Learning based on Research and Research based Learning · Pre-K K-12 College Industry understanding knowledge construction & sharing in engineering contexts across all life and career

Learning based on Research and Research based Learning 4/19/2011

Education Day, Imperial College: Radcliffe 1

Learning based on Research and Research based Learningand Research based Learning

Dr. David RadcliffeKamyar Haghighi Head, School of Engineering Education

Epistemology Professor of Engineering Education

Education Day, Imperial College

7 April, 2011

Embedding Research in University Education

Conceptual Framework & Starting AssumptionsConceptual Framework & Starting Assumptions

Effective Learning Environments

Community Centered

LearnerCentred

KnowledgeCentred

AssessmentCentred

AlignmentAlignment

Bransford, Brown and Cocking (2003)

How People Learn, National Academies

Press.

Seven Principles of Learning

1. Learning is fundamentally social 2. Knowledge is integrated in the life of

communities

3. Learning is an act of membership

4. Knowing depends on engagement in practice

The Institute for Research on Learning (IRL), Palo Alto, CA.

4. Knowing depends on engagement in practice

5. Engagement is inseparable from empowerment

6. "Failure" to learn is the result of exclusion from participation

7. We already have a society of lifelong learners

“Research” as Inquiry and Imagination (design)

Actmodel

analyze

make

brainstorm

Scientists study the world as it is, engineers create the world that never has been.

— Theodore von Karman

Idea Test

Learn

iterate

reflect

prototype

measure

make

Holt and Radcliffe (1985)

observe

ask

find

Educating “Renaissance” Engineers

• engineer as specialist– recognizes the continued need for engineering graduates who

are technical experts of world‐class.

• engineer as integrator– reflects the need for graduates who can operate and manage

across boundaries be they technical or organizational in aacross boundaries, be they technical or organizational, in a complex business environment.

• engineer as change agent– highlights the critical role engineering graduates must play in

providing the creativity, innovation, and leadership needed to guide the industry to a successful future.

http://www.raeng.org.uk/news/releases/henley/default.htm

Royal Academy of Engineering, UK

2006



School of Engineering Education at Purdue

Armstrong Hall of Engineering

http://www.owenstaylor.com/2010/10/neil-armstrong-hall-of-engineering.html

Historical Firsts in Engineering @ Purdue

• First Department of Freshman Engineering (1953 ‐2004).

• Interdisciplinary Engineering Program (1969 ‐ onwards).

• First Women in Engineering Program (1969 ‐ onwards).

• NSBE (National Society of Black Engineers) born (1971‐75).

C f di i f WEPAN (W i E i i P• Co‐founding site of WEPAN (Women in Engineering Programs and Advocates Network) (1990 ‐ onwards).

• EPICS (Engineering Projects in Community Service) (1995 ‐ ).

• First Department of Engineering Education (2004).

• School of Engineering Education (2008).

Evolution of the School of Engineering Education

Department of Engineering

School of Engineering

April 9, 2004 January, 2008

1953 Freshman Engineering

Education EducationIDE Program1969

PhD in

En

gine

ering

Education

2005

College of Engineering Structure at Purdue

Aeronautical and Astronautics

Agricultural and Biological Engineering

Biomedical Engineering

Chemical EngineeringConstruction

11 Schools

2 Divisions

College of Engineering

Civil Engineering Engineering Management

Electrical and Computer Engineering

Engineering EducationEnvironmental and Ecological Engineering

Industrial Engineering

Materials Engineering

Mechanical Engineering

Nuclear Engineering

10,000 engineering students

Motivation: No More Guess Work

• When it comes to educating our future engineers, we can no longer afford “an enterprise of methodical guessing” (Bertrand Russell).

• Our foremost job is to advance a time-critical coherent research agenda that integrates a vital cycle of knowledge production andvital cycle of knowledge production and improvement of practice.

• Grand questions:

– What are the characteristics of engineering learning and knowing?

– How can we best prepare engineers for their role in society?

