iLaunch as Magic Moment

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Fa09 presentation about the inaugural iLaunch of iFoundry and iCommunity. iFoundry is an initiative for the transformation of engineering education.

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iLaunch as Magic Moment

  1. 1. iLaunch as Magic MomentWhat Do You Say to & Do with 93 Incoming iFoundry Freshmen?<br />David E. Goldberg & Karen K. HymanIllinois Foundry for Innovation in Engineering EducationUniversity of Illinois at Urbana-ChampaignUrbana, IL 61801 USAdeg@illinois.edu, kkhyman@illinois.edu<br />© David E. Goldberg 2009<br />
  2. 2. Last Week Held iFoundry iLaunch<br />93 iFoundry freshmen came to campus.<br />Believe entry to campus is a magic moment.<br />Students eager for new and different experience.<br />Meeting this expectation will pay dividend in engagement.<br />What should you say and do?<br />© David E. Goldberg 2009<br />Kevin Wolz, ESS iChair<br />
  3. 3. Roadmap<br />Brief refresher on iFoundry incubator concept.<br />The joy or (joys) of engineering (JoE).<br />The JoE and the aspirations of iStudents. <br />From the joy of engineering to the joy of X.<br />Historical perspective: Cold war curriculum in an internet world.<br />What don’t cold war engineers know how to do?<br />Social connectedness and iCommunity.<br />Dynamic T-shaped engineers and lifelong learning.<br />
  4. 4. Why is Curriculum Change Hard?<br /><ul><li>Academic NIMBY problem.
  5. 5. NIMBY = Not in my backyard.
  6. 6. “It is OK to change the curriculum…”
  7. 7. “….just don’t change MY course.”
  8. 8. Politics of logrolling: You support my not changing. I support your not changing.
  9. 9. Even though agreement for change is widespread, specific changes are resisted.</li></ul>© David E. Goldberg 2009<br />
  10. 10. iFoundry: Org Innovation for Change<br />Illinois Foundry for Innovation in Engineering Education:<br />Curriculum change incubator. Permit change.<br />Collaboration. Large, key ugrad programs work together. Easier approval if shared. <br />Connections. Hook to depts, NAE, ABET (?), industry. <br />Volunteers. Enthusiasm for change among participants. <br />Existing authority. Use signatory authority for modification of curricula for immediate pilot. <br />Respect faculty governance. Get pilot permission from the dept. and go back to faculty for vote after pilot change<br />Assessment. Built-in assessment to overcome objections back home. <br />Scalability. Past attempts at change like Olin fail to scale at UIUC and other big schools. <br />iFoundry marked by concern for philosophical foundations and effective organizational change.<br />www.ifoundry.illinois.edu<br />© David E. Goldberg 2009<br />
  11. 11. The Joy(s) of Engineering (JoE)<br />Engineering is not a monolith:<br />A creative, challenging profession<br />A constructive, real-world profession<br />A people profession<br />A global profession<br />An entrepreneurial profession<br />A serving profession<br />An optimistic profession<br />
  12. 12. Creative & Challenging<br />The scientist merely explores that which exists, while the engineer creates what has never existed before.Theodore von Kármán<br />Engineers fundamentally create new products, services, & processes.<br />Intellectual challenge of engineering requires novel application of knowledge.<br />Theodore von Kármán (1881-1963)<br />
  13. 13. JoE & the Aspirations of iStudents<br />3 Aspirations:<br />Create cool technology (products & services)<br />Wanna be the next Max Levchin (entrepreneurial).<br />Want to create sustainable world & solve societal problems (service)<br />4 Teams:<br />Art & engineering design (AED).<br />Services & systems engineering (SSE).<br />Entrepreneurship & innovation (EI).<br />Engineering in service of society (ESS).<br />
  14. 14. From the Joy of Engineering to the Joy of X<br />To get a fuller picture need to go from Joy of Engineering to the Joy of X, where X is element of {engineering, community, learning}.<br />Historical perspective from WW2 & the cold war (CW): engineers as specialized, individualistic & narrow.<br />What’s missing in engineers educated in CW curriculum?<br />Consider joy of engineering, community, & learning from this perspective.<br />
  15. 15. Cold War Curriculum in a Creative Era<br />Houston, we’ve got a problem.<br />After World War 2, engineers accepted notion (myth?) that “science won the war.”<br />1955 Grinter report spurred injection of math & science, reduction in design & practice.<br />Engineering was specialized, individualistic & narrow.<br />10<br />(c) 2009 David E. Goldberg<br />
  16. 16. Begin with the End in Mind<br />Senior design as way to see the end.<br />General Engineering at UIUC established in 1921 following curriculum study.<br />Grinter report of 1955 led to more math and engineering science at expense of design.<br />UCLA conference 1962.<br />Ford Foundation grant 1966.<br />Money ran out 1971.<br />Industrial funding supports thereafter.<br />© David E. Goldberg 2009<br />Stephen R. Covey (b. 1932 )<br />
