Transforming Engineering Technology Education for the Digital

AgeThe Purdue Polytechnic InstitutePurdue UniversityGaryBertolineDeanandDistinguishedProfessor

Higher Education Needs to Change§ Manystudentsgraduatefromevenourmosteliteuniversities

withlittleornoconceptualunderstandingofscience,math,andtechnologythattheyhavespent4yearsstudying

§ Theyhavelearnedthefactsbutnottheideasbehindthem

§ Thetraditionalmodelofhighereducationcannotaccountfortheexponentialgrowthofinformation

§ Forthe21st century,whatyouknowisfarlessimportantthatwhatyoucandowithwhatyouknow

Challenges of 21st century teaching and learning

Littlehaschangedinhighereducation

...excepteverythingelse

Althoughstudentsaredifferentinwhattheyknowandhowtheylearn,andalthoughtheskillsmostneededbyindustryandcommunicateshave

changed....

Higher Education Needs to Change§ Auniversityistocreateandtransmitknowledgethrough

researchandteachingcourses§ Aftertwoyearsincollegenearlyhalfofallstudentsshowedno

improvementintheircomplexreasoning,criticalthinking,andwritingskills*

§ Muchofwhatistaughtincollegeisnowavailablefree§ Thevalueofexplicitinformationisrapidlydroppingtozero

Rethinking college

AcademicallyAdrift,2011

• Thestructureandcurriculuminourschoolsandcollegeshasnotkeptpacewiththeevolutionofthemodernworkplace.

• Oureducationsystemistoomuchliketheworldofworkfortheindustrialagewherepunctuality,attention,andsilencewerevaluedaboveallelse.

• Evencollegeisverytaskedbased:takeanexam,finishapaper,attendaclubmeeting,gettheonerightanswer.

• Studentsarerewardedforhavinganswers,notaskingquestions.• Thedigitalagerequireyoungadultstonavigatetheambiguityoftoday’s

jobswithamixof:• Hardfundamentaldisciplineskillsandknowledge• Refinementskills

• Communicatingandlistening• Problemsolving• Workinginteams• Writingandreading

The World Has ChangedRethinking Education

• TheFourthIndustrialRevolution,SecondMachineAge,DigitalConvergence,Industry4.0

• Characterizedbytheconvergence/integrationof:• ArtificialIntelligence(AI)• Robotics• InternetofThings(IoT)• QuantumComputing• DataScienceandAnalytics• Nano-technology• MaterialsScience

•AFusionofTechnologyAcrossthePhysicalDigitalandBiologicalWorlds

Game ChangersHarmonization and integration of many disciplines and discoveries

Key findings of surveys of employers* § KnowledgeofHumanCulturesandthePhysical/NaturalWorld

§ Broadknowledgeintheliberalartsandsciences– 80%§ Globalissuesandknowledgeaboutsocietiesandculturesoutsidethe

UnitedStates– 78%§ Directexperienceswithcommunityproblemsolving– 86%§ Appliedknowledgeinreal-worldsettings– 78%

§ IntellectualandPracticalSkills§ Criticalthinkingandanalyticreasoning– 82%§ Complexproblemsolving– 81%§ Writtenandoralcommunication– 80%§ Informationliteracy– 72%§ Innovationandcreativity– 71%§ Teamworkskillsindiversegroups– 67%§ Quantitativereasoning– 55%

* Hart research associates

• Detroit1990• Threebiggestcompanieshadacombinedmarketcapof$36billion,revenueof$250billion,and1.2millionemployees.

•SiliconValley2014(noneofthesecompaniesexistedin1990)• Threebiggestcompanieshadacombinedmarketcapof$1.09trillion,revenueof$247billionbutwithabout10timelessemployeesat137,000.

•Wealthisgeneratedinthedigitalagetodaywithmuchfewerworkerscomparedwith10or15yearsagobecausedigitalbusinesseshavemarginalcoststhattrendtowardszero.

