Presentation Transcript

1. GET Curriculum WorkshopMay 25, 2011Syracuse, NY

   This material is based upon work supported by the National Science Foundation under Grant No. DUE-1038065
2. Workshop Goals Explore educational requirements in the Global Enterprise Technology (GET) space Advance the state of the art in industry-academic collaboration in practice-based learning Grow the Global Enterprise Technology (GET) community of employers and educators
3. Applied Work-Based Learning:The GET Curriculum and Immersion Experience Robert Heckman Senior Associate Dean School of Information Studies Syracuse University CarstenOesterlund Associate Professor School of Information Studies Syracuse University Jeffrey Saltz University Professor of Practice, Technology Director JPMorgan Chase & Co Syracuse University
4. What do Pop Princesses Know? globaltech.syr.edu
5. The Collaboration between Syracuse University and JPMorgan Chase & Co. Global Enterprise Technology (GET), the Minor, and Immersion Experience Work-Based Learning : Why it works and Observations from GET IE Students as Boundary Spanners and the transfer of knowledge
6. The Collaboration between Syracuse University and JPMorgan Chase & Co.
7. JPMorgan Chase – Syracuse University Collaboration COLLABORATION OBJECTIVES Transform the way technologists are trained in the classroom and on the job Drive innovation in university education and financial services technology Deliver long-term value to JPMorgan Chase, Syracuse University and the broader community Create a sustainable model for world-class university-industry collaboration COREINITIATIVES CurriculumDevelopment Applied Research Internships / Work Experience JPMC-SU Collaboration was Established in 2007
8. Problems with traditional classroom-based professional education: Professional curricula are not relevant to current practices in their fields Professional curricula do not effectively integrate theory and practice Specialized, disciplinary knowledge is not complemented by communication and collaboration skills (the “T-Shaped professional” problem).
9. The T-Shaped Professional Image Source: http://siteresources.worldbank.org/EXTHRJOBS/Resources/1058432-1304013341703/t-faq.png
10. Four common patterns of industry-academic collaboration on curriculum Curricular Advisory Board A company engages in curriculum development by having employees sit on boards or committees, often alongside members of several other organizations. Collaboration in a specific course Deeper integration within specific courses, but not across an entire curriculum. Development of specific courses for employees of the industry partner Course taught by both academics and practitioners so that students would receive a combination of theoretical and applied perspectives A vendor supports curriculum that employs its products. In such partnerships companies may contribute funding, equipment, facilities and/or software
11. Syracuse University and JP Morgan Chase: A Different Kind of Alliance While academia and industry have partnered for decades on research projects, systematic efforts to integrate an industry perspective into curriculum development have been relatively uncommon. The collaboration is relational rather than transactional. Instead of focusing on a single domain or objective, both parties made a long term commitment to collaborate on a number of fronts: applied research, curriculum, economic development, community engagement. Expectations of each partner are clear and known to one another.While the overall philosophy of the collaboration is relational, the operational model is highly structured, with clear objectives, deliverables and milestones clearly communicated to each side. Multiple touch points occur and frequency of “touches” is encouraged and monitored. The way in which Syracuse faculty and JPMorgan technologists collaborate in the development of courses and materials is a key differentiator. Top level involvement for both parties is a condition for success.In addition to multiple touch points at all levels of the organization, involvement and support by senior executives is crucial.
