1. Faculty expertise is being challenged by the rise of MOOCs and widespread online information. 2. This is driven by a reduction in information asymmetry as information becomes more accessible online. 3. To address these challenges, universities will need to take a deeper approach to faculty development focused on coaching to help transition from traditional models of expertise.

1. Are You Ready to Flip?
Responding to Deep Faculty Challenges
in an Era of MOOCs & Pervasive Online Expertise
Dave Goldberg
Big Beacon
deg@bigbeacon.org
© David E. Goldberg 2014

2. Illinois Genetic Algorithms
Laboratory
www.illigal.org

3. Illinois Foundry for Innovation in Engineering Education
www.ifoundry.illinois.edu

4. © David E. Goldberg 2011
31 December 2010

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Anything But Engineers
www.threejoy.com

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Anything But Engineers
www.bigbeacon.org

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Universities & professors date back to 11th century.

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Founded1088

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Prompt: Traditionally, a professor is someone who…
Tweet responses using hashtag: #bigbeacon

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3 theses

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1. Faculty expertise in class and
research is being challenged.

12. © David E. Goldberg 2011
2. Change driver is reduction in
information asymmetry.

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3. Challenges require a deeper
approach to faculty development.

14. 1. Faculty expertise in class and lab is being challenged.
2. Change driver is reduction in information asymmetry.
3. Challenges require deeper approach to faculty development.

15. © David E. Goldberg 2011
Challenges in teaching

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MOOCs

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Massive open online courses

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Thursday, 12 July 2012

Tuesday, 17 July 2012

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Challenges in research

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Meet Jack Andraka

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Post WW2 professor was

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h"p://kalatas.com.au/wp-­‐content/uploads/2013/03/Screen-­‐Shot-­‐2013-­‐03-­‐02-­‐at-­‐12.22.39-­‐
AM-­‐275x300.png
Pancreatic
cancer

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Mid 20th Century

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168 times faster
26,000 times less expensive,
400 times more sensitive,
5 minutes to run

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What did he need from the professor?

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Lab space

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Not isolated. Younger researchers, younger
entrepreneurs, more kids skipping university.

33. 1. Faculty expertise in class and lab is being challenged.
2. Change driver is reduction in information asymmetry.
3. Changes require deeper approach to faculty development.

34. © David E. Goldberg 2011

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Organizations
• large,
• vertically integrated,
• dominated by economies of scale.

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1956

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Information
• difficult to access,
• expensive,
• sequestered.

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3 missed revolutions

39. 1. Quality revolution
2. Entrepreneurial revolution
3. IT revolution

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Many organizations
• Smaller, leaner,
• Stick to core competence,
• Dominated by transaction costs.

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Some organizations get
big, but not all.

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2005
2005
02

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WW2
Informa+on
Crea+ve
Era
Informa+on
Hard
to
access Easy to access
Expensive Free or cheap
Sequestered Widely shared

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Information asymmetry reduced.

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Returns to expertise reduced.

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Witnessing: 10 century consensus
of professor’s role undermined.

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Centrality of expertise diminished

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If profs no longer valued primarily
for expertise, what then?

49. 1. Faculty expertise in class and lab is being challenged.
2. Change driver is reduction in information asymmetry.
3. Challenges require deeper approach to faculty development.

50. © David E. Goldberg 2011
The current revolution isn’t about teaching.

51. © David E. Goldberg 2011
Idea of university as assembly of experts
is being challenged.

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What is an expert?

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“I know.”

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What is a university?

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“I know.”“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”
”No,Iknow.”
“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”
“No, I know.”

56. © David E. Goldberg 2011
How do we balance our portfolio?

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“I know”
????

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What is the opposite of expertise?

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Story: Learning to be a coach

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Rewind to September 2010

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Georgetown University Leadership
Coaching Certificate Program

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Stuck

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The Morning: 18 March 2011

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Love

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Breakthrough

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“I know””I trust”

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“I know”
“I trust”

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“We trust”“We trust.”
“We trust”
“We trust.”
“We trust.”
“Wetrust.”
“We trust.”
“We trust.”
“We trust.”
“We Trust.”
“We trust.”

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Unleash students

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“I believe””I have courage””I act”

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All authentic 21st century learning has this unleashing.

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Obedient students  Courageous learners

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Deep faculty development (DFD)

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How do we move from “I know”  “I trust?"

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Coaching as a technology of trust.

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Modern coaching amalgam of
speech acts, continental philosophy,
positive psych, mindfulness brain
science & other influences.

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Fernando Flores,
Management and
Communication in
the Office of the
Future, 1982

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John Searle
Speech Acts,
1969

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Hubert Dreyfus,
Heidegger scholar

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Ways to learn/do more?

83. © David E. Goldberg 2011
Read/share the manifesto: www.bigbeacon.org

84. © David E. Goldberg 2011
Anything But Engineers
www.bigbeacon.org

85. © David E. Goldberg 2011
Attend Change that Sticks Workshop in June:
www.olin.edu/collaborate

86. © David E. Goldberg 2011
Anything But Engineers
www.olin.edu

87. © David E. Goldberg 2011
Hire (&/or become) a coach: www.threejoy.com

88. © David E. Goldberg 2011
Anything But Engineers
www.threejoy.com

89. © David E. Goldberg 2011
Buy & read the book (coming July 2014):
www.bigbeacon.org/book

90. © David E. Goldberg 2011
www.bigbeacon.org/book
Final Title: A Whole New Engineer:
A Surprising Emotional Journey

91. 1. Faculty expertise in class and lab is being challenged.
2. Change driver is reduction in information asymmetry.
3. Challenges require deeper approach to faculty development.

92. © David E. Goldberg 2011
1-3 Takeaways
Tweet
to
hashtag:
#bigbeacon

93. © David E. Goldberg 2011
Questions?

94. © David E. Goldberg 2011
Manifesto: www.bigbeacon.org
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Email: deg@bigbeacon.org

95. Are You Ready to Flip?
Responding to Deep Faculty Challenges
in an Era of MOOCs & Pervasive Online Expertise
Dave Goldberg
Big Beacon
deg@bigbeacon.org
© David E. Goldberg 2014