Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Transforming Engineering Technology Education for the Digital
AgeThe Purdue Polytechnic InstitutePurdue UniversityGaryBertolineDeanandDistinguishedProfessor
Higher Education Needs to Change§ Manystudentsgraduatefromevenourmosteliteuniversities
withlittleornoconceptualunderstandingofscience,math,andtechnologythattheyhavespent4yearsstudying
§ Theyhavelearnedthefactsbutnottheideasbehindthem
§ Thetraditionalmodelofhighereducationcannotaccountfortheexponentialgrowthofinformation
§ Forthe21st century,whatyouknowisfarlessimportantthatwhatyoucandowithwhatyouknow
Challenges of 21st century teaching and learning
Littlehaschangedinhighereducation
...excepteverythingelse
Althoughstudentsaredifferentinwhattheyknowandhowtheylearn,andalthoughtheskillsmostneededbyindustryandcommunicateshave
changed....
Higher Education Needs to Change§ Auniversityistocreateandtransmitknowledgethrough
researchandteachingcourses§ Aftertwoyearsincollegenearlyhalfofallstudentsshowedno
improvementintheircomplexreasoning,criticalthinking,andwritingskills*
§ Muchofwhatistaughtincollegeisnowavailablefree§ Thevalueofexplicitinformationisrapidlydroppingtozero
Rethinking college
AcademicallyAdrift,2011
• Thestructureandcurriculuminourschoolsandcollegeshasnotkeptpacewiththeevolutionofthemodernworkplace.
• Oureducationsystemistoomuchliketheworldofworkfortheindustrialagewherepunctuality,attention,andsilencewerevaluedaboveallelse.
• Evencollegeisverytaskedbased:takeanexam,finishapaper,attendaclubmeeting,gettheonerightanswer.
• Studentsarerewardedforhavinganswers,notaskingquestions.• Thedigitalagerequireyoungadultstonavigatetheambiguityoftoday’s
jobswithamixof:• Hardfundamentaldisciplineskillsandknowledge• Refinementskills
• Communicatingandlistening• Problemsolving• Workinginteams• Writingandreading
The World Has ChangedRethinking Education
• TheFourthIndustrialRevolution,SecondMachineAge,DigitalConvergence,Industry4.0
• Characterizedbytheconvergence/integrationof:• ArtificialIntelligence(AI)• Robotics• InternetofThings(IoT)• QuantumComputing• DataScienceandAnalytics• Nano-technology• MaterialsScience
•AFusionofTechnologyAcrossthePhysicalDigitalandBiologicalWorlds
Game ChangersHarmonization and integration of many disciplines and discoveries
Key findings of surveys of employers* § KnowledgeofHumanCulturesandthePhysical/NaturalWorld
§ Broadknowledgeintheliberalartsandsciences– 80%§ Globalissuesandknowledgeaboutsocietiesandculturesoutsidethe
UnitedStates– 78%§ Directexperienceswithcommunityproblemsolving– 86%§ Appliedknowledgeinreal-worldsettings– 78%
§ IntellectualandPracticalSkills§ Criticalthinkingandanalyticreasoning– 82%§ Complexproblemsolving– 81%§ Writtenandoralcommunication– 80%§ Informationliteracy– 72%§ Innovationandcreativity– 71%§ Teamworkskillsindiversegroups– 67%§ Quantitativereasoning– 55%
* Hart research associates
• Detroit1990• Threebiggestcompanieshadacombinedmarketcapof$36billion,revenueof$250billion,and1.2millionemployees.
•SiliconValley2014(noneofthesecompaniesexistedin1990)• Threebiggestcompanieshadacombinedmarketcapof$1.09trillion,revenueof$247billionbutwithabout10timelessemployeesat137,000.
•Wealthisgeneratedinthedigitalagetodaywithmuchfewerworkerscomparedwith10or15yearsagobecausedigitalbusinesseshavemarginalcoststhattrendtowardszero.
