacity to create wealth,”

(Dr. Peter F. Drucker)

Technological Innovation

that Impacts Society

From a Global Perspective

Like in Euclidean Geometry: Our view is that the Da Vinci-Style Professional is a

3D vector:

En

gin

eeri

ng

Business

(Bus)

(Educ)

(Eng)

DV=DV (Eng, Bus, Educ)

DV=DV (Eng, Bus, 0)

DV=DV (Eng, 0,0)

The “classical engineer, CE” is a “scalar”: DV=DV (Eng, 0,0)=CE

(*) Education could include: learning

psychology, arts, etc.

Market

Value

Funded

Research

Incubator,

Innovation Park

Entrepreneur-shipCurriculum

Innovation Rate Transfer Rate

College of Engineering College of Business

Intellectual

Property

Incubator

Entrepreneurship

The Ecosystem Behind the Renaissance Foundry

Funded

Research

Incubator,

Innovation Park

CurriculumEntrepre-neurship

Inn

ova

tio

n R

ate

Transfer Rate

Relative positioning of the elements of the Foundry’s Ecosystem

The current curriculum is largely dominated by non-innovation driven approaches

Funded

Research

Incubator,

Innovation Park

CurriculumEntrepre-neurship

Inn

ova

tio

n R

ate

Transfer Rate

The Foundry Transformative-Driving Effect on the Curriculum Status-Quo

The Foundry is focused on producing Professionals of the style of Hewlett and Packard

RENAISSANCE ENGINEERS

Technical (Content) Knowledge

Research InnovationEntrepre-

neurshipLeadership

Lifelong

learning

Professional

Global

Technical

Developing

a system of

thinking and

learning

Strong analytical skills; strong

problem solving skills; ability

to solve open-ended design

problems; creativity and

confidence to innovate

Good communication skills; high ethical

standards; commitment to the concept and

practice of lifelong learning; entrepreneurial

spirit; capability to function in an

interdisciplinary team; dynamism, agility,

resilience, flexibility

Skills in practical ingenuity (planning,

combining, adapting)

Masters of business and management

Renaissance

Foundry

Understanding

constraints from

Different count.

What Would Be An Efficient Strategy Or Environment To Achieve The RE?

ELEMENTS & PROPONENTS OF THE

FOUNDRY

Fueling Innovation

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Knowledge Transfer

Paradigm

LINEAR ENGINEERINGSEQUENCE (LES)(Proponents Below)

TEAM TRAINING

TEAM MEMBERSELECTION

PROJECTSELECTION

IMPLEMENTATION

• PLANNING• DESIGN• BUILDING• TESTING• REPORTING

PROTOTYPEINNOVATIVE

TECHNOLOGY

LEARNING

CHALLENGE

POK(J): J=1,2,…,N:MAPPING(Org. Tools)

Linear Engineering Sequence (LES):

“Transfer of Knowledge Paradigm”

The large majority of STEM programs do not focus

on the Transfer of Knowledge aspects within the

curriculum

Students are not exposed to the possibility of addressing

societal needs from a global perspective

The large majority of STEM program are mostly focused on

the Knowledge Acquisition (next slide): Learn and master

fundamentals.

Transfer of Knowledge is at the heart of Innovation

An Efficient Platform for Implementation and Assessment

is needed.

The great majority of STEM Educational Programs lack this

Component!

1

2

5

6

PROTOTYPEINNOVATIVE

TECHNOLOGY

LEARNING

CHALLENGE.

Steve Jobs’ principle of innovation: “connecting things

(‘dots’)… in an unusual way”

For students within the Foundry: What is the meaning of dots

when trying to move from the “need/opportunity” towards

a “prototype”?

What would happen if one of the dots is missing?

Do you have an efficient process to connect them?

Can we make an Expert Adaptation of SJ’s Principle?

Do you know other principles of innovation?

Knowledge

Tools

Expertise

Ideas

In order to move from L. Challenge to prototype,

we need principles and processes

Linear Engineering Sequence (LES):

“Transfer of Knowledge Paradigm”1

6

30

Introduction of Challenge(Perceived or Recognized Real-

world problem)

Technological innovation in the form

of an experimental prototype, model,

computer program, etc.

