Creating Bold Change Together: The Olin College Model for Collaboration
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Presenters: Jessica Townsend and Vin Manno (Olin) Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process. The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
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Creating Bold Change Together: The Olin College Model for Collaboration
- 1. Before we start, grab an index card and a sharpie and jot down a few thoughts. In ANY of your collaborations with other KEEN partners, which aspects of the partnership: - made the most impact on your program? - were most meaningful to you personally? Welcome! 1
- 2. Creating Bold Change Together The Olin College Model for Collaboration KEEN Winter Meeting January 6, 2016 Jessica Townsend, Associate Dean for Curriculum and Academic Programs Vin Manno, Provost and Dean of Faculty
- 3. doing what engineers DO… …from day 3
- 4. a broader definition of ENGINEERING… that starts with PEOPLE and ends with 4
- 5. Olin engineers are INTERDISCIPLINARY… ...and highly COLLABORATIVE 5
- 6. we’re intentional about CURRICULAR design… ...and CULTURAL design 6
- 7. a student EXPERIENCE designed to respond to… ...those things that make Olin UNIQUE 7
- 8. 1. Olin’s model for curriculum innovation 2. Olin’s model for collaboration 3. What we can do together through KEEN Today… 8
- 9. Olin’s Model of Curriculum Innovation 1. Continuous, with major pilot projects running every year 2. Impacts the core of the curriculum – those classes all students must take 3. Has the potential to radically improve student engagement 4. Is grounded in pedagogical theory 9
- 10. A Curricular Experiment: Developing a Quantitative Engineering Toolbox 10
- 11. 11 Physics: Mechanics Linear Algebra Differential Equations Vector Calculus Dynamics (ME) Signals and Systems (ECE) Quantitative Engineering Analysis I Quantitative Engineering Analysis II A Curricular Experiment: Developing a Quantitative Engineering Toolbox
- 12. 1. Olin’s model for curriculum innovation 2. Olin’s model for collaboration 3. What we can do together through KEEN 12
- 13. “a strong commitment to collaboration and co-design rather than dissemination” 13
- 14. Collaborations are rooted in shared values: A shared passion to see engineering education improve in our nation and every nation A commitment to start making change in their own institution 14
- 15. Curriculum Culture Design Principles People An Olin Model of Collaboration Faculty development Adoption/adaptation Student engagementContext Vision for Change People New co-created artifacts Context as opportunity Intentional culture-building Partner ownership of their change effort Education and facilitation Deep engagement in co-design Stepping back to consulting role Deepen understanding of different contexts and constraints Improve and expand design principles Bring best practices back to Olin PARTNER 15 Impacts to Olin
- 16. facts and figures 350 students 35 full-time faculty Residential campus Half-tuition merit scholarship Meet all need-based aid Pell Eligible students 10% 3 programs (ME, ECE, E) 80% of curriculum is common Students arrive “math ready” Gender balanced (35%/65% faculty, 50%/50% students) 20% minorities 5% underrepresented minorities 3500 students in College of Engineering 109 faculty 70 students, 4 faculty in E-LEAD Primarily a commuter campus Lowest net price in research university category1 Pell eligible students 67% 7 engineering departments E-LEAD Degree owns 7.5 classes in total Pre-Engineering Program (for math readiness) Typical engineering gender ratio (21%/79%) 75% hispanic / 11% mexican national 80% from El Paso county Top 10 producer of hispanic engineers2 Top ranked for social mobility3 1Department of Education, 2ASEE, 3Washington Monthly 16
- 17. Curriculum Culture Design Principles People Faculty development Adoption/adaptation Student engagementContext Vision for Change People New co-created artifacts Context as opportunity Intentional culture-building UTEP ownership of their change effort Education and facilitation Deep engagement in co-design Stepping back to consulting role Deepen understanding of different contexts and constraints Improve and expand design principles Bring best practices back to Olin 17 Impacts to Olin EXAMPLE 3: From Classes to Culture
- 18. Curriculum Culture Design Principles People Faculty development Adoption/adaptation Student engagementContext Vision for Change People New co-created artifacts Context as opportunity Intentional culture-building UTEP ownership of their change effort Education and facilitation Deep engagement in co-design Stepping back to consulting role Deepen understanding of different contexts and constraints Improve and expand design principles Bring best practices back to Olin 18 Impacts to Olin EXAMPLE 3: From Classes to Culture
