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Industry Fellows

Bridging the Industry-Academic Divide

Josh Tenenberg

Computing and Software Systems

University of Washington, Tacoma

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The Industry Fellows

Model

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Outline

The Video What does pairing a teacher and industry

professional enable?

Impact on students Design Principles

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What is enabled?

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Supervised Sandbox:

Requirements interview with

client

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When you talk with clients, you cannotdesign ... talking about the design of thesystem will lead you to not ask things youshould.

No one else will write the requirements.

Document everything you talk about with[the client]

What they say and what they want are twodifferent things.

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Example Critique

By Jake Knapp, an Interaction Designer at

Google, commenting on a student design

http://www.youtube.com/watch?v=1MywEsEizTg

http://www.youtube.com/watch?v=1MywEsEizTghttp://www.youtube.com/watch?v=1MywEsEizTg

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Impact on students

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Indicate how the participation of

the Industry Fellow impacted your:

++ + 0 - --

motivation to do coursework6 3 1 0 0

motivation to attend class 7 1 2 0 0

engagement in the course

activities inside and out of

class

5 2 3 0 0

learning of the material in this

course

7 3 0 0 0

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1. Compared to other courses in theInstitute of Technology at UW Tacoma,what difference did it make having theindustry fellow as part of the teachingteam?

2. How has interaction with the industryfellow affected the design and execution

of your final project?

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Legitimization of the course

[The industry fellow's] presence helped us to think of our project as seriouswork rather than a practice exercise that simply simulated the real work.

Connecting classroom to worldThe industry fellow ... helped tie in some of the key concepts that wewould need to learn and be conscious of for work outside of anacademic setting.

A higher standard of performance

The feedback he was able to give us on our milestones was well-grounded, andthe fact that he didn't hold his punches made us more determined to workhard.

I feel that since we were going to be presenting our project to an industryprofessional, we wanted to increase the quality of the project.

Students value academic and practical knowledge

Having a representative from the industry provides a much needed alternateperspective. We have been able to get both the research andexperimentation view alongside the practical hands on perspective.

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Design Principles

Working together on curriculum review,planning and enactment of a course related to

the professional's expertise

Regular interactionbetween industry fellow,

students, and teacher during academic term

Division of labor to exploit what each does best

Flexible to adapt to different contexts

Sustainable time commitment for both facultymember and industry fellow

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Photo references

Google Kirkland office photo:http://seattletimes.nwsource.com/ABPub/2008/05/05/2004393664.jpg

UW Tacoma photo:

www.djc.com/special/construct99/10d.jpg Shop photo:http://grcimagenet.grc.nasa.gov/grcdigitalimages/1998/1998_02798L.JPG

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Thanks to

The IFs: Adam Barker, Jake Knapp, BethWhitezel

Students in TCSS 452, winter 2009 and 2010and students in TCSS 360 winter 2010

Orlando Baiocchi, Director of the Institute ofTech@UWT

UWT Institute of Technology Advisory Board

UWT Chancellors Fund: for replication andexternal eval

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This work is licensed under the Creative

Commons Attribution-Noncommercial-No

Derivative Works 3.0 United States

License. To view a copy of this license, visit

http://creativecommons.org/licenses/by-nc-nd/3.0/us/ or send a letter to Creative

Commons, 171 Second Street, Suite 300,

San Francisco, California, 94105, USA.

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Professional practitioners moonlighting as

part-time teachers

Assumes the transmission model: domain

knowledge is all that matters

Discounts educator expertise:pedagogical

knowledge, pedagogical content

knowledge, local knowledge, ...

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Guest speakers from industry

As above: the transmission model and

discounting educator expertise

Most practice is tacit, so only a fraction can be

verbalized in a talk No feedback to students on theirwork

Decontextualized from the classroom: does not

bridge the gap from university to industry Little to no understanding of the pragmatics of

specific higher education institutions

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Team teaching

Discounts professional practitioner

expertise

Socializes students into a community of

academics

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Student coops/internships

Assumes the socio-cultural model

Difficult to instantiate at a number of

institutions

Experience varies considerably from one

student to next

Few opportunities to integrateacademicknowledge, including reflection on

experience

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Industry advisory boards

Industry input is at the wrong level:

On programs as wholes, not individual

courses

No feedback to students on theirwork

Decontextualized from the classroom:

does not bridge the gap from university to

industry

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In a recent large-school study of engineering programs sponsored by the CarnegieFoundation for the Advancement of Teaching, the authors propose that professionalpractice shoud be at the center of engineering curricula. [I]f students are to beprepared to enter new-century engineering, the center of engineering educationshould be professional practice, integrating technical knowledge and skills ofpractice. ... faculty need to make clear what expert practice looks like, modeling orotherwise making visible both thinking and doing.

Both the National Research Council, in their report How People Learn and theCarnegie Foundation's Preparation for the Professions Program stress the need for... teachers to workwith practicing professionals as they create robust strategies forteaching and learning in the various professional disciplines [8], with similarsentiments echoed by the National Academy of Engineering.

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Design Brainstorm

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Why is Industry Fellowsnovel?

compared to ...

Student coops/internships

Guest speakers from industry

Professional practitioners moonlighting aspart-time teachers

Industry advisory boards

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Student coops/internships

Guest speakers from industry

Professional practitioners moonlighting aspart-time teachers

Industry advisory boards

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[In this model] what is important abouteducation is the corpus of facts that has beencollected about a particular subject. ... For

learning to occur, knowledge has to enterlearners minds, which requires that it betransmitted from the outside world (e.g. from ateacher or book). ...

Bruce Torff, Tacit Knowledge in Teaching in Sternberg andHorvath (eds.) Tacit Knowledge in Professional Practice,Lawrence Erlbaum Associates, 1999.

Folk pegagogy, not learning research

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Learning research, not folk

pedagogy to learn means to participate more successfully inthe collective practices that define particular waysof knowing as recognized by various communities.

Hickey and Anderson, Situative approaches to student assessment, 2007the mastery of knowledge and skill requiresnewcomers to move toward full participation in the

sociocultural practices of a community.Lave and Wenger, Situated Learning: Legitimate Peripheral Participation, 1991

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What are the philosophical assumptions

built into Industry Fellows?

Replaces a transmissionmodel of learning with

a sociocultural model.

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The Transmiss ion model of learning

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The sociocul tura l model of learning

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Different social and material worlds

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Practitioners and higher-ed faculty

inhabit different worlds

Th I d t F ll b id th

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The Industry Fellowsprogram bridges the gap