Where Are All the Jobs?

• Academicinstitutionshavealwaysbeenthoughtofasoneoftheforemostplacestopursueforward-thinkingideas.

• Todaycareerincentivesandfundingconditionssupportincremental,conservativechangesoverboldinnovativeideas.

• Weneedtostopfundingnewinitiativesinanattempttochangehighereducation.

• Weneedtoinvestinpreparingchangeleadersandflipthefacultytochangehighereducation

• OlinvsPurduePolytechnic

Higher Education’s Flaw

• STEMGraduatescapableofaddressingthegrandchallengeproblemsfacinghumanityandaworkforcecapableofcontributingtotheeconomicrealitiesofthe21st century

• DeeppreparationintraditionalSTEMsubjectswithabroadunderstandingofintegrativesystemsthinkingacrossacademicboundaries

• IncrementalchangeshavebeentriedforthelasttwodecadesfundedbyNSFandencouragedbyABETbutsystemicchangehasnotbeenachieved

The Digital AgeWhat we need

• The"lifeofthemind"versus"careerpreparation"dichotomy.

• Manyadministratorsandfacultymembersbelievethatit’simpossibletopursuebothaliberaleducationandprepareforone’spost-collegecareer.

• Itistheresponsibilityofhigher-educationinstitutionstomovebeyondthiskindofcounterproductivethinkingtobettersupportandprepareourgraduatesastheytransitiontotheirpost-collegelives.

False Dichotomy

• PurdueUniversityinitiativesponsoredbyPresidentDanielsandtheBoardofTrustees

• Goal:TobecomealeadingexperimentalcollegetotransformSTEMhighereducationfromwithinandbealeaderinK-12STEMEducationtransformation

• Becomeadisruptivetransformerandincubatorforeducationalinnovation

• Grandchallengequestioninundergraduatehighereducation:Whatifyoucouldstartoverforthedigitalage?

Purdue Polytechnic InstituteChange From Within

Why polytechnic?§ The21st centuryversionofthePolytechnic:

§ Newdisciplineforthethinkingandcreativeeconomy

§ TheT-shapedprofessional

§ Ournewdefinitionof“polytechnic”:§ Acollegethatusesinnovativelearningmethods,real-world

experiences,andindustrypartnershipstoproducegraduatesuniquelyqualifiedforSTEMprofessions

Updated definition

TenelementsoftransformationRequires significant advancements within each element, not minor evolutionary changes

Theory-BasedAppliedLearning

TeamProject-BasedLearning

ModernizedTeachingMethods

LearninginContext

IntegratedHumanitiesStudies

CompetencyCredentialing

SeniorCapstoneProjects

Internships

Global/CulturalImmersions

Faculty-to-StudentMentorship

Respondingtoindustry,moreteamproject-basedlearningisneeded,andthisshouldalsoincludeinstructiononteamdynamics/techniques

Learning-by-doingiscoretothePolytechnicexperience&requiresanincreaseduseoflabcoursesand/orin-classapplied-learningactivities

Adjustcourses/curriculatoreapbenefitsofstudyinghumanitieswithinSTEMframework;integrationwithTECH120isamodelforyears2,3,4

Createcompetency-basedmajorsordegreeprogramsbyleveragingworkdoneforcollege’srecently-approvedtransdisciplinarydegree

Allplansofstudyshouldincludearequiredtwo-semesterseniorcapstoneexperiencethatisdrivenbyindustryorcommunitypartners

Alldegreeprogramsshouldincludearequiredinternshiporotherworkforce-likeactivitythatisfacilitatedbythecollegeanddepartment

Allplansofstudyshouldincludearequiredactivitythatgivesstudentsanenrichedperspectiveofthecultural-drivenglobalmarketplace

AhallmarkofthePolytechnicexperienceistheopportunityforeverystudenttohaveafacultymentorforprofessionalguidance&support

Providearicherlearningexperienceviaapurposed-based,just-in-timemanner– requiresinter-disciplinarysynchronization– verychallenging