- 19. Curriculum Culture Design Principles People Faculty development Adoption/adaptation Student engagementContext Vision for Change People New co-created artifacts Context as opportunity Intentional culture-building UTEP ownership of their change effort Deepen understanding of different contexts and constraints Improve and expand design principles Bring best practices back to Olin 19 Impacts to Olin EXAMPLE 3: From Classes to Culture Education and facilitation Deep engagement in co-design Stepping back to consulting role
- 20. EXAMPLE 3: Transitioning to UTEP Ownership 20
- 21. Curriculum Innovation External Engagement A synergistic cycle curriculu m faculty development education and facilitation continuous innovation new and innovative approaches outside perspective reflection and questioning contextual opportunities culture 21
- 22. Take 3- 4 minutes to jot down your thoughts first. Compared to other KEEN partner institutions, - what makes your students unique? - what makes your institution unique? think, write, share 22
- 23. 1. Olin’s model for curriculum innovation 2. Olin’s model for collaboration 3. What we can do together through KEEN 23
- 24. At a fundamental level… …we want the same things for our students. 24
- 25. Take 3- 4 minutes to jot down your thoughts first. How might collaboration through KEEN address some of your bold goals for your programs? How might KEEN continue to support these collaborations? think, write, share 25
Notas del editor
- As they walk in, walk around, greet people, hand them index cards and sharpies, and ask them to jot down a thought or two. Start the session by asking for a few people to volunteer their answers. (Hopefully this will foreshadow some of what we are here to share).
- Title: Creating Bold Change Together: the Olin College Model for Collaboration Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational educational experiences with like-minded institutions. In this session we’ll share, through stories and examples, our evolving philosophy of curriculum innovation now that Olin is not starting from a blank slate, and how co-designing with partners can create long-lasting value for not only for a partner institution but also for Olin. We’ll highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process. The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
- The Olin Curriculum emphasizes process and context as much as the specific technical content.
- Incorporating who we design for and their needs and values into a design process helps Olin engineers create value in the world. (Students watching as women in Ghana try out a new Cassava grater design. This device provides Ghanian women with an ability to run their own small businesses).
- The Olin Curriculum emphasizes a collaborative learning orientation. As part of this, we focus on creating experiences that develop students sense of autonomy, mastery of what they are learning, and an ability to connect their work to their passions (all the ingredients for intrinsically motivated learners).
- The culture we build and maintain is as important to us as the curriculum – both contribute greatly to students ownership of their own educational path and to the freedom faculty have to experiment.
- Not just the things you see on the surface like the students we attract and the fact that we are a small residential college But those values we hold together – students as partners who design their own experience Embracing what we learn from failure, experimentation and prototyping in all that we do (not just engineering projects!)
- Where we are going First, I’ll explain our current (evolving)model for curriculum innovation Then we’ll talk about our model for collaboration, with some examples from Olin-UTEP, E-LEAD that show this model in action (and will show how these first two are connected) Then we’ll return to big picture and talk about what might be possible within KEEN along these lines.
- Put together a slide together on what we’ve done to move CI to a higher gear. CI at Olin now that we don’t have a blank slate - give an example of P&M and QEA. Description of a bold experiment. Highlight why this is challenging (innovating an existing curriculum, interdisciplinary boundaries, faculty team dynamics) and why this is worth doing (potential for radically improved student engagement and outcomes around modeling/analysis tools, etc). Hope to use our experience here to inspire others to think about bold approaches to curriculum innovation, and to use what we learn to support other faculty/schools that want to do it.
- Talk about the motivation for the analysis stream here.
- Example of creating a parallel experimental stream – this is a work in progress – describe the role of faculty who are leading this (connects later to faculty who are active in our collaborations). Describe the experiment, what makes it bold, the work we are putting in to make this happen, etc. Refer to P&M before leaving this slide and point to Lawrence as human slide who can answer questions on this.
