The importance of effective transitions: School to work and HS to college


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Week six of LER590UE discusses important transitions for the engineer, from school to work, and from HS to college, using iFoundry as an example of a system designed to facilitate and effective transition.

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The importance of effective transitions: School to work and HS to college

  1. 1. The Importance of Effective Transitions: LER 590 - UE, Week 6: School to Work & High School to College<br />David E. GoldbergIESE, IFoundry, and School of Labor and Employment RelationsUniversity of Illinois at Urbana-ChampaignUrbana, Illinois 61801<br />© David E. Goldberg 2009<br />
  2. 2. Transitions as Magic Moments<br />Transitions are special:<br />Attention high.<br />Something new expected.<br />Often managed poorly.<br />Sets tone for whole experience.<br />HR responsible for onboarding:<br />Bureaucratic nightmare of forms and rules.<br />Answer to needs & meeting positive expectations.<br />© David E. Goldberg 2009<br />
  3. 3. © David E. Goldberg 2009<br />Roadmap<br />School-to-work transition research overview by Russ Korte.<br />iFoundry as system to enable effective transition from high school to engineering school.<br />Appropriate to unleashing category creating engineer of the 21st century.<br />Organizational design.<br />Conceptual design.<br />Aspirational design.<br />Fa09 results with 73 freshmen in twelve departments.<br />Final exam and presentations.<br />
  4. 4. Russell Korte <br />Russell Korte, Assistant Professor, Human Resource Education. <br />Education: BS Education, St. Cloud State U, MBA, St Thomas, PhD (2007), Work & HR Education, U. Minnesota. <br />Industrial career in advertising and consulting.<br />Joined UIUC faculty (HRE) in 2008.<br />investigating and understanding the social dynamics of learning and working in organizations.<br />Study the socialization experiences of newly hired engineers; specifically how they learned the social norms, that is, the unwritten rules of the organizations they joined.<br />© David E. Goldberg 2009<br />
  5. 5. iFoundry <br />Illinois Foundry for Innovation in Engineering Education.<br />It started with a conversation about creativity.<br />3 elements:<br />Organizational change: Overcoming NIMBY problem.<br />Conceptual change: Overcoming coldwar mindset.<br />Aspirational change: Unleashing student aspirations and choice.<br />Fa09: 73 freshmen take the cure.<br />Getting the Olin effect on a budget.<br />© David E. Goldberg 2009<br />
  6. 6. It Started withA Conversation about Creativity<br />Working on an NSF ERC proposal and discussing educational component involving creativity and innovation.<br />“Why don’t we teach this stuff to all our students?”<br />But how? Engineering education surprisingly resistant to top-down reform. <br />Andreas Cangellaris<br />© David E. Goldberg 2009<br />
  7. 7. Academic Change is a NIMBY Problem<br /><ul><li>Academic NIMBY problem.
  8. 8. NIMBY = Not in my backyard.
  9. 9. “It is OK to change the curriculum…”
  10. 10. “….just don’t change MY course.”
  11. 11. Politics of logrolling: You support my not changing. I support your not changing.
  12. 12. Even though agreement for change is widespread, specific changes are resisted.</li></ul>© David E. Goldberg 2009<br />
  13. 13. Not a Committee, A Pilot Program<br />Illinois Foundry for Innovation in Engineering Education (iFoundry):<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 />Utopian curriculum change doomed. <br />Organizationally sensitive change has a chance. <br />iFoundry Circles of Influence<br />© David E. Goldberg 2009<br />
  14. 14. Organizational Shifts<br />
  15. 15. Role of Philosophy & the Missing Basics<br />iFoundry belief: Many problems of engineering education are philosophical or conceptual.<br />iFoundry led efforts to create Workshop on Philosophy and Engineering.<br />First one held at TUDelft in the Netherlands.<br />Series of papers undergird iFoundry efforts intellectually.<br />Missing basics reflection as key to new engineer’s education.<br /><br />fPET-2010, 9-10 May 2010, Golden CO.<br />Socrates & the Missing Basics<br />© David E. Goldberg 2009<br />
  16. 16. From Category Enhancer to Creator<br />Usual: Engineer as narrow & specialized category enhancer in hierarchical, domestic organization. <br />Paradigm OK for WW2 & Cold War.<br />Now a creative era, a flat world. <br />Missed revolutions since WW2:<br />Quality revolution.<br />Entrepreneurial revolution.<br />IT revolution.<br />Here: engineer as interdisciplinary, integrative category creator inflat, global organization.<br />© David E. Goldberg 2009<br />
  17. 17. From Applied Math-Science to Qual-Quant Balance<br />Usual: Qualitative skills developed in humanities & SS courses make “well-rounded” or “cultured” individuals.<br /><ul><li>Here: Missing basics essential to being a great engineer.
