asee-seattle presentation- renaissance foundry-2015
TRANSCRIPT
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