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（Polytechnic School at Arizona State University）专注于教育生态系统，使教师能够在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、二年级和三年级工程基础课程，以及高年级专业领域的学科课程。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，从而向学生和教师灌输创造性的信心。该项目通过关注更大的生态系统来应对这一挑战，在这个生态系统中，创新发生了，并使用基于证据的方法在工程项目中进行持续的教学和学习。该项目的具体目标是：1。描述理工学院内的生态系统，为整个学院的创新奠定基础，影响学生和其他利益相关者。在学生和教师中实现增材创新的心态，以促进社区内独特理解的共享，规模，可持续性和传播。建立对工程项目文化和动态的理解，以评估建立风险寻求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，消除可能阻碍这种创新的障碍。该项目利用了项目团队先前研究中的几个教学创新。例如，制作融入课程；实施精益启动平台方法，以表征工程教育生态系统；并实施先前测试/改进的工程教育研究方法，特别是因为它与项目团队在教师发展方面的专业知识有关，以便为推进工程教师的教学实践贡献知识。通过采用创业方法，并使用客户/用户/利益相关者发现的快速迭代过程，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。这项研究为如何建立行政结构提供了指导，以支持教师作为变革的推动者，以及如何接受制造和冒险的心态可以导致工程专业学生所需的专业能力。描述发生变化的生态系统可以作为其他工程项目努力在其教育事业中脱颖而出的模型。领导团队正在使用增材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，那些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的影响，可能传统上没有考虑过工程，但现在可能会把它作为一种职业选择。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.