Haghighi (2007)

Vision: School of Engineering Education

A more inclusive, socially connected and scholarly engineering education

We envision engineers who, in collaboration with others, help communities globally tog , , p g yachieve their aspirations in creative yet responsible and sustainable ways. Theireducation is informed by sophisticated knowledge about how people learn to engineer,one that attracts and develops a diverse range of people and is suited to addressingcomplex socio-technical issues. This implies we radically re-think the boundaries ofengineering and the purpose of engineering education.

ENE Strategic Plan (2009-14)



Mission: School of Engineering Education

Transforming engineering education based on scholarship and research

Re‐imagine Engineering and Engineering Education– Diversify engineering– Embed creativity, innovation and social responsibility– Enrich the student experience

Create field‐shaping Knowledge

Empower Agents of Change

ENE Strategic Plan (2009-14)

PhD in Engineering d i

FYE StudentAdvising

First Year Engineering

(FYE)Interdisciplinary EngineeringDegree

Innovative diverse

A Multi-faceted School

Master of Engineering Education

BS Engineering Education

EngineeringEducation Research

Laboratories

EducationInnovativeLearning Labs

INSPIREP‐12

Research Institute

activities: one mission

Research Themes in Our School

Knowing our students • diversity: race/ethnicity, class, and gender • large-scale data analysis • motivation and careers in STEM• P-12 engineering education• developmental engineering• recruitment, retention, and student success • self-efficacy and career identity building

Knowing our students • diversity: race/ethnicity, class, and gender • large-scale data analysis • motivation and careers in STEM• P-12 engineering education• developmental engineering• recruitment, retention, and student success • self-efficacy and career identity building

Engineering thinking, knowing, and doing• engineering epistemologies• adaptive expertise in engineering context• design thinking and engineering decision-making• global engineering and international perspectives • mathematical thinking• thinking & working in multi-, inter-, & trans-

disciplinary ways

Engineering thinking, knowing, and doing• engineering epistemologies• adaptive expertise in engineering context• design thinking and engineering decision-making• global engineering and international perspectives • mathematical thinking• thinking & working in multi-, inter-, & trans-

disciplinary ways

Transforming engineering education systems• theories of change for engineering education• history and nature of engineering• leadership and policy • evolution of the engineering education research

community• faculty and graduate student professional

development

Transforming engineering education systems• theories of change for engineering education• history and nature of engineering• leadership and policy • evolution of the engineering education research

community• faculty and graduate student professional

development

Supporting & assessing learning• conceptual change and concept inventories• cyber-learning and cyber-environments• design of learning environments• instrument design and survey development • learning in out-of-school and informal environments • models and modeling• service and experiential learning• teaming and collaborative learning

Supporting & assessing learning• conceptual change and concept inventories• cyber-learning and cyber-environments• design of learning environments• instrument design and survey development • learning in out-of-school and informal environments • models and modeling• service and experiential learning• teaming and collaborative learning

Research Funding & Activity Trends

30

35

40

45

50

8

10

12

Dollars

Awards Expenditures No. of Awards No. Proposals Submitted

0

5

10

15

20

25

0

2

4

6

2003‐04 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10

Million D

PhD Program in Engineering Education

20 PhD Graduates

50 Current PhD StudentsENE Graduate Open House: Picture Alice Pawley

Prospective Career Trajectories of Our PhDs

Policy

Professional societies

NGOs

Learning to make a difference

P-12 & Community

Industry

Universities

g ff



Learning based on ResearchThe Virtuous Cycle of Research & Practice

identifies and motivates

which help improve

InnovativeEducational

Practice

ASEE, 2009which lead tothat results in

AnswersInsights

QuestionsIdeas

OriginalEducational

Research

Scientific Principles of Research in Education

1. Pose significant questions that can be answered empirically

2. Link research to relevant theory

3. Use methods that permit direct investigation of th ti

National Research Council

(2002)

the question

4. Provide a coherent and explicit chain of reasoning

5. Replicate and generalize across studies

6. Disclose research to encourage professional scrutiny and critique

Breadth of Engineering Education Research

Pre-K K-12 College Industry

understanding knowledge construction & sharing and community membership processes

in engineering contexts across all life and career stages

informal and informal learning environments

Purdue Engineer of 2020:

innovation based on innovation based on engineering education research engineering education research

