U.S. engineering education for the 21 st century “How could/should ASEE contribute?!’

1. Highlights of a Major, Multi-year ASEE Initiative Leah H. JamiesonPurdue UniversityJack R. LohmannGeorgia Institute of Technology…and 105 colleaguesIEEE Educational Activities BoardAtlanta, GeorgiaSaturday, February 13, 2010

2. U.S. engineering education for the 21st century “How could/should ASEE contribute?!’ Discussion & Planning “Year of Dialogue” Two-Phase Project 2004 2005 2006 2007 2008 2009 2010 • My objective today • Share highlights of the report • Tell you where we’re headed • Hear from you! Phase 2 (Final) Report Phase 1 Report June 2009 Phase 2 Report Fall 2010 www.asee.org/about/board/committees/CCSSIE 105 contributors 100’s! 1,000’s?

3. a universal and fundamental question… …and the report’s 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. 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. 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. 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. “how” educational innovation looks today How do we bridge the divide and build capacity? (Engineering) education researchers Engineering education practitioners

8. a proposed model More than “proposed,” used in practice by leading scholars Educational Practice which help improve identifies and motivates Answers Insights Questions Ideas that results in which lead to “Challenge-based Instruction in an Introductory Biomedical Engineering Course”(p. 8) Educational Research

9. building capacity and connecting the communities Engineering education innovation depends on a vibrant community of scholars and practitionersworking in collaborationto advance the frontiers ofknowledge and practice…and it also depends on support – • Adequate fiscal resources • Appropriate facilities • Reputable journals • Highly-regarded conferences • Prestigious recognitions Educational Practice Answers Insights Questions Ideas Educational Research

10. “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. encouraging, supporting, and empowering faculty • It’s 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. more specifically • 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

13. integrating “what” we know about engineering with “what” we know about learning • 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)

14. for those ready to get started Some suggested actions (pp. 21-26)

15. Phase 2 — “catalyzing a conversation” feedback from the broader engineering community • Web site for individual comments from anyone, open until June 2010 www.asee.org • Invited sample of engineering programs and engineering education-related organizations • Michigan State will be among them!

16. a research study heart of the feedback — two samples of engineering programs Research 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 Random 100 colleges and 200 designated departments selected randomly Focused 55 “Top 20” colleges and 110 undesignated departments by selected attributes (e.g., size, degrees, diversity)

17. a three-part survey faculty, chairs, deans Faculty Committee Q1. Most compelling parts of the report; specifically, top three priorities? Q2. Principal opportunities/challenges to achieve priorities? 12 “check the box” statements Chair and Dean Q: Principal opportunities/challenges to help create a culture of scholarly and systematic educational innovation in… …your department? (chair) …your college? (dean)

18. a synthesis of broad community input Phase 1 Phase 2 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 [ Title: TBD ]

19. your turn be a part of Phase 2 How canand the EAB help advance the report’s ideas? 1. Who stands out in your mind as stellar examples of scholarly and systematic innovation in engineering education? 2. How can the cycle of educational practice and research be practiced more widely? 3. What can IEEE/EAB do to advance a culture of scholarly and systematic innovation in engineering education?

20. “think - pair - share” Think Pick one question Think for a moment, then write your thoughts on the card Pair Turn to your neighbor, introduce yourself Talk about your responses Share As a group, we’ll share responses Turn in your cards to be part of the Phase 2 input

21. your turn be a part of Phase 2 How canand the EAB help advance the report’s ideas? 1. Who stands out in your mind as stellar examples of scholarly and systematic innovation in engineering education? 2. How can the cycle of educational practice and research be practiced more widely? 3. What can IEEE/EAB do to advance a culture of scholarly and systematic innovation in engineering education?

22. Thank you!Report and survey form for individual responsesmay be found at:www.asee.org(then look in the upper right-hand corner for “CCSSIEE”)orwww.asee.org/about/board/committees/CCSSIE(direct link)