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）全国大学生发明家和创新者联盟（NCIIA）项目描述美国工程教育学会（ASEE）主持并提供后勤支持，以交付与TUES中央资源项目研讨会相关的活动。这个名为“I-Corps for Learning (I-Corps- l)：推广和扩大教育创新的试点计划”的项目包括：一个为期3天的入门培训课程、5个在线课程和一个为期2天的闭幕培训课程。与提议的研讨会一致，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个I-Corps-L顾问）确定和确保合适的会议空间。这项试点计划采用灵活的、以行动为基础的课程，以提高学生在关键工程和计算机科学课程上的教学和成功率。该项目有助于加速将有效的教育创新规模化的进程。特别强调的是“入门”课程，这些课程通常在STEM学位课程的前两年教授，并构成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，包括：微积分、物理、入门工程和计算机科学课程。ASEE团队成员正在与教学团队（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的专业知识来跨越新产品的研究/开发和商业实施之间的鸿沟。作为I-Corps倡议的必然结果，该项目旨在填补教育创新在加强学生学习方面已被证明有效与此类实践的广泛使用之间的差距。这个项目有可能通过教育创新的传播和规模来实现难以实现的教育转型目标。研修班的学员在离开研修班时，将获得更多的技能和知识，这些技能和知识将为他们提供必要的工具，以评估他们的研究，并将其转化为有益于社会的应用。这一努力具有对STEM教育产生变革性影响的巨大潜力。更广泛的意义该项目的主要目标是在教育界培养企业家的心态，这样社区就有可能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成果，创造广泛的影响。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学生的保留率和毕业率。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，主题的适当性，主题覆盖的质量，演讲者的知识，参与水平），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，旅行，酒店住宿，会议室，餐饮）。此外，参与者在整个过程中回答形成性问题，以提供足够的时间进行非正式互动，确保成功实现研讨会目标，并适当地适应与虚拟会议相关的所有方面。最终，该试点项目正在开发一种举办培训研讨会的模式，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.