12. GET Curriculum: Development & Delivery Teams Development SU JPMC Academic Resources Corporate Resources Faculty Course Advisor Delivery Gives Lectures Creates Assignments Recruit s Industry visitors Grades Gives guest lectures Presents real problems Evaluates solutions
13. Global Enterprise Technology (GET), the Minor, and Immersion Experience
14. The Focus of the GET Curriculum Communicating written & orally within a Global Enterprise Managing the business of IT in the context of global challenges Critical thinking for complex technical challenges Theory Practice Experience Reflection Understandingglobal large-scale information systems Developing & managing systems in the Global Enterprise Prepare students for successful technology careers in complex, large-scale and global operating environments
15. The GET Interdisciplinary Focus Integrating a common core across a variety of Majors ApplicationKnowledge TechnicalDepth
16. GET Program Metrics
17. The GET Minor Focus on: Preparing students for successful technology careers in complex, large-scale and global operating environmentsandHow Scale impacts the solution – technical and people Open to students in any major at Syracuse University Established in 2008 Courses across: School of Management School of Information Studies (iSchool) Computer Science (College of Engineering)
18. GET Program Metrics
19. GET Minor Metrics
20. The GET Minor Required Courses – 6 credits: Enterprise Technologies [3 credits] Effective Collaboration in a Globally Distributed Enterprise [1.5 credits] Business Value of IT [1.5 credits] Group A Electives - At least 6 credits: Global Financial System Architectures [3 credits] Global Computing Challenges [3 credit] Managing Information System Projects [3 credits] Group B Electives-6 additional credits from Group A & B: Electives include: Business of IT / Leveraging Emerging Technologies [1.5 credits each] Enterprise Systems – [3 credits] Technical Specification & Implementation [6 credits] Intro Database Mgmt Systems [3 credits] IT Enabled Innovation [3 credits]
21. The GET Immersion Experience GET IE is longer – Unlike a typical internship that ends just as students begin to understand and integrate learning from school into the workplace. Students gain knowledge, money & up to 19 creditsin such areas as IT-enabled innovation, Enterprise Architecture and effective communication. 22
22. GET Immersion Experience - Schedule Jan @ UDEL 1 week Intensive Intro At Work: Summer May@SYR At Work: Spring 16 Weeks of WorkCourses: IT-Enabled Innovation + Effective Communication 2 week vacation+1 Week intensive course Course: Modeling or Enterprise Systems 10 Weeks of work + Optional ElectivesCourse: Electives (Optional) Optional 2 week EuroTech Trip in August
23. GET Immersion Experience Focus on Integrating different kinds of Learning Internship and coop programs are not new Typically give students time off from school Often leads to compartmentalization and lack of integration of school learning and industry experience How can we better integrate university and on the job learning?
24. Unique Focus of the GET Immersion Experience Interdisciplinary & Integrated Courses: How to communicate & collaborate Key technical, organizational & financial aspects of IT projects How scale impacts: The solution (ex. challenges such as performance testing) The team (ex. group/people dynamics, global collaboration) Leverage an integrated internship/co-op model Work & school challenges are integrated Extended internshipenables students to work “real” problems Leveraging multi-mode delivery techniques(Residency face-to-face sessions, Synchronous & web-based learning)
25. GET Immersion Experience Program Highlights Internship – Experiential Learning 24-28 weeks of internship, January- August Fortune 500 company - Paid, full-time internship Open to students from any college/university Coursework/credits Participants earn up to 19 credits Residency sessions: January & May Supplemented with virtual classes during the internship Leverage & Enhance the Workplace Mentor and senior management involvement From knowledge transfer to boundary spanners
26. Learning during the GET Immersion Experience Coordinated Courses Business Modeling & OptimizationHow to model and optimize business problems Enterprise ArchitecturesUnderstandingLarge Scale System architectures One common project - Students: Work across the two courses on a single project Leverage the expertise gained across the two courses Present their results to industry experts 27
27. Learning during the GET Immersion Experience Integrated Courses IT enabled Innovation & Change in Global EnterprisesIT-enabled innovation, business strategy & change management + The Systems Development Life Cycle (SDLC) Communication Principles & Practices in Global EnterprisesPresentation Skills, Meeting Skills, Networking Skills One common innovative project Developing an IT-enabled innovative proposal Developing a change plan to implement the proposal Presenting the idea to managers in host organization 28
28. Learning during the GET Immersion Experience Leveraging Multi-Mode Delivery during the semester Two Residencies: Face-to-face and Virtual Learning management system Readings Lectures Assignments Blogs/journal Discussion boards Class Interaction Weekly class phone conferences Occasional group/faculty phone conferences 29