Where Are All the Jobs?
• Academicinstitutionshavealwaysbeenthoughtofasoneoftheforemostplacestopursueforward-thinkingideas.
• Todaycareerincentivesandfundingconditionssupportincremental,conservativechangesoverboldinnovativeideas.
• Weneedtostopfundingnewinitiativesinanattempttochangehighereducation.
• Weneedtoinvestinpreparingchangeleadersandflipthefacultytochangehighereducation
• OlinvsPurduePolytechnic
Higher Education’s Flaw
• STEMGraduatescapableofaddressingthegrandchallengeproblemsfacinghumanityandaworkforcecapableofcontributingtotheeconomicrealitiesofthe21st century
• DeeppreparationintraditionalSTEMsubjectswithabroadunderstandingofintegrativesystemsthinkingacrossacademicboundaries
• IncrementalchangeshavebeentriedforthelasttwodecadesfundedbyNSFandencouragedbyABETbutsystemicchangehasnotbeenachieved
The Digital AgeWhat we need
• The"lifeofthemind"versus"careerpreparation"dichotomy.
• Manyadministratorsandfacultymembersbelievethatit’simpossibletopursuebothaliberaleducationandprepareforone’spost-collegecareer.
• Itistheresponsibilityofhigher-educationinstitutionstomovebeyondthiskindofcounterproductivethinkingtobettersupportandprepareourgraduatesastheytransitiontotheirpost-collegelives.
False Dichotomy
• PurdueUniversityinitiativesponsoredbyPresidentDanielsandtheBoardofTrustees
• Goal:TobecomealeadingexperimentalcollegetotransformSTEMhighereducationfromwithinandbealeaderinK-12STEMEducationtransformation
• Becomeadisruptivetransformerandincubatorforeducationalinnovation
• Grandchallengequestioninundergraduatehighereducation:Whatifyoucouldstartoverforthedigitalage?
Purdue Polytechnic InstituteChange From Within
Why polytechnic?§ The21st centuryversionofthePolytechnic:
§ Newdisciplineforthethinkingandcreativeeconomy
§ TheT-shapedprofessional
§ Ournewdefinitionof“polytechnic”:§ Acollegethatusesinnovativelearningmethods,real-world
experiences,andindustrypartnershipstoproducegraduatesuniquelyqualifiedforSTEMprofessions
Updated definition
TenelementsoftransformationRequires significant advancements within each element, not minor evolutionary changes
Theory-BasedAppliedLearning
TeamProject-BasedLearning
ModernizedTeachingMethods
LearninginContext
IntegratedHumanitiesStudies
CompetencyCredentialing
SeniorCapstoneProjects
Internships
Global/CulturalImmersions
Faculty-to-StudentMentorship
Respondingtoindustry,moreteamproject-basedlearningisneeded,andthisshouldalsoincludeinstructiononteamdynamics/techniques
Learning-by-doingiscoretothePolytechnicexperience&requiresanincreaseduseoflabcoursesand/orin-classapplied-learningactivities
Adjustcourses/curriculatoreapbenefitsofstudyinghumanitieswithinSTEMframework;integrationwithTECH120isamodelforyears2,3,4
Createcompetency-basedmajorsordegreeprogramsbyleveragingworkdoneforcollege’srecently-approvedtransdisciplinarydegree
Allplansofstudyshouldincludearequiredtwo-semesterseniorcapstoneexperiencethatisdrivenbyindustryorcommunitypartners
Alldegreeprogramsshouldincludearequiredinternshiporotherworkforce-likeactivitythatisfacilitatedbythecollegeanddepartment
Allplansofstudyshouldincludearequiredactivitythatgivesstudentsanenrichedperspectiveofthecultural-drivenglobalmarketplace
AhallmarkofthePolytechnicexperienceistheopportunityforeverystudenttohaveafacultymentorforprofessionalguidance&support
Providearicherlearningexperienceviaapurposed-based,just-in-timemanner– requiresinter-disciplinarysynchronization– verychallenging
Improvestudentlearningbyreplacinglesseffectivetraditionallectureswith“ActiveLearning”methods– see“ConeofLearning”onCIEweb
• First-yearSeminarsandExperiences• CommonIntellectualExperiences• LearningCommunities• WritingIntensiveCourses• CollaborativeAssignmentsandProjects• UndergraduateResearch• Diversity/GlobalLearning• ServiceLearning/Community-basedLearning• Internships• CapstoneProjectsandCourses
High-Impact Educational PracticesWhat works
Source: High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh, (Washington, DC: AAC&U, 2008). For information and more resources and research from LEAP, see www.aacu.org/leap.
