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

亚利桑那州立大学理工学院专注于教育生态系统，使教师能够在教授工程学课程的方式上成为变革的推动者--特别关注四年制项目序列、二年级和三年级工程基础课程，以及高级分部集中区纪律课程。该项目从系统和社区建设的角度出发，探讨如何保持冒险、创新和创新的心态，向学生和教职员工灌输创造性的信心。该项目通过关注在其中发生创新的更大的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地进行教学和学习。这个项目的具体目标是：1.描述理工学院内部的生态系统，为在教职员工、影响学生和其他利益相关者之间实施创新奠定基础。在学生和教职员工中实现累加创新的思维模式，以促进社区内独特理解的分享、扩展、可持续性和传播。建立对工程项目文化和动态的理解，以评估建立寻求风险的文化的催化剂和障碍。确定并实施行政结构，以支持文化变革并消除可能阻碍这种创新的可感知障碍。该项目利用了项目组先前研究中的几项教学创新。例如，将Making整合到课程中；实施精益Launchpad方法以确定工程教育生态系统的特征；实施先前经过测试/改进的工程教育研究方法，特别是与项目团队在教师发展方面的专业知识相关的方法，以便提供关于推进工程学院教学实践的知识。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，该项目捕捉到生态系统的影响因素和潜在障碍，这些因素有助于或抑制拟议工作的影响。这项研究为如何建立支持教师作为变革推动者的管理结构提供了指导，以及如何接受决策和冒险的思维模式可以导致工科学生获得所需的专业能力。描述发生变化的生态系统是其他工程项目努力在其教育企业中脱颖而出的典范。领导团队正在使用累加创新理念传播该项目的所有方面，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冒险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，那些寻求能够对世界或特定社区产生积极影响的职业选择的学生，传统上可能不会考虑工程，但现在可能会将其视为一种职业选择。通过将对话从有影响的对话转变为让中介机构产生影响，该项目旨在显著提高学生的兴趣和毅力。

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.