29. Learning during the GET Immersion Experience Senior Mentor & Senior Management Involvement Top Executives as audience for final project Senior Mentors play a key role as project advisors Division of Labor between Faculty and Mentors: Faculty teach the students how to ask the right questions Mentors help point the students to find the right answers and check to see if they get it right Disagreements (between faculty and mentors) expected to occur – it’s part of the learning 30
30. The GET Immersion Experience Program Growth 2009: Program launched with 8 students 2010: Program expanded to new University & Companies 2011: Program was further expanded: 31 students Participants of the GET Immersion Experience:
31. Preparing Students for GET IE: Timeline The Student Timeline: September: Investigate GET IE & Create resume October: Apply & Interview with employers November: Employers make hiring offers December: Start packing! Katie Bennett ’10 (center), with Matt Rose ‘09 and Maxine Shaw ’11 at their presentation to the CIO of JPMorganChase “The GET Immersion Experience provided exposure to the financial industry and the functions of a global organization, along with online curriculum, training, and networking opportunities.” Katie Bennett
32. Work-Based Learning : Why it works and Observations from GET IE
33. The Research on Work-Based Learning:4 Categories of Findings Employers believe work-based learning has benefits for them and for students Students who participate in work-based learning score higher in measures of student success Students report positive changes as a result of their work-based learning experiences The work-based learning process is different (situated, sensory, affective) and develops complex skills essential for the workplace and subsequent lifelong learning
34. 1. Employers believe work-based learning has benefits for them and for students Employers hiring former interns is on the rise 93% of employers plan to hire interns in 2011, a 7% rate increase from 2010 44.6% of new hires came from employers’ own internship programs Jack Gault, Evan Leach, Marc Duey, (2010) "Effects of business internships on job marketability: the employers' perspective", Education + Training, Vol. 52 Iss: 1, pp.76 - 88
35. 1. Employers believe work-based learning has benefits for them and for students To what extent does your organization use interns for the following? Role of Internship Programs Pulse Survey Results (2008). Institute for Corporate Productivity Top companies are less likely to improve the productivity of other employees by giving menial tasks to interns Top companies tend to give their interns more exposure to all aspects of the business in comparison with their lower-performing counterparts
36. 2. Students who participate in work-based learning score higher in measures of student success Intern vs. Non-Intern Salary Interns earn higher starting salaries than their non-interning cohort Salary differential persists and increases over time between interns and non-interns Gault, J., Redington, J., Schlager, T. Undergraduate Business Internships and Career Success: Are they Related? Journal of Marketing Education 2000; 22; 45
37. 3. Students report positive changes as a result of their work-based learning experiences Students in WBL report collaborating better in teams after the experience Students who WBL are more satisfied with their employment than those who don’t Students who participate in work-based learning report increased self-awareness “The entire process was a learning experience, and each day I was exposed to new technologies, problems or situations where I had to absorb, ask questions and help solve whatever was ahead.” “There were many different skills that I Iearned through my internship experience that really benefitted me, upon coming back to the classroom. It was unbelievable to sit in the board room and feel the real atmosphere and present our ideas. It was a really meaningful experience.” Laura Perdiue B.S. in Information Management and Technology and Marketing Management , ‘10 Syracuse University Matt Rose B.S. in Information Management and Technology. ‘09 Syracuse University
38. 4. The work-based learning process is different Lessons learned in WBL cannot be learned in a classroom setting Learning that happens in context is different than abstract learning in the classroom Students who learn in a community environment are more likely to remember and apply what they learn later Sensory knowledge acquired via WBL plays a significant role in developing specific professional skills WBL facilitates long term self-directedness and motivation
39. 4. The work-based learning process is different Classroom Learning
40. 4. The work-based learning process is different T T= Teacher Colors= differing work units, i.e. teams, departments, etc. Workplace Learning
41. 4. The work-based learning process is different
42. Students as Boundary Spanners and the transfer of knowledge
43. Classroom + Workplace = Learning? How do we secure learning through integration of classroom and workplace activities?
