I-Corps for Learning (I-Corps L): A Pilot Initiative to Propagate & Scale Educational Innovations TRAINING ACTIVITIES

参与组织：美国工程教育学会(ASEE)全国大学发明家和创新者联盟(NCIIA)项目描述美国工程教育学会(ASEE)正在主办与TUES中央资源项目研讨会有关的活动，并为其提供后勤支持。该项目名为“i-Corps for Learning(i-Corps-L)：宣传和推广教育创新的试点倡议”，包括：为期3天的介绍性培训课程、5个在线课程和为期2天的闭幕培训课程。与拟举办的研讨会一致，ASEE正在为40-50名预期的会议参与者(10个3-4人的团队、5人的教学团队和最多3名i-Corps-L顾问)寻找和确保合适的会议空间。这一试点计划采用灵活的行动为基础的课程，以提高学生在关键工程和计算机科学课程的教学和成功率。该项目正在帮助加快将有效的教育创新推向规模的进程。特别强调的是“入门”课程，这些课程通常在STEM学位课程的头两年教授，是后续课程的核心先决条件。这些入门课程通常作为STEM学位课程的基础授课，包括：微积分、物理、工程学和计算机科学入门课程。ASEE团队成员正在与指导团队(由Karl Smith博士领导)合作，为研讨会参与者提供教科书，并开发面对面研讨会所需的资源。研讨会的目标是利用i-Corps跨越新产品研发和商业实施之间鸿沟的专业知识。作为i-Corps倡议的必然结果，该项目旨在填补在促进学生学习方面被证明有效的教育创新与这种做法的广泛使用之间的空白。该项目有可能通过传播和扩大教育创新来实现教育转型这一难以实现的目标。研讨会参与者带给项目更多的技能和知识，为他们提供必要的工具来评估他们的研究并将其转化为能够造福社会的应用程序。这一努力具有对STEM教育产生变革影响的强大潜力。BROADER意义该项目的主要目标是在教育界培养一种创业心态，使该社区有潜力影响教育创新的设计和实施方式。该项目鼓励其他教育爱好者利用这一试点的成果来产生广泛的影响。该项目的成果可以在许多机构实施，有可能显著提高全国STEM学生的留校率和毕业率。ASEE正在进行一项评估，以评估面对面会议中的个别会议(例如，主题适当性、主题覆盖的质量、主持人的知识、参与度)、研讨会的总体要素(例如，研讨会设计、规划和执行)以及会议后勤处理(例如，差旅、酒店住宿、会议室、餐饮)。此外，与会者在努力为非正式互动提供足够的时间、确保成功实现讲习班目标并适当适应与虚拟会议相关的所有方面的过程中，回答了形成性问题。最终，这一试点项目正在开发一种举办培训讲习班的模式，从而广泛使用改善STEM学习的教育创新。

PARTICIPATING ORGANIZATIONS: American Society for Engineering Education (ASEE)National Collegiate Inventors and Innovators Alliance (NCIIA)PROJECT DESCRIPTION The American Society for Engineering Education (ASEE) is hosting and providing logistical support for the delivery of the activities related to a TUES Central Resource Project Workshop. This project, "I-Corps for Learning (I-Corps-L): A Pilot Initiative to Propagate & Scale Educational Innovations", includes: an introductory 3-day training session, five online sessions, and a closing 2-day training session. In concert with the proposed workshop, ASEE is identifying and securing suitable meeting space for the 40-50 expected meeting participants (ten teams of 3-4 persons, the 5-person teaching team, and up to 3 I-Corps-L consultants).This pilot initiative is employing an agile, action-based curriculum to improve the teaching and success rates of students in key engineering and computer science courses. The project is helping to accelerate the process of bringing effective educational innovations to scale. Particular emphasis is placed on "gateway" courses that are typically taught in the first two years of STEM degree programs and form core pre-requisites to subsequent coursework. These gateway courses are typically taught as a foundation for STEM degree programs and include: calculus, physics, and introductory engineering and computer science offerings.ASEE team members are collaborating with the Instructional Team (led by Dr. Karl Smith) to provide textbooks to the workshop participants and develop the resources that are needed for the face-to-face workshops. The goal of the workshop is to leverage I-Corps expertise of traversing the chasm between research/development and commercial implementation of new products. Corollary to the I-Corps initiative, this project is designed to fill the gap between educational innovations of proven effectiveness in enhancing student learning and widespread use of such practices. This project has the potential for achieving the elusive goal of educational transformation through propagation and scale of educational innovations. Workshop participants leave the program with an expanded set of skills and knowledge that provide them with the tools necessary to evaluate and translate their research into applications that can benefit society. This effort has a strong potential for having a transformative impact on STEM education.BROADER SIGNIFICANCE The principal objective of the project is to foster an entrepreneurial mindset within the education community, so the community has the potential to impact the way education innovations are designed and implemented. The project is encouraging other educational enthusiasts to leverage the outcomes of this pilot to create a broad scale impact. The results of the project can be implemented at many institutions, having the potential to significantly improve the retention and graduation of STEM students nationwide. ASEE is conducting an evaluation to assess individual sessions within the face-to-face meetings (e.g., topic appropriateness, quality of topic coverage, knowledge of presenters, engagement level), overall elements of the workshop (e.g., workshop design, planning and execution), and handling of meeting logistics (e.g., travel, hotel accommodations, meeting rooms, meals). In addition, the participants are answering formative questions throughout the effort to provide adequate time for informal interactions, ensure success in meeting workshop objectives, and properly accommodate all aspects associated with the virtual sessions. Ultimately, this pilot project is developing a model for conducting training workshops that result in widespread use of educational innovations that improve STEM learning.