Explored through…

LES:

Resulting in connections leading to…

LES (Foundry)• Identification of a

Challenge (Pump, filter,

membrane..)

• Project Ideas with

contributing members

from team (“DOTS”)

• Prototype/Concept

Development: Material

for Filter

• First Piloting the Idea to

a Prototype/Proof of

concept

• Up-Scaling: Duplication

and Business Plan

• Presentations

• Assessments

• Continue.… Connecting

Dots…….

The Identification of Ideas (“dots”) is a crucial first step to move a Learning Challenge…

…towards a possible Innovative Solution in the form of a Prototype

Linear Engineering Sequence

(LES)Students are:

• organized in TEAMS following a ‘functional’ based approach. [Practical Ingenuity]

• not given a topic: They are required to identify a “need” where fundamentals of the course are applied ‘to meet’ that need. [Foster innovation!]

• coached on “innovation-based approaches”: Proof of concept, prototypes, scaling, planning, scheduling, business plans, patents, etc. [Foster Entrepreneurial aspects!]

• required to develop a prototype, built it, test it, collect data, analyze the data, and report to the assessing team [Materialization of Concept(s)]

Collaboration is a crucial aspect to catalyze innovation since

multiple points of views are essential to be an effective

innovator or a Da Vinci-style STEM Professional

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

.

The Foundry Engine

Knowledge Transfer

Paradigm

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Transition between Paradigms

• CLASSMATES

• LITERATURE

• FACULTY

• VENDORS

• EXPERTS

• LAB TECHN.

• INSTRUCTOR

• T.A.

RESOURCES(Examples

Below)

SYLLABUS

(Org. Tool)

POK(J): J=1,2,…,N:MAPPING (Org. Tool)

Da Vinci-Style Professionals should be mindful of resources

and skillful in using them In order to be efficient adaptive experts-

Transfer of Knowledge Experts

Students within the Renaissance Foundry learn to

effectively identify needed resources

Students learn that resources bring different level

of tools to accomplish an activity-They are not all

equal but complementary

Students learn how to retrieve the resources when

they are needed

Developing collaboration enhances the student

ability to identify and bring additional resources to

move a task forward

Some of the most valuable resources could be

located outside the classroom

Transition between Paradigms

4

2

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Knowledge Acquisition

Paradigm

SYLLABUS

(Org. Tool)POK(J): J=1,2,…,N:MAPPING

(Org. Tool)

DIRTY

CLEAN

DEVELOPMENT

RESEARCH

CYCLE

NOTES

NOTES

J=N ?

POK(J): J=1,2,..N

EXPLORING

DISCOVERING

DEVELOPING

VALIDATING

TESTING

PER

SON

ALI

ZED

CLA

SS B

IND

ERS:

PC

B

YESNO

The Knowledge Acquisition in the Foundry is achieved by

Learning Cycles

There are numerous types of Learning Cycles: Legacy, Kolb, etc.

Active and Collaborative Learning

Approaches are the most Efficient for the

future Da Vinci-style Professional

Team-Based Learning is crucial to

develop an appreciation of

Different Points of View.

Documentation should be performance

by the Students and not by the Instructor:

Personalized Class Binders (PCB).

Open ended problem fostering a Culture

of Innovation among classmates and

appreciation of different points of view.

2

3

Hi-PeLE®

“Every time that an instructor-based explanation is replaced by a student-centered activity, we have a Hi-PeLE.”(Arce & Schreiber, CEE, 2004)

Legacy Cycles,

e.g. Star Legacy

The Coaching-

Based Model of Instruction

A Coach is a Multi-Dimensional Catalytic Agent that helps connect Student Potential with Success(“Kicking Old Habits” Linda Creighton with P. E. Arce, Prism-ASEE, 2001).

Bloom’s Taxonomy

&

Motivational

Theory

PedagogicalApproaches

CHE 3121 – FLUIDS

Implementation Examples

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Arce, P. E., Sanders, J. R., Arce-Trigatti, A., Loggins, L., Biernacki, J., Geist, M., Pascal, J., & Wiant, K. (2015). The renaissance foundry: A powerful learning and

thinking system to develop the 21st century engineer. Critical Conversations in Higher Education.