  18. 18. Seek qual-quant balance to make great engineers.</li></ul>© David E. Goldberg 2009<br />
  19. 19. Summary: Conceptual Shifts<br />
  20. 20. Reflection I <br />iFoundry working on transitions from school to school.<br />What lessons can we learn for transitions from college to work?<br />Make short list of organizational & conceptual change modes appropriate to workplace transition.<br />© David E. Goldberg 2009<br />
  21. 21. Student Aspirations & the Olin Effect<br />Students involved in iFoundry planning from beginning.<br />Sp08, ENG498 - Designing the Engineering Curriculum of the Future.<br />Went to Franklin W. Olin College first time February 2008.<br />A moving experience: Talked to freshmen during heat-sink measurements.<br />Pride in design-build prowess: Engineering identity.<br />Confidence.<br />Assertion of personal aspirations related to engineering education.<br />Envisioned distant day when we saw “Olin effect” at Illinois.<br />© David E. Goldberg 2009<br />Franklin W. Olin College of Engineering<br />
  22. 22. iFoundry as a College Activity & the OIP<br />Dean Adesida made iFoundry a college activity in Fa08.<br />Immediately signed the Olin-Illinois Partnership (OIP) on 12 September 2008.<br />Importance of community conversation: Rick Miller, President of Olin.<br />IlesanmiAdesida<br />Richard K. Miller<br />© David E. Goldberg 2009<br />
  23. 23. The Joy(s) of Engineering (JoE)<br />These misconceptions block achieving the joy of engineering qua engineering.<br />Engineering reduced to merely technical analysis vs. engineering as creative, integrative enterprise serving human needs. <br />3 iFoundry student aspirations:<br />Create cool technology (products & services)<br />Wannabe the next Max Levchin (entrepreneurial).<br />Want to create sustainable world & solve societal problems (service)<br />New class: ENG 100 ++, Intro to Missing Basics of Engineering.<br />
  24. 24. From JoE to JoC (Joy of Community)<br />Cliché of cold war engineering education.<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 />Assumption: “Rugged individuals” must survive selective “weed out” process to be successful.<br />
  25. 25. 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 />Critical element of iFoundry is what we call iCommunity.<br />Russell Korte<br />
  26. 26. iCommunity<br />Student-run learning community.<br />iLaunch with team ropes course in Fall 2009.<br />73 students in 4 iTeams, elected iChairs. <br />Cooperate to perform 4 functions: academics, service, social/identity, world of work. <br />iLaunch/iCheckpoint/iExpo<br />Each team supported by iFA, iSA, and iCOA<br />4 iTeams aligned with student aspirations:<br />Art & engineering design (AED).<br />Services & systems engineering (SSE).<br />Entrepreneurship & innovation (EI).<br />Engineering in service of society (ESS).<br />© David E. Goldberg 2009<br />
  27. 27. 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 />
  28. 28. 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 />
  29. 29. 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 />
  30. 30. 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 />Ray Price<br />
  31. 31. 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 />Teaching Company<br />
  32. 32. A Vision with Systemic Coherence<br />Taken together three joys—JoE, JoC, JoL—can help align engineering education with the times.<br />Missing basics tie all three together: Critical & creative thinking skills cut across joy of engineering, community & learning.<br />iCommunity provides social connectedness to provide student self-reliance and commitment.<br />So how’s it work?<br />
  33. 33. Fa09 & iLaunch: The Students are Coming<br />22 August 2009 was iLaunch.<br />93 students admitted, 88 came to campus, 73 still in program.<br />iLaunch signaled different kind of program.<br />3 Joys: Joy of engineering, community & learning.<br />Unified by the missing basics.<br />Within student-run community of learners: iCommunity.<br />But it wasn’t all smooth.<br />iStudents on Allerton low ropes course<br />© David E. Goldberg 2009<br />
  34. 34. Bumps, Confusion, then Demos & iCheckpoint<br />Students: What do you want us to do?<br />iFoundry staff: Don’t know. What do you want to do?<br />Then steam engines worked. <br />iCheckpoint held.<br />Something seemed to click.<br />Jaime Kelleher: “Wasn’t sure you were serious about us doing what we wanted to do, but then realized you were, and it was very cool.”<br />© David E. Goldberg 2009<br />
