2000 Conference for Industry and Education Collaboration

1
2000 Conference for Industry and Education
Collaboration

• Dr. Christopher Pratt
• Massachusetts Institute of Technology
• Jimmie L. Cochran
• UNC - Charlotte
• American Society for Engineering Education
• January 31- February 4. 2000

2
A Global Context for Learning A Strategic
Investment
3
Workforce Development for the 21st Century a
Global Context for Learning

• Global Change IT, Economics, Intellectual, and
  Social
• Strategic Investment
• From Control to Learning
• Global Change Work, Industry, Education
• Cooperative Education Lever for Change
• Strategic Return

4
Moores Law

• Computing power keeps doubling as chips get
  smaller and faster every 18 months
• Will eventually butt up against the finite size
  of atomic particles
• Enormous challenges have to be met to continue
  pattern of innovation
• Need to learn how to change the pattern before
  hitting the wall

5
Every Organization Has to Prepare for the
Abandonment of Everything It Does. Peter
Drucker
6
To do this wisely,we must understand clearly
what we value.
7
Information Technology
Global Market
Diversity
Quality
Social Responsibility
Ethics
8
Only the Paranoid Survive Andy Grove
9
Knowledge Society
Knowledge Worker
Self-Managed Learner
Learning Organization
Innovation
Survival
Contribution
10
What Would the Implications Be If We Saw a
Company As a Human Community - a Living Being -
Rather Than a Machine for Making Money? Arie
De Gues
11
Companies Like VISA, Shell, Toyota, Scania and
Interface

• Found the key to success isnt obsessively
  measuring costs and profits

12
Its Nurturing the

• Passion,
• Imagination,
• Creativeness,
• Persistence

• Patience,
• Caring,
• And desire to contribute of human beings.

13
Toyota Has No Standardized Cost-control System
for Centralized Control.
14
They Measure for Learning Rather Than Controlling

• For helping local people see how they are doing
• And for continuous improvement
• Not for centralized control

15
Scania

• Intuitive, subtle, complex philosophy of
  measurement is based on a vast array of ratio
  scales, rather than absolute quantities to
  generate ever greater variety from a small set of
  omni-potential building blocks.

16
VISA International

• Designed around one core driving premise - to
  distribute power and authority in order to
  release innovation and constant adaptability.

17
Moores Law MeetsPratts Law

• Computing power doubling as chips get smaller and
  faster every 18 months
• Will eventually butt up against the finite size
  of atomic particles
• Enormous challenges will have to be met to
  continue pattern of innovation
• In order to maintain innovation, there must be a
  shift from control to learning

18
What If We Considered Leadership to Be the
Capacity of Human Community to Create a New
Future? Peter Senge
19
We Must Acknowledge That, As Human Communities,
Organizations, Businesses, Schools, and Hospitals
Create Themselves. Peter Senge
20
Consistency
Risk-Taking
Trust
Creativity
Innovation
Continuous Improvement
Contribution
21
As employees learn more, they become more
valuable. Anne Leer
22
New employment deal says

• - you own your own employability
• - you are responsible for learning to learn

23
Graduates will need self-reliance skills
24
Students need to develop both the
epistemological and ethical capabilities of the
scholar fitted for the world. Diana Laurillard
25
KEY CHALLENGES
1. OPTIMIZE KNOWLEDGE INTEGRATION AND INNOVATION
2. DEVELOP SELF-MANAGED LEARNERS 3. CREATE
LEARNING ORGANIZATIONS
4. CONTRIBUTE TO CIVILIZATION
26
The Quality Assurance Agency for Higher Education
(QAA) was established in 1997.
27
Responsibility for assessing the quality of
higher education in England and Northern Ireland
under the terms of a contract with the Higher
Education Funding Council for England.
28
QAA recommendations for quality and standards
include

• development of a qualifications and credit
  framework
• development of benchmark information on subject
  standards
• extending the role of the external examiner
• development of codes of practice.

29
The Scottish Higher Education Funding Council
(SHEFC)
30
Quality assessment purposes

• informs of the quality of teaching and learning
  in a range of subjects offered by higher
  education institutions

31

• informs potential students, employers, the
  public, the Government and the academic community
  about the quality of teaching and learning on
  offer at subject level
• helps disseminate good practice observed by
  assessors among all institutions, creating an
  environment for continuous quality improvement.