44. Typical Internship Program: “Transfer of Knowledge” Company University Classroom Activities Write about internship context Presentation to other students about Internship Write paper connecting internship to classes Analyzing organization Lessons learned Workplace Activities Work Keeping a daily journal
45. Action Learning Learning = Programmed knowledge + Questioning insights Learning = Classroom knowledge + Workplace problems Key elements: Project Learning coach Group processes Reflection Individual Project Group processes
46. Leveraging the University/Work Relation Typically, Little or no focus on: Students movement from university to work world Members of two or more communities Students facing contradicting perspectives and feedback University and work place knowledge University and Organization seeks benefits Learning = Knowledge + Workplace problems + Boundary spanning
47. Students as Boundary Spanners University Company Senior Mentor Input & supervision Faculty Member Input & supervision
48. Students as Boundary Spanners
49. GET IE Program Work Write about internship Create project within work context Practice effective communication (at work) Analyzing organization via a project context Discuss with faculty and mentors Keeping a daily journal Network with people across the firm Getting advice from mentors on courses Presenting results to senior managers
50. The GET IE Focus – Integrating the classroom & workplace Experiential, Problem Based LearningOpportunity for students to learn from industry guests on real industry projects, and benefit from several varieties of internships Connection to the World of Industry PracticeBringing the world into the classroom in three stages: design, delivery, & evaluation. Realistic case studies, guest lecturers, and studio simulations Leveraging Students as “Boundary Spanners”Students have access to a broad range of “domain experts” and can help integrate different “silos” within a company
51. Tuesday May 24, 2011 6:00pm - 7:30pm Reception at the Sheraton Hotel & Conference Center Wednesday May 25, 2011 7:30am - 8:30am Registration & Continental Breakfast 8:30am - 8:45am Welcome & Introduction Leadership Perspective, Eric Spina, Vice Chancellor and Provost, Syracuse University 8:45am - 10:15am Applied Work-Based Learning: The GET Curriculum & Immersion Experience 10:15am - 10:30am Break 10:30am - 11:15am Industry Panel Why GET is important 11:15am - 12:15pm Student Panel Students share their experience with GET programs 12:15pm - 1:30pm Lunch Speaker Christopher Kayes, PhD Learning from experience in novel and complex situations: Perspectives from research and practice 1st session 1:30pm- 2:10pm 2nd session 2:20pm- 3:00pm Break-Out Sessions:(choose one topic per session) Experiential Student Learning: Leveraging the Work Context Making a Multi-University, Multi-Company Internship Model Work Choosing the Best Majors and Best Roles for Technology Work Based Learning Opportunities Attracting Studens to the Immersion Experience 3:00pm - 3:15pm Break 3:15pm- 4:15pm Break-Out Session Reports 4:15pm- 4:30pm Recap of the Day's Events and Closing Remarks Tuesday May 24, 2011 6:00pm - 7:30pm Reception at the Sheraton Hotel & Conference Center Wednesday May 25, 2011 7:30am - 8:30am Registration & Continental Breakfast 8:30am - 8:45am Welcome & Introduction Leadership Perspective, Eric Spina, Vice Chancellor and Provost, Syracuse University 8:45am - 10:15am Applied Work-Based Learning: The GET Curriculum & Immersion Experience 10:15am - 10:30am Break 10:30am - 11:15am Industry Panel Why GET is important 11:15am - 12:15pm Student Panel Students share their experience with GET programs 12:15pm - 1:30pm Lunch Speaker Christopher Kayes, PhD Learning from experience in novel and complex situations: Perspectives from research and practice 1st session 1:30pm- 2:10pm 2nd session 2:20pm- 3:00pm Break-Out Sessions:(choose one topic per session) Experiential Student Learning: Leveraging the Work Context Making a Multi-University, Multi-Company Internship Model Work Choosing the Best Majors and Best Roles for Technology Work Based Learning Opportunities Attracting Studens to the Immersion Experience 3:00pm - 3:15pm Break 3:15pm- 4:15pm Break-Out Session Reports 4:15pm- 4:30pm Recap of the Day's Events and Closing Remarks Tuesday May 24, 2011 6:00pm - 7:30pm Reception at the Sheraton Hotel & Conference Center Wednesday May 25, 2011 7:30am - 8:30am Registration & Continental Breakfast 8:30am - 8:45am Welcome & Introduction Leadership Perspective, Eric Spina, Vice Chancellor and Provost, Syracuse University 8:45am - 10:15am Applied Work-Based Learning: The GET Curriculum & Immersion Experience 10:15am - 10:30am Break 10:30am - 11:15am Industry Panel Why GET is important 11:15am - 12:15pm Student Panel Students share their experience with GET programs 12:15pm - 1:30pm Lunch Speaker Christopher Kayes, PhD Learning from experience in novel and complex situations: Perspectives from research and practice 1st session 1:30pm- 2:10pm 2nd session 2:20pm- 3:00pm Break-Out Sessions:(choose one topic per session) Experiential Student Learning: Leveraging the Work Context Making a Multi-University, Multi-Company Internship Model Work Choosing the Best Majors and Best Roles for Technology Work Based Learning Opportunities Attracting Studens to the Immersion Experience 3:00pm - 3:15pm Break 3:15pm- 4:15pm Break-Out Session Reports 4:15pm- 4:30pm Recap of the Day's Events and Closing Remarks Workshop Schedule
52. Breakout Sessions 1. Experiential Student Learning: Leveraging the Work Context 2. Making a Multi-University, Multi-Company Internship Model Work 3. Choosing the Best Majors and Best Roles for Technology Work Based 4. Attracting Students to the Immersion Experience 5. Integrating 2-Year Transfer Students into Work Based Learning Initiatives