The Foundry Engine

Team of Facilitators

Format for Judging: Poster

Presentations

Pool of Judges and Strategy

Rubric

Visual Illustrations

Assessments

“Fluids” is a junior level course in

our chemical engineering

curriculum

PROJECT SCORING SHEET

CHE 3121: Transfer Science II-Fluids Project Title/Problem:___________________________________________________

Activity 1. Identification of key aspects of

the problem.

2. Adequacy of description for purpose of existing technology/application

3. Discussion on strengths and limitations of proposed solution

4. Clarity of description of proposed solution/Connections to fundamentals.

5. Discussion of any prior related art/effort (e.g., patents; lit. information)

6. Creativity in identifying solution

7. Novelty of alternative solution

8. Quality and appropriateness of research design that would be necessary to demonstrate proof-of-concept

9. Quality and clarity of presentation

10. Overall score

Score

(1=Poor; 2=Fair; 3=Good; 4=Very Good; and 5=Excellent)

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

N/A 1 2 3 4 5

Assessment Tools

Rubrics for Innovation Driven Learning

are hard to find

The “scoring sheet” has been used for the all

the courses where the Foundry has been

applied.

It is given to the team of assessors without

much guideline so that they can have freedom

to asses the prototypes.

Usually, the overall group of assessors is

divided in two teams with a captain for each

to coordinate tasks.

They submit a consensus-style report for the

teams.

Course coordinator usually debrief the

captains for feedback.

Prototypes are part of the final assessment.

Rubrics and assessment strategy have been proposed a part of a NSF grant.

Comments from a recent

Employer:

“Your engineers know how

to identify an important

need for the company, they

go build and test a

prototype for the solution

and they even present a

business plan for the

implementation”

This is a wonderful description of the characteristics of the Renaissance Engineer offered

by the employer of our engineers!

CURRENT & FUTURE WORK

Broader Impacts

• Department of Chemical Engineering @ TTU-

Sizeable Implementation- Close collaboration with

the TTU- COB

• QEP- TTU has used the Foundry to guide the

new model of the Quality Enhancement Program

(QEP)

• Universidad del Valle, the 4th Largest University in

Cali Colombia has agreed to implement the

Foundry, starting Fall 2015

• Research Proposals to study the role of the

interface of two technical disciplines, such as

Nursing and ChE, on Innovation are being

submitted

• Collaborative Proposals (with UT-K) to study the

role of Academic Teams (Composition, culture,

motivation, etc.) are being conducted.

We are excited that international colleagues are interested in the Foundry implementation.

RENAISSANCE ENGINEERING

Adoption & Application of the Foundry

TTU College of Engineering has

adopted the Foundry as a valid

model for the Renaissance

Engineering Program

The Foundry within the Chemical Engineering curriculum at TTU

Our curriculum has been impacted across a significant number of courses

Department has five

faculty directly involved

in the Foundry

The introduction starts

at the first course of the

curriculum

Students are

progressively developed

in the different aspects

of the Foundry

Reassessing sequence to

enhance coordination

Dr. Amy Beavers: Former Director of the Hands-On Program, UT-K:

“The RFM provides a model by which strong pedagogical principles of active student engagement, critical thinking, and creative problem solving may be infused into classrooms and department across education”

Dr. Marina Miletic, Miletic Educational Consulting:

“This new, cutting-edge platform is having a major impact by changing

the curriculum and culture of the department; in turn, these changes

have allowed the Chemical Engineering program at TTU to be

positioned among the leaders within the country in innovation-driven

learning”

Comments from Professor Richard Felder- “Well articulated platform

with several innovative features”

Community

&

Economy

Creative & Innovative

Engineers

Engineering

School?

A New Paradigm for E-Schools?

Thank you!Acknowledgements:

Colleagues of the “Fluids” Facilitator Team and Team of Assessment.

The MoLE-SI Team.