32
Quality assessment includes

• Assessment against Aims and Objectives
• Assessment of the Student Learning Experience and
  Student Achievement
• Curriculum Design, Content and Organization
• Teaching, Learning and Assessment
• Student Progression and Achievement

33

• Student Support and Guidance
• Learning Resources
• Quality Management and Enhancement.
• Assessment by Peer Review
• Combination of Internal and External Processes
• Published Reports

34
Outcomes assessments are used to inform not only
funding allocations to institutions, but also
initiatives designed to stimulate a quality
culture in Scottish institutions.
35
Accreditation Board for Engineering and
Technology, in the USAABET 2000
36
Engineering programs must demonstrate that
theirgraduates possess knowledge and abilities
required in the engineering profession
37
These goals, or outcomes, are considered as
excellent standards by which students may assess
their progress.
38
Students should review their portfolios and plans
of study in the context of the ABET 2000 outcomes
39
ABET Criterion 3. Program Outcomes
40
Engineering programs must demonstrate that their
graduates have
41
Attributes of Engineering Graduates

• an ability to apply knowledge of mathematics,
  science, and engineering
• an ability to design and conduct experiments, as
  well as to analyze and interpret data
• an ability to design a system, component, or
  process to meet desired needs

42

• an ability to function on multi-disciplinary
  teams
• an ability to identify, formulate, and solve
  engineering problems
• an understanding of professional and ethical
  responsibility
• an ability of communicate effectively

43

• the broad education necessary to understand the
  impact of engineering solutions in a
• global and societal context
• a recognition of the need for, and an ability to
  engage in life-long learning

44

• a knowledge of contemporary issues
• an ability to use the techniques, skills, and
  modern engineering tools necessary for
  engineering practice

45

• ITS NOT ABOUT JOBS
• ITS ABOUT DESIRED OUTCOMES
• CONTRIBUTING TO SOCIETYS NEEDS
• TO MAKE A LIVING AND A LIFE
• FOR YOURSELF AND OTHERS

46
EMPLOYERS HIRE AND PROMOTE BASED ON
COMPETENCIES NOT MAJORS COMPETENCIES ARE NOT
MAJOR DEPENDENT
47
COMPETENCIES

• SELF-MANAGED LEARNING
• CRITICAL THINKING
• COMMUNICATION
• TEAMWORK
• MANAGING CHANGE
• GLOBAL CONTEXT

• LEADERSHIP
• INTERPERSONAL DIVERSITY
• ETHICS SOCIAL RESPONSIBILITY
• INNOVATION
• TECHNICAL KNOWLEDGE

48
WE ARE NOT TALKING ABOUT WHAT WE HAVE KNOWN
IN THE PAST. WHAT WE NEED TO DO SHIFT FROM
CONTROL TO LEARNING CREATE A CAREER CONTEXT FOR
LEARNING CONNECT CLASSROOM WITH OUT OF
CLASS LEARNING COMPETENCY-BASED COMPREHENSIVE
STUDENT DEVELOPMENT PLANS
49
Learning organization

• - continually expanding capacity to create its
  future
• Peter Senge

50
Generative learning

• - learning that enhances our capacity to create
• Peter Senge

51
Through learning we

• re-create ourselves
• become able to do something we never were able to
  do
• reperceive the world and our relationship to it
• extend our capacity to create, to be part of the
  generative process of life Peter Senge

52
Career Management

• Ongoing problem-solving process
• Information is gathered
• Awareness of self and environment increased
• Career goals and strategies developed
• Feedback obtained
• In various stages of career Jeffery
  Greenhaus

53
Above all else, it is a generative process
which provides a foundation for achieving goals
throughout life.
54
KEY CHALLENGES
1. OPTIMIZE KNOWLEDGE INTEGRATION AND INNOVATION
2. DEVELOP SELF-MANAGED LEARNERS 3. CREATE
LEARNING ORGANIZATIONS
4. CONTRIBUTE TO CIVILIZATION
55
CAREER CONTEXT FOR LEARNING

• COMPETENCY DEVELOPMENT
• ORIENTATION, FIRST YEAR SEMINARS
• ADVISING
• CURRICULUM PLANNING
• LEADERSHIP DEVELOPMENT
• RESIDENCE LIFE
• CAREER MANAGEMENT EDUCATION
• COOPERATIVE EDUCATION
• CAPSTONE PROJECT ACROSS DISCIPLINES
• PERIODIC ASSESSMENT BY STUDENT

56
Help Students Learn All They Need To Know

• Major and Minor Courses
• Advising and Mentoring
• Cooperative Education
• Community Service
• Organizational Leadership
• Self-Reflection
• Outcomes Assessment

57

• RETURN ON STRATEGIC INVESTMENT
• BETTER PREPARED GRADUATES
• MORE ABLE TO CONTRIBUTE
• POSITIVE INFLUENCE ON FUTURE

58
SO WHAT IS THE BOTTOM LINE?
STUDENTS ARE BETTER PREPARED TO
CONTRIBUTE TO CIVILIZATION
59
A Global Context for LearningA Strategic
Investment

• Global Change IT, Economics, Intellectual, and
  Social
• Strategic Investment
• From Control to Learning
• Global Change Work, Industry, Education
• Cooperative Education Lever for Change
• Strategic Return

60
A Global Context for LearningA Strategic
Investment
61
Questions?Contributions?Experiences to share?