steven cramer wendy crone moira lafayette dan klingenberg paul peercy jeffrey russell darryl thelen...
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![Page 1: Steven Cramer Wendy Crone Moira Lafayette Dan Klingenberg Paul Peercy Jeffrey Russell Darryl Thelen Amy Wendt (and with acknowledgement to Greg Moses)](https://reader035.vdocuments.us/reader035/viewer/2022062407/56649d2d5503460f94a04080/html5/thumbnails/1.jpg)
ENGINEERING BEYOND BOUNDARIES - ALIGNING ENGINEERING ACADEMIC EXPERIENCES AND OUTCOMES IN RESPONSE TO A RAPIDLY CHANGING WORLD
Steven CramerWendy CroneMoira LafayetteDan Klingenberg Paul Peercy Jeffrey RussellDarryl ThelenAmy Wendt (and with acknowledgement to Greg Moses)
University of Wisconsin-Madison – Teaching and Learning Symposium
May 19, 2010, Pyle Center
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Engineering Beyond Boundaries
The College of Engineering will provide a contemporary engineering education that is strong in the fundamentals of the discipline and also fosters an understanding of the societal context of engineering and a passion for life-long learning. This will be achieved by guiding students through new educational opportunities to:
build disciplinary excellence with multidisciplinary perspective, nurture critical thinking, develop multicultural competence, cultivate collaboration and leadership skills, and promote an ethic of service to the profession and the
community.
Engineering Beyond Boundaries Roundtable - 2008
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Comprehensive Organizational Change
What does it mean? pervasive, affecting numerous
offices and units across the institution; deep, touching upon values, beliefs and structures, is intentional, and occurs over time
Eckel, P., Hill, B., & Green, M. (1998). On change: Enroute to transformation. Occasional Paper, No. 1. Washington DC: American Council on Education
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Comprehensive Organizational Change
Kezar and Eckel, 2002 The Effect of Institutional Culture on
Change Strategies in Higher Education Universal Principles or Culturally Responsive Concepts?
The changes many institutions face have accelerated beyond tinkering; more campuses each year attempt to create comprehensive (or transformational) change. Yet, change strategies have not been exceedingly helpful in their capacity to guide institutions, and we know even less about how to facilitate major, institution-wide change.
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Comprehensive Organizational Change
Froyd, Penberthy and Watson, 2000 Good Educational Experiments are not
Necessarily Good Change Processes Fournier-Bonilla, S., Watson, K., Malave, C.
and Froyd, J. 2001 Managing Curricula Change in Engineering
at Texas A&M University. Massy, W. Anker Publishing Co, Inc., 2003,
376 pgs Honoring the Trust – Quality and Cost
Containment in Higher Education: describes problems facing academia, offers a vision of solution, provides practical guidance to drivers of change
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Challenges
How to build buy-in that change is actually needed? “We are highly ranked now.” Arguments that
change will degrade educational quality (therefore it is better to do nothing).
The rigor of my education (20 or more years ago) defines what is needed today
How to impact and change existing disciplinary curricula? Controlled by individual units
How to impact and change existing course delivery techniques? Controlled by individual faculty?
Declining
Instructional
Budget
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The Massy Approach
Massy, W. Honoring the Trust, Anker Publishing Co, Inc., 2003, 376 pgs.
1. Build awareness and commitment2. Commission pilot projects3. Create venues for ongoing discussion and
development4. Organize skill development and consultation
services5. Broaden the rewards, recognition, and
incentives environment6. Adopt performance-based resource allocation7. Develop an internal oversight and review
capacity
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Our CoE Experience Implementation Steps 1 and 3: Building
Awareness and Commitment through Venues for Ongoing Discussion Build core team
Engineering Beyond Boundaries Task Force – 7 faculty
Engineering Education Leadership Institute (sponsored by NAE and the Center for the Advancement of Scholarship in Engineering Education) - 2005
“Developing Engineering Faculty as Leaders of Academic Change” – NAE Workshop 2009
Expand the engagement Listening sessions - 2005 Creation of EBB Roundtable - 2006
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Listening Sessions in 2005
Environment Leadership, incentives, and flexibility must exist for students,
faculty, and staff to participate in experimentation, change, and choice.
Faculty and staff must provide an education that prepares our students to enter the world as it will be, not as it was.
Faculty, staff and students need to be able to work effectively in an environment where diversity is the norm rather than the exception.