Dr. Julie Baker, C&I, College of Education, TTU

Dr. Lisa Zagunmy, C&I, College of Education, TTU

Rocio Tijaro- Rojas, Doctoral Student, ChE

Chinyere Mbachu, Doctoral Student, ChE

Dr. Vinten Diwakar, R&D, Private Company, India

Paula Arce-Trigatti, PhD (Economics, UH)

Tiffany Pascal, Assistant Professor, UNM

Dr. Parvin Golbayani, IMERICS, Georgia, USA.

Becky Asher, Chemical Engineering

Marbin Pazos-Revilla, COE and ChE-adjunct

Discussions with the groups of the Strategic Plan of the TTU College of Eng.

Dr. Kathy Haggler, Consultant for the TTU-College of Engineering

ADDITIONAL MATERIAL

Appendix

NOVICE

Master Learner

Knowledge Acquisition

Parallelism between student learning and Bloom taxonomy

Krathwohl, D. R. (2002). “A Revision of Bloom's Taxonomy: An Overview.” Theory into Practice, 41 (4): pp. 212-18.

Dr. Florida’s Contribution.

Economic activity of a geographical region

(IQ-Clusters, Mega-regions) is a strong

function of the Creativity Class and their ability to

bring New Technological Development

Key References:

The Rise of the Creativity Class, Basic Books, 2002.

The Flight of the Creativity Class, Collins, 2007

Who is Your City, Basic Books, 2008.

Every STEM College has the potential to contribute to this development!

Dr. Amy S. Beaver

Hands-On Program

University of Tennessee at Knoxville

Dr. Jyothirmai Simhadri, Postdoctoral Fellow

Chemical Engineering

Howard University, Washington, DC

Paula Arce-Trigatti, PhD (Economics)

Institute for Educational Policy

Tulane University, New Orleans, LA

Acknowledgements

Characteristics of Adaptive Expertise:

• Deep content knowledge

• Knowledge is organized, contextualized

and stored for access in problem solving

• Knowledge is flexible – adaptive experts

can use knowledge to consider multiple

solutions

• Seek opportunities for ongoing learning

• Metacognitive – know how to monitor

own knowledge

To produce a socially responsible, globally aware adaptive expert…

http://sisifo.fpce.ul.pt/?r=22&p=12

VIEWS ON CREATIVITY

Creativity is just connecting

things.

Steve Jobs

Apple anticipates where the

market will be heading, as

opposed to simply reacting to

where the market is already going.

Guy Kuwasaki

What are the things?

Arce and Sanders

LES Transfer of Knowledge

Why do we need a different type of

educator?Consider the following attributes from the National Academy of Engineers Vision for the Engineer of 2020:

– Attributes:

• Strong analytical skills

• Skills in practical ingenuity (planning, combining, adapting)

• Creative (inventive, innovative, etc)

• Good communication skills

• Masters of business and management

• Strong leadership skills

• High ethical standards

• Professionalism

• Dynamism/agility/resilience/flexibility

• Commitment to the concept and practice of lifelong learning 57

Consider the following recommendations from

the Institute of Medicine for the Future of

Nursing:

– Recommendations:

• Patient-centered care

• Intra- and inter-professional teamwork and

collaboration

• Continuous quality improvement

• Focus on safety

• Medical informatics

• Integrated knowledge (clinical, social,

behavioral, and physical sciences)

“Forget about Teaching…because it is ALL about Learning” (Arce, 2007)

58

SYLLABUS

POK’s

LEGACY CYCLE

Challenges

DOCUM

CYCLE:

NOT

USED

RESOURCES• Classmates

• Literature

(including

patents)

• Faculty

• Other Experts

• Instructor

• Learning

Environment

LES• Introduction to

Fundamentals

• Jeopardy Game

• Project and Team

Member

Determinations

• Prototype/Concept

Development

• Presentations

• Assessments...

• Continued

implementation of

course objectives and

delivery of course

content

HI-PELE IN BIOTRANSPORT:ADAPTABILITY OF THE FOUNDRY

The Foundry is a very adaptable template for your curriculum innovation-driven needs