RETHINKING ENGINEERING

EDUCATION AT HSIs

March 29-30, 2018

Brought to you by:

HELLO!Dr. Meagan KendallAssistant Professor, UTEP

Dr. Ines BasaloAssistant Professor in Practice, Univ. of Miami

Dr. Alexandra Coso StrongAssistant Professor, Olin

Ms. Michele WilliamsWorkshop Coordinator, UTEP

Dr. Derin UralProfessor in Practice, Univ. of Miami

Ms. Gemma HendersonSr. Instructional Designer

3 These workshops are being supported by the NSF Grants No. 1764378, 1764249, and 1764166.

Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views

of the National Science Foundation.

4 GOALSBIG PICTURE ● Engage in a conversation about the future of engineering

education at HSIs.● Identify potential opportunities, challenges, and successes in

innovating engineering education at HSIs.● Implement Design Thinking as a tool to address potential

opportunities and challenges.● Explore motivation and agency as potential lenses for

explaining resistance to innovation.● Develop action plans for addressing potential opportunities,

challenges.

Welcome from Dr. Theresa MaldonadoDean, College of Engineering

6 GOALSDAY 1 - MORNING● Introduce you to the theory behind two powerful ideas. ● Help you acclimate to the types of activities you will be doing

over the two-day workshop.● Explore the results of your pre-workshop climate assessment.● Engage with each other in discussions about engineering

education.● Share personal experiences and successes during

collaborative activities.

RESEARCH & RESOURCES

▸ It includes a research and evaluation component.

▸ PUT YOUR NAME ON YOUR CONTRIBUTIONS!

▸ We will return your materials at the end of the workshop if you would like to take them home.

▸ Ask questions and take breaks as needed!

▸ No need for your computer.

PAPERWORK

▸ Photo release▸ Stipend paperwork

POST-ITS7Logistics

THINK ABOUT A STUDENT FROM ONE OF YOUR COURSES.

FAST FORWARD 5 YEARS IN THE FUTURE…

IF YOU MET THIS FORMER STUDENT FOR COFFEE, WHAT WOULD YOU LIKE THEM TO TELL YOU ABOUT THEIR EXPERIENCE IN YOUR COURSE?

SHARE MORE ABOUT THIS FORMER STUDENT.

COFFEE SHOP SCENARIO

1

2

9 COFFEE SHOP SCENARIO

ADD STUDENT COMMENTS

ADD DETAILS ABOUT YOUR STUDENT

DON’T WORRY ABOUT THIS YET!

FIND YOUR ASSIGNED PARTNER AND INTRODUCE YOURSELVES.

SWAP SHEETS AND INTERVIEW YOUR PARTNER ABOUT THEIR FORMER STUDENT.

BE SURE THAT EACH PERSON GETS TO INTERVIEW AND BE INTERVIEWED!

COFFEE SHOP SCENARIO

Tape your work up on the wall when you finish.

Be sure to check out other coffee shop scenarios!

3

DESIGN THINKING AS A TOOL FOR EDUCATIONAL INNOVATION11

“Design thinking is a human-centered approach

to innovation that draws from the designer's toolkit to integrate the needs of

people, the possibilities of technology, and the

requirements for business success.”

Tim Brown, President & CEO of IDEO

IDEO.com. (2015). Field Guide to Human Centered Design.

an ca al!^

12EXAMPLE DESIGN THINKING TOOL

Personas are fictional characters, which you create based upon your research in order to represent the

different user types...Creating personas will help you to understand your users’ needs, experiences, behaviours and goals.

Creating personas can help you step out of yourself. It can help you to recognise that different people have different needs and expectations, and it can

also help you to identify with the user you’re designing for.

Definition from: https://www.interaction-design.org/literature/article/personas-why-and-how-you-should-use-them

WHO ARE YOUR STUDENTS?

13 1 STUDENT EXPLORATIONRecall your pre-workshop climate assessment...

● Who are your students?● What challenges do they

face? In the classroom/out of the classroom?

● What unique characteristics/skills do they bring with them?

5-7 minutes

FILL IN 1

One a r po -it &us r i !

Translate your ideas to post-it notes

WHO ARE YOUR STUDENTS?

