IUSE/PFE: RED: Additive Innovation: An Educational Ecosystem of Making and Risk Taking

IUSE/PFE：RED：附加创新：创造和冒险的教育生态系统

• 批准号: 1519339
• 负责人: Ann McKenna
• 金额: $ 199.36万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1519339&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Additive; Innovation

The Polytechnic School at Arizona State University focuses on the education ecosystem that empowers faculty to be agents of change in the way that they teach engineering courses -- with a special focus on the four year project sequence, the 2nd and 3rd year engineering fundamentals courses, and the upper division concentration area disciplinary courses. The project takes a systems and community building perspective on how to sustain a mindset of risk-taking, making and innovation to instill creative confidence in students and faculty. The project approaches this challenge by attending to the larger ecosystem within which innovation happens, and by using evidence-based methods to make continuous teaching and learning advances within the engineering program. The specific objectives of this project are to:1. Characterize the ecosystem within the Polytechnic School to establish the foundation for enacting innovation across the faculty, impacting students and other stakeholders.2. Realize a mindset of additive innovation in the students and faculty to promote sharing, scaling, sustainability, and propagation of unique understandings within the community.3. Establish an understanding of the engineering program culture and dynamics to assess the catalysts and barriers to establishing a culture that is risk seeking.4. Identify and implement administrative structures to support cultural change and remove perceived barriers that may inhibit such innovation.This project leverages several pedagogical innovations from the project team's prior research. For example, making is integrated into the curriculum; the Lean Launchpad methodology is implemented to characterize the engineering educational ecosystem; and previously tested/refined engineering education research methods are implemented, particularly as it relates to the project team's expertise on faculty development, in order to contribute knowledge on advancing engineering faculty teaching practices. By taking an entrepreneurial approach and using a rapid and iterative process of customer/user/stakeholder discovery, the project captures influencers and potential barriers of the ecosystem that contribute to, or inhibit impact of the proposed work. This research provides guidance for how to establish administrative structures that lead to supporting faculty as change agents, and how embracing a mindset of making and risk-taking can lead to desired professional competencies in engineering students. Characterizing the ecosystem within which change happens serves as a model for other engineering programs that strive to excel in their educational enterprise. The leadership team is disseminating all aspects of this project using an additive innovation philosophy so that others can modify and improve innovations for their own context. The longer-term impacts of creating a culture that values risk taking and making include attracting a new kind of student to the field of engineering. In particular, students who seek out career options in which they can make a positive impact on the world or on their specific community may not have traditionally considered engineering but now may consider it as a career choice. By changing the conversation from having an impact to having the agency to make an impact, the project aims to engender a measurable increase in student interest and persistence.

亚利桑那州立大学的理工学院专注于教育生态系统，使教师能够在他们教授工程课程的方式上成为变革的推动者-特别关注四年项目序列，第二和第三年工程基础课程以及上师集中区域学科课程。该项目从系统和社区建设的角度出发，探讨如何保持冒险、创造和创新的心态，为学生和教师灌输创造性的信心。该项目通过关注创新发生的更大生态系统来应对这一挑战，并通过使用基于证据的方法在工程项目中不断推进教学和学习。该项目的具体目标是：1。描述理工学院内的生态系统，为在整个教师中实施创新奠定基础，影响学生和其他学生。在学生和教师中实现添加剂创新的心态，以促进社区内的共享，扩展，可持续性和独特理解的传播。建立对工程项目文化和动态的理解，以评估建立风险寻求文化的催化剂和障碍。确定和实施行政结构，以支持文化变革，并消除可能阻碍这种创新的障碍。本项目利用了项目小组先前研究的几项教学创新。例如，将制作融入课程;实施精益Launchpad方法以表征工程教育生态系统;实施先前测试/改进的工程教育研究方法，特别是因为它涉及项目团队在教师发展方面的专业知识，以便为推进工程教师教学实践贡献知识。通过采取创业方法并使用快速和迭代的客户/用户/利益相关者发现过程，该项目捕获了生态系统中有助于或抑制拟议工作影响的影响者和潜在障碍。这项研究提供了指导，如何建立行政结构，导致支持教师作为变革的推动者，以及如何拥抱一种心态，使和冒险可以导致所需的专业能力，在工程专业的学生。描述发生变化的生态系统可以作为其他工程项目的模型，这些项目努力在教育事业中脱颖而出。领导团队正在使用附加创新理念传播该项目的各个方面，以便其他人可以根据自己的情况修改和改进创新。创造一种重视冒险和创造的文化的长期影响包括吸引一种新的学生进入工程领域。特别是，寻求职业选择的学生，他们可以对世界或他们的特定社区产生积极影响，传统上可能不会考虑工程，但现在可能会考虑它作为一个职业选择。通过将对话从产生影响转变为让机构产生影响，该项目旨在使学生的兴趣和持久性得到可衡量的提高。

项目成果

Cultivating an Additive Innovation Culture through the Communal Observations of New EXperiences in Teaching (CONEXT) Protocol

通过教学新经验的共同观察（CONEXT）协议来培养附加创新文化

• 发表时间: 2021
• 期刊: Frontiers in education
• 影响因子: 2.3
• 作者: La Place, C.;Halkiyo, J.;Sheppard, M.;Kellam, N.;Carberry, A.
• 通讯作者: Carberry, A.