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Transcript of PURDUE POLYTECHNIC INSTITUTE EDUCATION FOR THE THINKING ECONOMY Fatma Mili Head Computer&...
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PURDUE POLYTECHNIC INSTITUTEEDUCATION FOR THE
THINKING ECONOMY
Fatma Mili
Head Computer& Information TechnologyLead Purdue Polytechnic
School of Informatics and ComputingIndiana University, March 28, 2014
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TIMES ARE CHANGING FAST, ARE WE?FROM GUIDING LIGHTS
TOIVORY TOWERS
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THE WORLD HAS CHANGEDNO LONGER A KNOWLEDGE ECONOMY
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THE ECONOMY HAS CHANGEDWHAT EMPLOYERS OF THE 70’S DEMANDED
Knowledge
Expertise
Performance
Specialization
Predictability
Organization
Obedience
Deference to
authority
Solo performance
Following rules
Focus on bottom line
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THE WORLD HAS CHANGEDWHAT THE ECONOMY OF TODAY AND TOMORROW DEMANDS• Ability to ask good
questions• Thinking & analytical
skills to seek answers• Information
Literacy • Collaboration &
Communication• Civic duty &
sense of
community• Lifelong
curiosity &
learning
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THE WORLD HAS CHANGEDEMPLOYERS ARE LOOKING FOR DIFFERENT SKILLS
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THE WORLD HAS CHANGEDWHAT EMPLOYERS LOOK FOR TODAY AND TOMORROW
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THE WORLD HAS CHANGED
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THE WORLD HAS CHANGED
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THE WORLD HAS CHANGEDSTUDENTS ARE DIFFERENT
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THE STUDENTS HAVE CHANGED• Connected, multi-
taskers, digital natives• Used to creating and
sharing • Learning with and from
others• Informal interest-based
exploration and learning • Learning through
exploration and discovery
THEY COME WITH DIFFERENT MIND HABITS
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THE STUDENTS HAVE CHANGED1. Guidance with trust and
respect for their individuality
2. Opportunities for nurturing their passion and challenging them
3. Opportunities for active learning through discovery
4. Support in building and growing their community and their place in it
WHAT STUDENTS EXPECT FROM US
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PURDUE POLYTECHVALUES & ASSUMPTIONSTHE VALUES
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PURDUE POLYTECH VALUESWe cater to thewhole person
We value diversity of thinking, knowing, and learning
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PURDUE POLYTECH VALUESOpenness, collaboration, and cooperation
Access
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PURDUE POLYTECH VALUESStudents’ autonomy with their learning
Risk taking
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PURDUE POLYTECHVALUES & ASSUMPTIONSTHE ASSUMPTIONS
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PURDUE POLYTECH ASSUMPTIONSLegitimacy ofall learning
Students areintrinsically motivated
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PURDUE POLYTECH ASSUMPTIONSLearning in contextand for a purpose
Capacity to learnis not fixed
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PURDUE POLYTECH ASSUMPTIONSLEARNING OF KEY SKILLSTHROUGH REPEATED PRACTICE
• Lifelong learning: problem-based learning; learning in context
• Innovation: practicing the full cycle of innovation desirability-feasibility-viability
• Individual and Group learning and performance• Asking Big questions and addressing grand
challenges
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PURDUE POLYTECH WHO WE ARE
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COLLEGE OF TECHNOLOGY & PARTNERSPURDUE• College of Technology
• SoET (5), CIT (2), CGT (1), BCM (1), AT (1),
• College of Liberal Arts• English(1), Comm(1),
Theatre & Performing Arts (1)
• College of Education (1)• DLRC• CIE/IMPACT
Outside partners• In progress
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TIMELINE3-SEMESTER SUMMARY PLAN
Fall 2013 Faculty Fellows recruited
Collective learning through readings, training, and workshopsCultivated sense of communityExperimented with organizationsOutreach to partners on and off campusBrown bag series started
January 2014: organization and design
Adopted Holacracy organizationDeveloped 1st year architectureDeveloped degree architectureStarted recruiting studentsDeveloping assessment planDeveloping competency-based credentialing Developing faculty collaboration & improvement culture
Fall 2014: first cohort of students
Multi-disciplinary core “course”Multi-disciplinary PBL “course”Ongoing and on-demand POD’sOngoing formative assessmentStudents assigned dunnsWelcoming new cohort of faculty fellows, training and preparation of year 2.
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MORE THANA NEW CURRICULUMIT’S A NEW CULTURE
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NEW CULTURE FOR STUDENTS• Students are mentored into discovering and creating a
purposeful path rather than given a one size fit all plan of study.
• Students work in classroom with multidisciplinary teams of faculty (mostly) rather than through fragmented mono-disciplinary courses.
• Students learn just in time following their passion and purpose rather than just in case it comes up in the test.
• Students receive credit for demonstrating mastery rather than for seat-time served.
• Students receive credit for everything they learn no matter they learn it, rather than only through our lectures.
• Students are trusted and respected rather than tested and suspected.
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NEW CULTURE FOR FACULTY• Working with students is our highest form of scholarship
rather than a routine different from scholarship.• Faculty trust the students, nurture their passion, and
follow their lead rather than be the sage on the stage.• Faculty model openness, growth mindset, risk-taking,
and lifelong learning, the same values and skills we expect from students.
• Faculty are collaborative, cooperative and reflective in their working with students.
• Faculty expect the highest standards from themselves, from each other, and from the students.
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NEW CULTURE FOR CLASSROOMS• Classrooms are open laboratories. Faculty collaborate
with each other and with the rest of the community to practice the three R’s of the 21st century:
• Rigor: Students practice how to think (reason, analyze, weigh evidence, problem-solve) and communicate effectively.
• Relevance: Problems addressed are relevant to the students’ world and interests.
• Relationships: Students’ place in the world relative to their peers and to the global world are always central to what they do.
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NEW CULTURE OF GOVERNANCE• Faculty have adopted the Holacracy governance system.• The distributed responsibility and decision making
embody the spirit of mutual respect and equality in Purdue Polytech.
• The explicit documented roles and responsibilities emphasize the sense of responsibility, respect for commitments, and accountability.
• The dynamic governance model reflects the need for flexibility and adaptability and the responsiveness to any tension felt by any member of the group.
• The modern governance system departs from the very traditional hierarchical structure of academia.
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CURRICULUM ARCHITECTURE
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COLLABORATION AND PARTNERSHIPS
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IU INFORMATICS AND COMPUTING• Model of interdisciplinary collaborative
environment• Breaking walls rather than walling in and
slicing the pie• Sharing lessons learned, challenges, and
rewards• Getting students’ feedback
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