Preparing the t-shaped professional§ Preparingthe"T-shaped"
graduate:§ Combinationofdeep
"vertical"knowledgeinaparticulartechnicaldomainwithabroadsetof"horizontal"skillssuchasteamwork,communications,competencewithdataandtechnology,andadvancedliteracyskills
Multidimensional and industry-ready
TechnologyS-curveDrivenCurricula
IntegrationofHumanities,
Math,&Science
Student-centeredIndustry&Community-based
Framing the polytechnic transformationsix areas of transformation
CurriculumInnovation
Teaching&LearningInnovation
Use-InspiredResearch
K-12STEMEducationandURM
Opportunity
FacultyProfessionalDevelopment
ModernizationofLearningSpaces
SpecialInterestItems:- SpaceRequirements&FacilitiesMasterPlan
SpecialInterestItems:- PurduePolytechnicIndianapolisHighSchool
SpecialInterestItems:- Newmajors- Boldchangesinconstructionmanagementprogram- First-of-itskindTransdisciplinary StudiesinTechnologyDegree
SpecialInterestItems- Expansionof“activelearning”modelof
instruction- Integrationofhumanities
studies
Learning experience transformation§ Areas in which we have always excelled, but are expanding
1. Theory-Based Applied Learning (“learn by doing”)2. Team Project-Based Learning
§ Areas that are well proven and being adopted in all programs3. Required Industry-Driven Two-Semester Capstone Projects4. Required Internships or Workforce-Like Experiences5. Required Globalization/Cultural Immersions
§ Areas in which we aim to set ourselves apart6. Modernized “Active Learning” Teaching Methods7. Integrated Humanities and Social Science Studies8. Integrated Learning-in-Context Curricula9. Competency Credentialing10. Faculty-to-Student Mentoring
10 elements of transforming the undergraduate learning experience
The key is to design and implement all 10 elements in an integrated synchronous fashion and not approach each component in isolation
Teaching&LearningInnovation
CurriculumInnovation
CONSTRUCTION MGT TRANSFORMED CURRICULUM
BIM
Commun
ications
Safety
Soils
Ethics
ProjectD
elivery
Const.Layout
Legal
QA/QC
Structures
Sustainability
Sche
duling
MEP
Estim
ating
Capstone#1aIndustryProjects Econ English
Project#3a TechElec
GenEd
Project#2a GenEd PHYS
Project#1a Math
Capstone#1bIndustryProjects Comm MGMT
Project#3bElect MGMT
Project#2b GenEd
ScienceElec
Project#1b Comm Math
DesignThinking
forTech
1
2
3
4
TLIEnglishComputerGraphics
TechElec
GlobalElec
• Industry partners will provide all project documentation to assist with building our project library
• Projects will provide consistency and give students a common frame of reference for each course
• Potential to partner with Purdue Physical Facilities and construction projects on Purdue’s campus
PROJECTS FOR NEW CURRICULUM – BUILDING THE LIBRARY
MentoringCollaboration Collaboration Seminars
Group Group CertificationsFieldTrips
Learning Learning CareerFairsGroup Group IndustryDays
CommonHour InterviewsStudentOrgs
StudentresearchServiceLearning
Mon Tues Wed Thurs Fri
TYPICAL STUDENT WEEK
• All courses will be scheduled for Monday through Thursday leaving Fridays available for activities such as mentoring and job site visits
• The learning groups will bring together all of the students within a class for course activities• The collaboration groups will divide the students into smaller sections to work more with hands-on