  35. 35. Students Speak: The Experienceis Working<br />November 11th survey, First two weeks versus now.<br />Five-point Likert scale. Percentages of agree and strongly agree. <br />Understood/stand the iFoundry vision: 12% 76%<br />Understood/stand iCommunity: 29%  75.5%<br />Understood/stand ENG198: 57%  88%<br />Felt/feel iFoundry valuable academics & professionally: 69%  80%<br />Felt/feel iFoundry valuable in student connections: 84%  88%<br />Your words:<br />“Sure I made the right career choice.” <br />“I might not like my future co-workers, but I’ll love my job.”<br />“Making me more confident in my decision to be an engineer.” <br />“I’m definitely more entrepreneurial.” <br />“I think I feel more comfortable being an engineer.” <br />“Just an overall all-rounded engineer, not just a technician. A human, not just a problem solver.”<br />“The future looks brighter thanks to iFoundry.”<br />© David E. Goldberg 2009<br />
  36. 36. Asserted Themselves as iTeams & Individuals<br />Started to assert themselves.<br />iTeams got plans matched with available time.<br />Individuals started to do interesting things.<br />Things freshmen at Illinois don’t usually do. <br />© David E. Goldberg 2009<br />
  37. 37. AAAs: Aspirationally Assertive Acts<br />started to assert themselves as free men and women and as engineers:<br />6 students go to NextGen conference.<br />3 students apply and get accepted to TEC Silicon Valley trip.<br />Student rearranges finals to go to Indonesia with NUS students.<br />Student networks with Cory Levy to get VC interview in Colorado.<br />The data and the stories told us we were getting Olin effect at Illinois!<br />Cory Levy setting up at NextGen<br />© David E. Goldberg 2009<br />
  38. 38. Got the Olin Effect at Illinois!<br />But how?<br />Didn’t change the whole curriculum.<br />Didn’t build new buildings.<br />Didn’t remake the classrooms.<br />Didn’t overhaul the teaching or teachers.<br />One-hour course + iCommunity?<br />Did trust student judgment & aspirations.<br />The Big I at Olin College<br />© David E. Goldberg 2009<br />
  39. 39. Why Did This Work So Well?<br />We trusted and supported students in 8 ways:<br />Met expectations of change in transition (iLaunch).<br />Appealed to passion (3 joys).<br />Respected aspirations & choices (iTeam themes).<br />Built qualitative thinking skills (Roam + missing basics + HAPI).<br />Insisted on working together (iTeams & iCommunity).<br />Trusted student initiative (provided rules & structure, but not instructions)<br />Unleashed inner builder & engineering identity (Steam engine & μcontroller).<br />Began with the end in mind (world of work and iCOAs).<br />Leads to the Illinois Way of engineering education transformation: Organizational design + conceptual rigor + studentaspirations& trust.<br />© David E. Goldberg 2009<br />
  40. 40. Reflection II<br />Am working on transitions from school to school.<br />What lessons can we learn for transitions from college to work?<br />Make short list of aspirational changes appropriate to workplace.<br />© David E. Goldberg 2009<br />
  41. 41. Next Steps<br />Scale up as iEFX.<br />Mentornet<br />Pilots in the Spring.<br />Sophomore rollouts.<br />Next four years.<br />© David E. Goldberg 2009<br />
  42. 42. Illinois Engineering Freshman Experience (iEFX)<br />Joy<br />Aspiration<br />Identity<br />Choice<br />© David E. Goldberg 2009<br />
  43. 43. Next Semester<br />World of work becomes key emphasis: Summer internships and aspirational activities.<br />Mentornet launch for iFoundry: one-on-one mentoring with industry volunteers.<br />Courses: Pilots of Foundations of Business & Entrepreneurship (FBE) & User-Oriented Collaborative Design (UOCD) for 2010-2011 launch.<br />HAPI themes and new LibEd courses.<br />Kevin Wolz and Passionate Pursuits.<br />Other crosscutting activities.<br />iTeams and projects continue as extracurricular activity.<br /><br />© David E. Goldberg 2009<br />
  44. 44. Next Year<br />Roll out of new courses (UOCD and FBE) as swappable iFoundry options.<br />Projects and iTeams continue as independent RSOs if desired.<br />Social membership continues in iCommunity. <br />Join regular engineering student life, run for office.<br />Hire experienced iFoundry hands as iEFXELAs.<br />© David E. Goldberg 2009<br />
  45. 45. In Four Years<br />More student choice and respect/support for student aspirations.<br />Design throughout the curriculum.<br />Industrially sponsored design across college.<br />Pervasive community and teamwork at Illinois.<br />Culture of change and curriculum innovation.<br />Graduation of the class of 2013: Engineering leaders on national or international stage.<br />© David E. Goldberg 2009<br />
  46. 46. AspirationalShifts<br />
  47. 47. Bottom Line<br />Started with a conversation about creativity.<br />Became system to actualize organizational and conceptual change.<br />Quickly became way <br />to truststudentjudgment <br />support student aspirations<br />Respect student choice<br />& develop student engineering identity.<br />Reflection on why it was effective may help HR professionals design better organizational, conceptual, and aspirational support.<br />© David E. Goldberg 2009<br />