Ideas-to-Innovation (i2i) Learning Laboratory

a 21st century place of learning

“We shape our buildings…. after that our buildings shape us”

Sir Winston Churchill



Active, Collaborative, Learner-centered Classes


25


Creating “Exciting Venues for Learning”

“A goal is to abandon over time the large classes in which students sit passively in favor of smaller classes that engage students in experiential learning. We hope to transform some or all of our gateway classesthat currently seat hundreds of students -- and ultimately defeat large numbers of them -- into exciting venues for learning. g

President Cordova, Inaugural Speech, April 11, 2008

A role model is our College of Engineering that is transforming its classrooms with 450 freshman students into a five-module, hands-on design experience called Ideas to Innovation”.

Institute for P-12 Engineering Learning and Research

• Mission: To study engineering thought and learning at the P‐12 level and to inspire diverse students to pursue engineering and science for the benefit of humanity and the advancement of society.

• Research: Basic and applied multidisciplinary research focusing on–teacher professional development, assessment, student learning, and informal learning.g

• People:

– 9 academic staff

– 5 postdoctoral fellows

– 13 graduate (PhD) students– 15 undergraduate researchers

– 3 support staff

P-12 Engineering: Context

Changing the

Threshold Concept: Design

Katehi, Pearson, and Feder (Ed)

(2009) NAE/NRC

Engineering is Elementary: Museum of Science, Boston

g gConversation

(2008) National Academy of Engineering

• Concept based curriculum; centred on design

• Engineering as integrative element

• Informal learning about engineering in families

• Engineering identity interventions (Yr 2‐4)

• Engineering Teacher‐in‐Residence program (K‐5): unique on‐

Building Teaching Capacity based on Evidence

location, in‐time teacher professional development model

• AssessmentHub: online repository for P‐12 research and evaluation instruments

• New Journal: Journal of Pre‐College Engineering Education Research (J‐PEER) – first issue April 2011

• Impacted 600+ teachers and > 17,000 Grade 2‐4 students

Research-based Learning

http://news.uns.purdue.edu/images/+2006/vomit-collicot.jpg



CIC Summer Research OpportunitiesDiscovery Park Undergraduate Research Internship Program (AY)Interns for Indiana (Entrepreneurial; semester credit or summer)Purdue Summer Research Opportunities ProgramSummer Bridge ProgramSummer Undergraduate Research Program (SURF) Biomedical Engineering (credit)

Undergraduate Research Programs at PurdueMulti-subject / Multi-disciplinary

Biomedical Engineering (credit)Joint Transport Research Program (summer)Life Sciences, Agriculture and Medicine Program (semester)Entomology Undergraduate Research Program (semester; credit)Horticulture and Landscape Architecture Internships (summer)Pharmacy and Pharmaceutical Sciences Dean’s Summer ProgramPurdue University Center for Cancer Research (summer)Summer Program for Pre‐veterinary StudentsScience, Mathematics, Computer and Technology Programs (summer)

• Integrated, research‐related, hands‐on learning through discovery• Conduct mentored research full time for 11 weeks over summer

• Participate in weekly professional development activities and social events

• Present results in poster symposium and get assessment feedback

Summer Undergraduate Research Fellowship (SURF)

SURF Statistics

Started 2003Number grew to 162 by 2005

Cumulative 997 by 2010

(828 Purdue; 169 other)

Women up to 25%Minorities up to 20%

Apply to grad Purdue school ‐ 48%

Admitted to Purdue – 40%

Accept (enroll) at Purdue – 29%

• Undergraduate students enrolled at Purdue and other U.S. institutions of higher education in a baccalaureate degree program.

• Due to the requirements of the research projects, the SURF program is designed for undergraduates who have completed at least four semesters

• Cumulative GPA of 3.0+ (out of 4)

• 18 years old.

Eligibility

• Take a proactive approach to your work and to develop your research skills.• Forge good relationships with your research mentors and peers.

• Be on time to scheduled events and actively participate as needed.

• Participate in the SURF 2011 program assessment.

• Communicate to any changes to your participation status.

• Seek assistance and ask questions to meet your educational & personal goals.