  17. 17. Ready, Set, Go<br />These are seniors.<br />Should be engineers on the threshold.<br />Express preferences for projects.<br />Get assigned to a project: 3-member teams & faculty advisor.<br />Go on the plant trip.<br />Query: What don’t they know how to do?<br />© David E. Goldberg 2009<br />
  18. 18. What Don’t They Learn? Missing Basics<br />20 years of teaching senior design gives clue.<br />4 years in CW curriculum, what don’t they know?<br />Question: Socrates 101.<br />Label: Aristotle 101.<br />Model conceptually: Hume 101 & Aristotle 102.<br />Decompose: Descartes 101.<br />Measure: Bacon-Locke 101.<br />Visualize/draw: da Vinci-Monge 101.<br />Communicate: Newman 101<br />Call these the missing basics (MBs) vs. “the basics” = math, sci, & eng sci.<br />iFoundry focusing on missing basics to educate more creative engineers.<br />Socrates (470-399 BCE)<br />13<br />(c) 2009 David E. Goldberg<br />
  19. 19. A Cliché of Cold War Engineering School<br />Engin profs used to say the following:<br />“Look to your left. Look to your right.”<br />“One of the three of you won’t make it!”<br />Statistically correct: 50%-70% survive.<br />Pedagogically improper. <br />Why take pride in failure of capable students?<br />Assumes that “rugged individuals” must survive selective “weed out” process to be successful.<br />
  20. 20. Research Shows Otherwise<br />Russ Korte’s work on transitions:<br />College to work<br />HS to College<br />Single most important variable in transition success social connectedness (SC).<br />iCommunity designed to promote SC & student success.<br />Russell Korte<br />
  21. 21. Look to Left & Right: iFoundry Version<br />Try it again:<br />Look to your left. Look to your right.<br />In iFoundry those two people crucial supporters to help you complete a challenging learning experience.<br />iLaunch is primarily about the joy of community.<br />Not an accident that we start with this.<br />iCommunity calculus: How can we form a supportive group and become great engineers together?<br />
  22. 22. What Needed for Joy of Community?<br />What skills necessary to become tight knit supportive community?<br />Need to probe and ask questions of others.<br />Need to label challenging people problems.<br />Need to create and communicate.<br />You need the missing basics!!!<br />Joy of community, teamwork, leadership, facilitated by mastery of the missing basics.<br />
  23. 23. Teaching: Another Blast from the Past <br />In old model, students were passive vessels.<br />Professors poured knowledge into their brains.<br />Assumes static world of engineers as category enhancers.<br />Three flavors of iStudent as category creators:<br />Cool new technology.<br />Entrepreneurs & innovators.<br />Working with developing cultures.<br />Common thread: Need to create new stuff & need to keep learning.<br />Learning in creative era is never ending enterprise.<br />
  24. 24. Research on Tech Visionaries as Clue<br />Helpful to look at extreme exemplars of success.<br />Price, Vojak, & Griffin have done work on tech visionaries (TVs).<br />TV creates bottom line revenue from new products & services.<br />T-shaped person both broad and deep.<br />TVs are dynamic Ts.<br />Do deep dive in unfamiliar area to make new products.<br />Bruce Vojak<br />
  25. 25. How to Be a Joyful Lifelong Learner?<br />What skills do you need to be a dynamic T or lifelong learner?<br />Need to ask framing questions.<br />Need to learn lingo of new areas & connect to things understood.<br />Need to collect data in new situation.<br />Need to come up with creative solutions appropriate to situation.<br />You guessed it. The missing basics are the key.<br />
  26. 26. Joy of Engineering, Community & Learning<br />Taken together these joys can help put you on track to engineering education aligned with the times.<br />Missing basics tie all three together: Critical & creative thinking skills cut across three areas.<br />iFoundry is committed to work with you in ways we start today.<br />Committed to learning and improving continuously.<br />
  27. 27. Let the Joy of X Begin<br />iFoundry embodies joy of engineering, community & learning.<br />4 iTeams launched: AED, EI, ESS, & SSE.<br />ENG 198 launched.<br />HAPI underway.<br />EotF3.0 with Olin.<br />Engage iFoundry Council & Fellows.<br />New courses 2011.<br />iFoundry = Strong philosophical & organizational foundation for effective reform.<br />Claire Slupski, AED iTeam iChair<br />
  28. 28. For More Information<br />iFoundry website: www.ifoundry.illinois.edu<br />iFoundry YouTube: www.youtube.com/illinoisfoundry<br />iFoundry SlideShare: www.slideshare.net/ifoundry<br />iFoundry Facebook: Search for iFoundry.<br />iFoundry Twitter: www.twitter.com/ifoundry<br />DEG Twitter: www.twitter.com/deg511<br />

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