learning tasks• The common hour provides a time where no CM courses are scheduled to allow
for items such as student/faculty collaboration and guest speakers
A living“incubator”laboratorytoengagesystemicculturalchangeandhelpinform
• highereducation(PurduePolytechnicandbeyond)• K-12education(PolytechnicHSsystem)
Testingnewparadigms• Adaptingtochangingneedsofstudents&employers• Learner-centered
– Trustingstudentswiththeirlearning• Experimentationwithfacultyroles
– Contentcreators,contentmentors,assessmentcreators,assessorsInformedbyresearchandexperience
• Cognitiveload,masterylearning,trans-literacy,transdisciplinarity,outcome-based,competency-basedlearning
Homeofnovelcompetency-basedTransdisciplinaryundergraduateprogram
Acombinationofknowledge,skill,ability,values,attitudes,behaviors
• IntegrationandtransfertoothersettingsAshowingwhatonecandowithwhatoneknowsIndependentofseattimeOftendemonstratedusingcombinationsofartifactsandassessmenttechniques
• Portfolios• Performance-based• Studentself-assessment• Peerassessment• Computer-basedadaptiveassessment
Transdisciplinary studies in technology§ Began experimental/pilot cohort in Fall 2014§ Gained Higher Learning Commission approval March 2016
§ Board of Trustee approval – May 2015; ICHE approval – June 2015
§ Preparing to deliver to new cohort in Fall 2017 § Serves as launching point for new competency-based
Engineering Technology major and others being planned
key milestones for new competency-based degree program
Primary Competencies (and sub-competencies)§ Create and Innovate (Design Thinking, Problem Solving, Entrepreneurship, Systems Thinking)
§ Engage in Culture, Values, and the Arts (Culture Engagement, Arts Engagement, Ethical Engagement)
§ Communicate (Written Communication, Oral Communication, Audiovisual Communication, Reading)
§ Inquire and Analyze (Critical Thinking, Quantitative Reasoning, Inquiry, Information Literacy)
§ Interact with Others (Individual Contribution, Give/Receive/Act on Critique, Leadership, Responds to Conflict, Active Listening)
1. Studentsadvanceupondemonstratedmastery
2. Directandmeasurablelearningobjectivesempowerstudents
3. Assessmentsaremeaningfulandapositivelearningexperienceforstudents
4. Studentsreceiverapid,differentiatedsupport
5. Learningoutcomesemphasizecreation,application,integration,transferofknowledge
Learningistheconstant:NOTTime!
Competency-based Education
• Eventhe”right”credentialsarenotenoughforthedigitalage.
• Graduateswhodonothaveacertaincombinationofdesirableskillsandsocialcapitalwillhaveahardtimefindinganentry-leveljobanddevelopingacareer.
• Graduateswhocannoteffectivelyworkonateam,communicateverballyandinwriting,beacreativeproblemsolver,learnnewthings,actasadragoncompanyproductivityandprofitswhethertheyaretechnicallyqualifiedornot.
Colleges and the Skill Gap
• Allcollegestudentsneedaccesstoexperiential,inquiry-basedlearning.
• Thiswillnotonlygetthemajobbutalsoexpandtheirmindsandfosteracriticallythinking,well-educatedelectorate.
• Weneedtoplacethevocational,intellectualandcivicpurposesofeducationonequalfooting.
Curriculum TransformationSolution
TRANSFORMING EDUCATION TO MEET STUDENT AND INDUSTRY NEEDS
PurduePolytechnicInstitutepolytechnic.purdue.edu
/TechPurdue
Thegreatestmistakeyoucanmakeistobecontinuallyfearingyouwillmakeone.ElbertHubbard