Expectations of Students

• Take advantage of ALL resources available to you (people and facilities).

Commit to the research project

Organize a weekly meeting with faculty mentor

Conduct research 40 hours a week

Attend the SURF orientation & seminar series

Plan ahead

Complete assignments on time

Requirements

Complete assignments on time

Complete online modules on research

Complete Responsible Conduct of Research

Write a problem statement & research abstract

Write a research summary or lab report

Present findings at Research Symposium



Engineering Projects in Community Service

Service Learning

Multi‐level learning

Experiential learning

Active learning

Problem‐based learning

I i id d l i

Pedagogical Principles

Inquiry‐guided learning

Design based education

Engaging the community

Tied to academic learning outcomes

Reciprocity

Reflection

https://engineering.purdue.edu/EPICS/About/ovpresentation.pdf

• Life‐Cycle: Define‐Design‐Build‐Test‐Deploy‐Support

• Long‐term partnerships with community organizations

• Vertically‐integrated teams: – First year +Sophomores+ Juniors+ Seniors

• Large‐team experience: 8‐18 students

Multi-disciplinary, Life Cycle Projects

• Multidisciplinary teams: – Engineering (ECE; ME, IE; IDE)

– Computer Science

– Sociology, Education,

– Child Development

– Biology, Audiology,

– Natural Resources

– Visual Design, Technical Writing


Habitat for Humanity

Boiler Green Initiative

Columbian Park Zoo

Community and Family Resource Center

Electric Vehicle Event Infrastructure

Engineering for World Health

Learning Science and Math through Engineering

Riley Children’s Hospital Advancement Team

Soap Box Derby, Challenger Division

Speech‐Language and Audiology

Example Projects

g g

Greater Lafayette Area Special Services

Greater Lafayette Elementary Education

Habitat for Humanity

Haiti Education

Imagination Station

Clinics

St. Vincent Advancement Team

Water Resources Management

Web‐based Interactive Software Engineering

West Lafayette Public Library

Young Women's Christian Association

https://engineering.purdue.edu/EPICS/Projects/Teams

Laser Harp

Impact on Students

“EPICS completely changed my opinion of engineering.”

“Working on this project has helped me guide the rest of my course work and ideas for a future profession.”

“Other engineering courses only directly benefit me. EPICS benefits everyone involved.”

“I have learned that engineering includes more than theory it includesI have learned that engineering includes more than theory, it includes teamwork, communication, organization and leadership.”

“It made me understand how every aspect of engineering (design, implementation, team work, documentation) come together.”

“No longer is engineering just a bunch of equations, now I see it as a means to help humankind.”

“Opened my heart.”


National Recognition

Bernard M. Gordon Prize for Innovation in Engineering and Technology Education

National Academy ofNational Academy of Engineering

2005

William C. Oakes, Leah Jamieson and Edward J. Coyle



Undergraduate Funding Opportunities – Academic year research stipend

– Summer research stipend

– Conference Travel Awards

– Purdue Graduate School Expo Fair

Faculty Funding Opportunities R h li i d

Louis Stokes Alliance for Minority Participation

To substantially increase the quantity and quality of students, especially minorities, in Science, Technology, Engineering and Mathematics (STEM).

– Research supplies stipend

– Summer research supplies stipend

– LSAMP Annual Research Conference

Concluding Thoughts

Rethinking the Formation of Engineers

Acquiring (de-contextualized) engineering and other knowledge and skills

Knowing, acting, being an (apprentice) engineer

OR

If the purpose of education is that of learning to learn, learning to know, learning to do and, above all else, learning to be, it is hard to find where the lecture fits into this scheme of things.

[Sir Graham Hills; see also D.A.Bligh, 1972]

Global Challenges: Educational Opportunities

Resource Depletion

Ecological Damage

Climate Change

46

Water

Food

Shelter

Energy

Transport

Sustainable FuturesDec 7, 1972

Thank You

Dedication of Armstrong Hall, Oct, 2007

Documents

Learning based on Research and Research based Learning · Pre-K K-12 College Industry understanding knowledge construction & sharing in engineering contexts across all life and career