EotF3.0: Emotional Rescue of Engineering Education

1,761 views

Published on

Dave Goldberg opens morning session at Engineer of the Future 3.0, 14-15 November 2010, UIUC.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

EotF3.0: Emotional Rescue of Engineering Education

  1. 1. The Emotional Rescue of Engineering Education: Why Unleashing Student Engagement is Crucially Important David E. Goldberg Olin-Illinois Partnership (OIP) & Alliance for Promoting Innovation in Engineering Education (aPIE2) Urbana, IL 61801 deg@illinois.edu; www.apie2.org
  2. 2. My Job Right Now • Answer two questions: – What is connection of Engineer of the Future 3.0 to EotF1.0 and EotF2.0? – What is connection of Dan Pink & Drive to • EotF3.0 and • Unleashing Student Engagement in and for the Transformation of Engineering Education? • Stimulate thinking and doing, reliance on appropriate extrinsic & intrinsic motivation.
  3. 3. Synchronicity
  4. 4. Paradigm: Math-Science Death March
  5. 5. EotF1.0 2007: Bill Wulf & Sherra Kerns
  6. 6. iFoundry Launch 9.5.2008
  7. 7. OIP Signing 9.12.2008
  8. 8. EotF2.0 2009: Transformation & Change
  9. 9. iFoundry as Incubator 20
  10. 10. Rider at Olin: Olin Triangle
  11. 11. Rider at UIUC: The Missing Basics • “The basics” = math, science, and engineering science. • Reflections on 20 years senior design. • After 4 years students don’t know how to – Question: Socrates 101. – Label: Aristotle 101. – Model conceptually: Hume 101 & Aristotle 102. – Decompose: Descartes 101. – Experiment/Measure: Bacon-Locke 101. – Visualize/draw: da Vinci-Monge 101. – Communicate: Newman 101 Socrates (470-399 BC)
  12. 12. The Olin Effect
  13. 13. Fa09 & iLaunch: The Students are Coming
  14. 14. Bumps, Confusion, then Demos & iCheckpoint • Students: What do you want us to do? • iFoundry staff: Don’t know. What do you want to do? • Then steam engines worked. • iCheckpoint held. • Something seemed to click. • Jaime Kelleher: “Weren’t sure you were serious about us doing what we wanted to do, but then realized you were, and it was very cool.”
  15. 15. AAAs: Aspirationally Assertive Acts
  16. 16. The Olin Effect at Illinois! • But how? – Weren’t able to change the whole curriculum. – Weren’t able to build new buildings. – Weren’t able to remake the classrooms. – Weren’t able overhaul the teaching or teachers. • Did one-hour course + iCommunity? Seems like too little. Olin Effect at Illinois
  17. 17. Power for Change in Students • How could so little do so much? • Tapped into the power of intrinsic motivation. • Threefold model: – Autonomy – Mastery – Purpose
  18. 18. Why So Important? • Achieve alignment with best industry practices. • Get more students to become engineers. • Get higher quality category creators. • Overcome unfavorable economics of engineering education reform.
  19. 19. Goldberg-Laffer Curve
  20. 20. What Can We Do? • Intrinsic motivation with and without training wheels. Inject autonomy, mastery & purpose into culture & curriculum in increasing amounts. • Student power and light. Make students part of transformation team. Trust them to do big jobs. • Incubate and cooperate. Make innovation an ongoing activity between and among departments. • Share & pair. Suspend intercollegiate rivalry. Make your own odd couple. Pair with rival. Pair with complement. But work with another school. • Come together. Alliance for Innovation in Engineering Education meant to be loose, active alliance of the willing. Don’t need another ASEE. Need active collaboration & learning.
  21. 21. Bottom Line “I'll be your savior, steadfast and true, I'll come to engineering education’s emotional rescue.” • Have reviewed history of early EotFs. • Have considered the organizational, conceptual, and motivational change at Olin and Illinois. • Emphasized missing emotional component. • Day designed as celebration and exploration of intrinsic motivation in engineering education.

×