Improvestudentlearningbyreplacinglesseffectivetraditionallectureswith“ActiveLearning”methods– see“ConeofLearning”onCIEweb

• First-yearSeminarsandExperiences• CommonIntellectualExperiences• LearningCommunities• WritingIntensiveCourses• CollaborativeAssignmentsandProjects• UndergraduateResearch• Diversity/GlobalLearning• ServiceLearning/Community-basedLearning• Internships• CapstoneProjectsandCourses

High-Impact Educational PracticesWhat works

Source: High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh, (Washington, DC: AAC&U, 2008). For information and more resources and research from LEAP, see www.aacu.org/leap.

Preparing the t-shaped professional§ Preparingthe"T-shaped"

graduate:§ Combinationofdeep

"vertical"knowledgeinaparticulartechnicaldomainwithabroadsetof"horizontal"skillssuchasteamwork,communications,competencewithdataandtechnology,andadvancedliteracyskills

Multidimensional and industry-ready

TechnologyS-curveDrivenCurricula

IntegrationofHumanities,

Math,&Science

Student-centeredIndustry&Community-based

Framing the polytechnic transformationsix areas of transformation

CurriculumInnovation

Teaching&LearningInnovation

Use-InspiredResearch

K-12STEMEducationandURM

Opportunity

FacultyProfessionalDevelopment

ModernizationofLearningSpaces

SpecialInterestItems:- SpaceRequirements&FacilitiesMasterPlan

SpecialInterestItems:- PurduePolytechnicIndianapolisHighSchool

SpecialInterestItems:- Newmajors- Boldchangesinconstructionmanagementprogram- First-of-itskindTransdisciplinary StudiesinTechnologyDegree

SpecialInterestItems- Expansionof“activelearning”modelof

instruction- Integrationofhumanities

studies

Learning experience transformation§ Areas in which we have always excelled, but are expanding

1. Theory-Based Applied Learning (“learn by doing”)2. Team Project-Based Learning

§ Areas that are well proven and being adopted in all programs3. Required Industry-Driven Two-Semester Capstone Projects4. Required Internships or Workforce-Like Experiences5. Required Globalization/Cultural Immersions

§ Areas in which we aim to set ourselves apart6. Modernized “Active Learning” Teaching Methods7. Integrated Humanities and Social Science Studies8. Integrated Learning-in-Context Curricula9. Competency Credentialing10. Faculty-to-Student Mentoring

10 elements of transforming the undergraduate learning experience

The key is to design and implement all 10 elements in an integrated synchronous fashion and not approach each component in isolation

Teaching&LearningInnovation

CurriculumInnovation

CONSTRUCTION MGT TRANSFORMED CURRICULUM

BIM

Commun

ications

Safety

Soils

Ethics

ProjectD

elivery

Const.Layout

Legal

QA/QC

Structures

Sustainability

Sche

duling

MEP

Estim

ating

Capstone#1aIndustryProjects Econ English

Project#3a TechElec

GenEd

Project#2a GenEd PHYS

Project#1a Math

Capstone#1bIndustryProjects Comm MGMT

Project#3bElect MGMT

Project#2b GenEd

ScienceElec

Project#1b Comm Math

DesignThinking

forTech

1

2

3

4

TLIEnglishComputerGraphics

TechElec

GlobalElec

• Industry partners will provide all project documentation to assist with building our project library

• Projects will provide consistency and give students a common frame of reference for each course

• Potential to partner with Purdue Physical Facilities and construction projects on Purdue’s campus

PROJECTS FOR NEW CURRICULUM – BUILDING THE LIBRARY

MentoringCollaboration Collaboration Seminars

Group Group CertificationsFieldTrips

Learning Learning CareerFairsGroup Group IndustryDays

CommonHour InterviewsStudentOrgs

StudentresearchServiceLearning

Mon Tues Wed Thurs Fri

TYPICAL STUDENT WEEK

• All courses will be scheduled for Monday through Thursday leaving Fridays available for activities such as mentoring and job site visits

