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TECH 302 Reviewed And Explained: Strategic Change For The Future

TECH 302 Reviewed And Explained: Strategic Change For The Future.

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TECH 302 Reviewed And Explained: Strategic Change For The Future

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  1. TECH 302 Reviewed And Explained: Strategic Change For The Future Topics:1. History and evolution2. Upper level general education social science3. Content of the course4. Process of the course5. Future considerations, assessing outcomes6. Selected issues, reflections, proposals7. Summary, handouts, explanation, discussion By: John W. Sinn, Professor, Fall, 2000 Presentation Objective: To communicate about TECH 302; raise and address questions and issues, future orientation

  2. History and Evolution • Proposed Mid 80’s, Spun Off Sinn UND, WVU Work • First upper level general education course at BGSU • Only TECH general education course, social science • Author initiated via Technology Systems Department • Not originally designed for Technology majors • 101, 102, 302, 402 replaced old six course core • All designed as eventual general education • Based on Sinn dissertation, WVU and UND work

  3. History and Evolution • Teams Always Simulated Change-oriented Projects • Service projects, mentor technological change, 1990’s • Electronic, early web-based, webct, digital content, CD • Offered as “honors course” multiple sections • Proposed as multi-cultural, international, course • Early 15-20 students, to 70-75 each term, 25+ summer • Positioning, defining technological “core knowledge” • Shifted away from traditional lectures, exams

  4. Upper Level General Education Social Science • Sinn Chaired GEC, Mid 80’s, Bosworth Early 90’s • Innovative, experimental criteria, evolving in mid 80’s • Rigor, robustness, how to do, pressure to change? • Professional College role? Arts, Sciences, Humanities? • What is liberal education? Intellectual process? • What is role of (T)echnology in education, university? • TECH 302: prototyped, defined, challenged upper level • Relates assessment, portfolio, critical thinking, future

  5. Upper Level General Education Social Science • Innovative, Experimental, Change-oriented Criteria • Interdisciplinary, collaborative, integrated curriculum • Project focus, capstone experience, problem solving • Cross functional, multi-discipline, diverse views • Relationships in cultures, social behaviors, change • Values, ethics, evaluation, decision-making, analysis • Presentation, communication, reading, writing, discipline • Professional behaviors blended with general education

  6. Upper Level General Education Social Science • Current Status: Empowered Teams, Assessment Projects • Multiple projects per term, 9-11 students per team • Critical thinking via “core knowledge” for technologists • Recent technological assessment, change-oriented projects: • Global positioning systems • Voice recognition • Innovative teaching, learning, training systems • Cloning, genetic engineering • Electronic security, e-commerce issues

  7. Content Of The Course • Two Required Texts: Toolkit And Teich • Industrial Technologists’ Toolkit: Traditional Lectures • Fully digitized, transportable, core knowledge, systems • CD for toolkit purchased at www.owlsnet.com • Technological change, assessment, teams, projects • Cultural tools, data, documentation-based applications • MS Word “Office Suite” used in interactive team work • Document, organize, present data, other information

  8. Content Of The Course • Two Required Texts: Toolkit And Teich • Teich:Traditional social science context of change • Broad purely academic technological views • Pro and anti-technology views, well represented • Enhances, broadens, assessment view and context • Toolkit innovative e-tutorial system, Teich traditional text • Teich content, team selected, articulating project, toolkit • Integrate, collaborate, cross functional analysis, synthesis

  9. Process Of The Course • Two Major Deliverables: Critiques, Major Projects • Critiques--six, three before mid term, three after • External information reviews, 4-6 • Summarize two required readings, toolkit and Teich • Technological professional practices, applying tools • Assess internal and external team performances • Major Projects--two phases, synchronizes, synthesizes all • All is a synthesis, systematic, disciplined, managed team • Presented, in webct, intellectual classroom of course