Interaction Cross-disciplinary research and education will be the norm, but only
if the support infrastructure exists. Interaction across groups (faculty, staff, students, departments,
etc.) will help build community and encourage further cross-disciplinary collaborations.
People Professional development for faculty and staff will enable them to
keep pace with changes in the college, the profession, and the world, and thus serve students well.
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EBB Roundtable - 2006 Group of 25 – faculty, staff, students
People who understand the need for change and a strong interest in the undergraduate experience
Identify obstacles to change Helping to design and communicate the change
The College of Engineering will provide a contemporary engineering education that fosters an understanding of the societal context of engineering and a passion for life-long learning. build disciplinary excellence with multidisciplinary
perspective, nurture critical thinking develop multicultural competence, cultivate collaboration and leadership, and promote an ethic of service to the profession and the
community.
![Page 12: Steven Cramer Wendy Crone Moira Lafayette Dan Klingenberg Paul Peercy Jeffrey Russell Darryl Thelen Amy Wendt (and with acknowledgement to Greg Moses)](https://reader035.vdocuments.us/reader035/viewer/2022062407/56649d2d5503460f94a04080/html5/thumbnails/12.jpg)
EB2
Task Force7 Faculty
EB2 Round Table25 College
Change Leaders
College of EngineeringAll faculty and staff
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Implementation Step 2
Commission Pilot Projects Incentives enabling experimentation 26 projects funded in 2007, 2008, 2009 Mostly faculty, staff and student salary
support
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Pilot Projects
InterEGR 102 – Introduction to Society’s Engineering Grand Challenges PI: Prof. Susan Hagness and others Based on NAE report identifying Grand Challenges Access to clean water Make solar energy economical Restore/improve urban infrastructure etc
Appeal to nontraditional engineering student Freshmen introduction to engineering Fall 2009 enrollment: 151 (capacity plus 1)
Grand Challenges
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Pilot Projects
Statics – EMA 201 PI: Prof. Mike Plesha Created animations to allow visualization of problem solving
Required course in many majors Fall 2009 enrollment: 223 (at capacity)
Statics
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Pilot Projects
Certificate programs Energy Sustainability Risk, Uncertainty and Decision Analysis Integrated Studies in Science, Engineering
and Society
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Pilot Projects
Zhejiang University Summer Program PI: Marianne Bird Bear (now Amanda Hammatt)
Created summer program for engineering student at Zhejiang University in Hangzhou, China
• 8 weeks (1 engineering course and 1 course in technical communications) taught by UW instructors
• Weekend excursions
- Summer 2010 enrollment: 15 (third offering)
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Status of other implementation steps
4) organize skill development and consultation services,
5) broaden the rewards, recognition, and incentives environment,
6) adopt performance-based resource allocation,
7) develop an internal oversight and review capacity.
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Next Steps
Expand the knowledge base of our change agents, particularly in the areas of pedagogy and consensus building. We are increasingly bringing educational experts into the
college for special seminars and presentations. We seek to better leverage the educational innovation activities that occur broadly across our campus.
Engage colleagues in manner that is pre-emptive in managing conflict and change reluctance.
Re-communicate the vision of the EB2 initiative. Recommit to working toward better measurement,
documentation and communication of progress. With the long-term in mind, continue to move
forward with consistent goals and messages. persistence is key
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Individual Exercise
Identify an organizational change that you experienced. Was it successful or unsuccessful? Why?
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Brainstorming (small group)
What are the barriers to change in your unit?
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Barriers to Change1. Learning different systems2. Worries about failure3. Larger the unit the harder the change 4. Loyalty and relationships based on
existing structures5. Constraints caused by physical space6. Short term costs versus long term gains7. Leaders who are not committed or lack
the vision for change8. Time limits to engage in change
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Brainstorming (small group)
Choose one of the barriers identified and develop a set of strategies that could be employed to overcome it.
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Strategies for Overcoming
Barriers to Change Getting people on board for change: Competence in Participants shape the process
Early successes/pilot projects Provide reasons for change
4. Loyalties Listening to participants Start small group (local allies) and
expand
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Strategies for Overcoming
Barriers to Change Buyin to change Convincing people things are not
working as well as they could 4 Loyalty…
First understanding existing structures Institutional barriers in rules
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Wrap Up
Thinking back to the organizational change you identified earlier, are their commonalities with our brainstorming and group discussion? Similar barriers to change? Strategies that were employed? Strategies that may have been more
successful?
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THANK YOU FOR PARTICIPATING TODAY!