• The learning groups will bring together all of the students within a class for course activities• The collaboration groups will divide the students into smaller sections to work more with hands-on

learning tasks• The common hour provides a time where no CM courses are scheduled to allow

for items such as student/faculty collaboration and guest speakers

A living“incubator”laboratorytoengagesystemicculturalchangeandhelpinform

• highereducation(PurduePolytechnicandbeyond)• K-12education(PolytechnicHSsystem)

Testingnewparadigms• Adaptingtochangingneedsofstudents&employers• Learner-centered

– Trustingstudentswiththeirlearning• Experimentationwithfacultyroles

– Contentcreators,contentmentors,assessmentcreators,assessorsInformedbyresearchandexperience

• Cognitiveload,masterylearning,trans-literacy,transdisciplinarity,outcome-based,competency-basedlearning

Homeofnovelcompetency-basedTransdisciplinaryundergraduateprogram

Acombinationofknowledge,skill,ability,values,attitudes,behaviors

• IntegrationandtransfertoothersettingsAshowingwhatonecandowithwhatoneknowsIndependentofseattimeOftendemonstratedusingcombinationsofartifactsandassessmenttechniques

• Portfolios• Performance-based• Studentself-assessment• Peerassessment• Computer-basedadaptiveassessment

Transdisciplinary studies in technology§ Began experimental/pilot cohort in Fall 2014§ Gained Higher Learning Commission approval March 2016

§ Board of Trustee approval – May 2015; ICHE approval – June 2015

§ Preparing to deliver to new cohort in Fall 2017 § Serves as launching point for new competency-based

Engineering Technology major and others being planned

key milestones for new competency-based degree program

Primary Competencies (and sub-competencies)§ Create and Innovate (Design Thinking, Problem Solving, Entrepreneurship, Systems Thinking)

§ Engage in Culture, Values, and the Arts (Culture Engagement, Arts Engagement, Ethical Engagement)

§ Communicate (Written Communication, Oral Communication, Audiovisual Communication, Reading)

§ Inquire and Analyze (Critical Thinking, Quantitative Reasoning, Inquiry, Information Literacy)

§ Interact with Others (Individual Contribution, Give/Receive/Act on Critique, Leadership, Responds to Conflict, Active Listening)

1. Studentsadvanceupondemonstratedmastery

2. Directandmeasurablelearningobjectivesempowerstudents

3. Assessmentsaremeaningfulandapositivelearningexperienceforstudents

4. Studentsreceiverapid,differentiatedsupport

5. Learningoutcomesemphasizecreation,application,integration,transferofknowledge

Learningistheconstant:NOTTime!

Competency-based Education

• Eventhe”right”credentialsarenotenoughforthedigitalage.

• Graduateswhodonothaveacertaincombinationofdesirableskillsandsocialcapitalwillhaveahardtimefindinganentry-leveljobanddevelopingacareer.

• Graduateswhocannoteffectivelyworkonateam,communicateverballyandinwriting,beacreativeproblemsolver,learnnewthings,actasadragoncompanyproductivityandprofitswhethertheyaretechnicallyqualifiedornot.

Colleges and the Skill Gap

• Allcollegestudentsneedaccesstoexperiential,inquiry-basedlearning.

• Thiswillnotonlygetthemajobbutalsoexpandtheirmindsandfosteracriticallythinking,well-educatedelectorate.

• Weneedtoplacethevocational,intellectualandcivicpurposesofeducationonequalfooting.

Curriculum TransformationSolution

TRANSFORMING EDUCATION TO MEET STUDENT AND INDUSTRY NEEDS

PurduePolytechnicInstitutepolytechnic.purdue.edu

/TechPurdue

Thegreatestmistakeyoucanmakeistobecontinuallyfearingyouwillmakeone.ElbertHubbard