  10. Process Of The Course • Teams……Critiques…...Tools...…Projects……webct • Participatory teams, managing applied research process • Engaged, intellectually digging, discovering, developing • Presentations collaborate accountability, “self-policing” • Assessment is valuing, ethical issues, critical thinking • Delegate, empower, lead, articulate, evaluate, improve • Project team portfolio built in course is accountability • Workload based on OBOR 3 X 1.5 + 3 = 7.5 hrs/wk

  11. Future Considerations, Assessing Outcomes • BGSU General Education Changes? • TECH 101, 102, 402, others as general education? • Current core = TECH 289, 302, 389, 489--changed? • Paradigm Shifts In Education Lead By Technology? • Upper level professional liberal studies, core knowledge • Non-traditional, electronic, learning community, system • Robust, cross functionality, not geographically bound • Solid intellectual experience, challenges basic assumptions

  12. Future Considerations, Assessing Outcomes • Paradigm Shifts In TECH 302, Lead By Technology? • Evolving innovative robust course, upper level systems • Attracting serious non-majors, setting a standard • New area of general education at BGSU, “maturing discipline” • Broad university changes: what is our role--critical thinking? • Several proposals, directions, related to TECH 302 • NAIT technical management core study • QS curriculum proposals, undergraduate and graduate • Laptop, wireless model for assessment, general education

  13. Future Considerations, Assessing Outcomes • BGSU Core Values, Directions Related To TECH 302? • Universal learning outcomes integrated with TECH 302 • Analysis; Integration; Communication; Interaction; Discipline • Professional imprints of College Of Technology • Problem solving and decision-making; Pragmatic field insight; Research & development; Cultural global view; Communication • Assessment systems evolving, integrated at TECH 302 • Program review; accreditation; portfolio systems prototyped • Electronic course delivery systems integrated, TECH 302

  14. Selected Issues, Reflections, Proposals • Change is not easy……… • Grow technology discipline? Core, general knowledge? • Linkages in courses, applied research, engaged students? • Tenured faculty responsibility, role, interpreting a course? • Academic freedom? Change, innovation? Divergent thinking? • Interpret future, change? Develop new knowledge, systems? • Conform, past tenure? Define, evolve, standard? Publish results? • Reports of applied research, 302-related publications? • 30 refereed articles: 7 directly relate, 10 indirectly • 29 non-refereed articles: 15 directly relate, 8 indirectly

  15. Selected Issues, Reflections, Proposals • Change is not easy……… • Is current course evaluation system a good measure of: • Academic robustness? Innovative Systems? General education? • Course/instructor popularity? Student complaints? • Frequency of course offering, relationships to change? • 302 offered more than most, one faculty focus, 14 years • Change, improvement, anticipated: new course wares, systems? • Growth in course numbers, relationships to change? • Quadrupled in numbers since early offerings • Not multiple sections, systematized, “single large section”

  16. Summary, Handouts, Explanation, Discussion • Summary: Same Course, Unchanged, Original Design • Upper level experiences in change, dynamic of technology • Teams as social and technological contexts, platform • Project focus, assessing generic principles in all technologies • Questioning, exploring, researching, applying all knowledge • Communicating, managing, interdisciplinary relationships • Expect student empowerment, discipline, value adding, civility • Precision in thinking, working, using relevant tools, techniques • Defines, represents core knowledge, standards, critical thinking

  17. Summary, Handouts, Explanation, Discussion • Summary: Digital Delivery, Changed, Technologically • CD digital content provides former traditional lectures • Webct is the platform, replaces traditional classroom • Basic computer literacy is assumed, required, essential • Digital portfolio presentations, stand alone, accountability shifts • Chats, electronic systems push discipline, civility • Technology is integrator, driving, defining change, issues • Electronic environment, pushes tradition, values, change, course • Shifts in student and faculty roles, relationships, assessments

  18. Summary, Handouts, Explanation, Discussion • Handouts • Review plan, syllabus, presentation • Content and process, assessment, portfolio context • Course web mechanics, classroom, SOP’s • Examples provided, available in department • Both texts, hardcopy (Toolkit, Teich) • Example team portfolios, in process (project/critique) • Recent articles/proposals • Questions, discussion, inputs, issues?

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