- For the external part of the mission – we created the collaboratory in 2009 (formerly known as I2E2)
- It is important that collaborations rooted in shared values between us and collaborators And that our partners have a commitment and vision for change in their own institution
- The evolving model of collaboration starts with the partners and what we each bring to the table. The arrows represent a deepening collaboration – and also reflect the timeline of typical movement through the collaboration. (Brief explanation of each of the columns, one at a time).
- This is an important idea to get across in this presentation (whether in this format or another – the major differences in the programs that make our approach to collaboration particularly fruitful). Maybe limit this to the most compelling differences and have these pop up on the previous slide. Pell Eligible - a nationally accepted metric to gage socio-economic diversity on campus. If they press further, it corresponds with federal qualification of free or reduced lunch and generally correlates to an estimated family contribution of less than about $5.5K.
- Example of how E-LEAD moved from adaptation of Olin experiences to crafting of uniquely UTEP experiences Seeing what UTEP does when they have confidence in their change effort and the mindset/tools to carry it out. Story of Intro E-LEAD class, goals
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- Photo 1 - example assignment from class, student story Photo 2 - student story Photo 3 – JOY – Those things you learn without joy you will forget easily – Finnish saying Daniel Cisneros: Daniel created his sculpture out of metal in the shape of a VW Beetle. The reason he selected this shell is because the VW beetle is, and always will, be his dream car. He explained that growing up, he had always wanted to have a VW beetle but when he was finally in one, it was the worst experience he had ever gone through in his life! He also had a Captain America shield painted on the side of the car because his favorite superhero is Capitan America. The main reason why he selected the VW beetle is because he said that these cars last and go on and on and that’s somehow like him because he wants to move forward. Michelle Carrasco Michelle uniquely chose to cook a delicious Italian dish for her Son of Man project, accompanied with a bottle of white wine. Michelle explained to us how she grew up very poor, and still remembers days when her and her family had very little to eat. That, accompanied with her passion to cook, is the reason why she chose to utilize an Italian recipe, one of her favorites, for her project. Also, she brought the wine because she enjoys being classy, which white wine symbolizes.
- Round out the UTEP-Olin example with this figure showing what this means for our own faculty and our own curriculum innovation There is a synergistic cycle between curriculum innovation and external engagement. Because of what we do at Olin in curriculum innovation, we can talk about and share our culture, curriculum, and process of curriculum innovation. We are living in this laboratory and learning from every experiment we’re doing, and developing paproaches, skills, tools, ways of thinking that we share with our partners. Going the other way really shows how this loop gets closed: Outside perspective – stepping out of the Olin buble, working with colleagues from other institutions, having to share what you do and why provides an interesting outside perspective (Rob M story) Facutly development – working together with Olin colleagues, developing custom approaches to working with partners, learning from each other, finding out what we each do Reflection and questioning – Looking at what we do in the context of what our partners are trying to achieve – coming back to Olin and asking why, how – reflecting on what we do and how to make it better Contextual opportunities – seeing what our partners develop for their students/institutions – expands our view of what is possible And of course – when partners have ownership and craft engineering eperiences for their students that we’ve never seen before, we get to think about how to bring those back to Olin. [Old notes – not relevant] One example of a collaboration – we have other major collaborations with, and other minor collabs with others Curriculum innovation and external impact – swing back to the synergy ISIM was a recent curricular innovation – used to be ModCon, needed to freshen up – critical that we were innovating to get the best thing. Helps us reflect on our design decisions. Asked to articulate why and how and philosophical underpinnings of what we do at Olin Articulate and explain our process Really need to return to synergy and close the loop on that. Question ourselves – why did we do that? Part 3 – synergies between curriculum innovation and external impact – circle visual, co-design, bringing back to Olin, curriculum innovation - introduce a constant spiral that closes the loop. Take their thing back to my context Also a place to mention students – use the Insper examples (students back from Insper ask different questions in class – bring new things to Olin that help faculty).
- What we all want for our students – to be excited and passionate about what they are doing (and perhaps to be really smiley while they are doing it). Why we are excited to work together? Our student demographics are quite different. This is a great way to see how Olin’s curriculum design approaches can be applied in a very different environment.