15 2 STUDENT EXPLORATION● Partner with another

educator from your institution (or a neighboring institution).

● Compare results from 1

10 minutes

Frameworks

Timelines/Flows 2 X 2 Venn Diagram16

Making sense of the patterns…

E.g., course schedules, journey to campus, advising process.

E.g., extracurricular activities, math

readiness.

E.g., future goals, impact of their career, sense of

community.

©2018 Basalo, Henderson, Kendall, & Strong. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

What themes do you see across your institutions?

Theme 1

Theme 4

Theme 3

Theme 2

FILL IN 2ADD LABELS

INSERT CHALLENGES

Try making two types of frameworks that illustrate the types of challenges your students encounter or unique skills/characteristics they bring.

Work with post its on the poster paper and then translate to your worksheet.

WHO ARE YOUR STUDENTS?

20 3 STUDENT EXPLORATION● Work with the others at

your table● Compare results from 2

FILL IN 3

ADD LABELS

INSERT CHALLENGES

Tape your work up on the wall when you finish.

Be sure to check out other frameworks!

22 BreakGo grab another cup of coffee and we’ll see you back here in

15 minutes!

CHALLENGEDECOMPOSITION

23...might only tell part of the story

What we see in the classroom and during our interactions with our students….

At your table...

Con r os at in t i l, de t ta , co s,

an r al ra n .

24APPROACHING CHALLENGES DISCUSS &

SELECT ONE

GENERATE LIST

Cir t ha n o re fo n o f h e t

t e t i y.

10 minutes

At your table...

25APPROACHING CHALLENGES

CONSIDER GOALS

GENERATE QUESTIONS

Thi d y a t e h n e

it f el t y e f in v i n ed.

If o re ti t po b

so on t ha n o re

wo n , w a m t u d?10-15 minutes

Take a moment and reflect What surprised you about your discussion (or didn't surprise you)?

What challenges might you foresee to achieve the goals your group discussed?

26

27 LUNCH“WHEN PEOPLE ARE INSPIRED BY THEIR

OWN INTERESTS AND ENJOYMENT THERE IS A BETTER CHANCE THAT THEY WILL

EXPLORE UNLIKELY PATHS, TAKE RISKS, AND IN THE END PRODUCE SOMETHING

UNIQUE AND USEFUL.”~T. Amabile, 1986

Meet back here at 1:00 PM!

28 GOALSBIG PICTURE ● Engage in a conversation about the future of engineering

education at HSIs.● Identify potential opportunities, challenges, and successes in

innovating engineering education at HSIs.● Implement Design Thinking as a tool to address potential

opportunities and challenges.● Explore motivation and agency as potential lenses for

explaining resistance to innovation.● Develop action plans for addressing potential opportunities,

challenges.

29

Motivation A lens through which we can look at the obstacles between us and our goals.

extrinsic motivation

intrinsic motivation

amotivation

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Motivation30

Factors Impacting Motivation

CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.

RelatednessAn individual’s sense of acceptance by and belonging to the community.

AutonomyAn individual’s sense of ownership, independence, and choice.

31

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

INTRODUCTION TO ENGINEERING

LEADERSHIP COURSE REDESIGN

An example from UTEP

32

INTRO COURSE STARTING POINT

CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.

RelatednessAn individual’s sense of acceptance by and belonging to the community.

AutonomyAn individual’s sense of ownership, independence, and choice.

33

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

34 Post-Redesign

35 Post-Redesign

Kendall, M. R., & Williams, M. C. (2017). Student Motivation in a Peer Designed and Delivered Course. In 2017 ASEE Annual Conference & Exposition. Columbus, OH.

INTRO COURSE FINISHING POINT

CompetenceAn individual’s sense of mastery, or ability to master, of a given goal.

RelatednessAn individual’s sense of acceptance by and belonging to the community.

AutonomyAn individual’s sense of ownership, independence, and choice.

36

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

MOTIVATIONAL PERSPECTIVES

37 Write down your goal

Color in the appropriate level for the factors at play in your challenge

Fill in the activities you currently do for each factor.

MOTIVATIONAL PERSPECTIVES

38 In a different color, mark the level for where you would like these factors to be in the future.

Brainstorm ways that you can address the gaps.

Provisionally Commit!

Record ONE challenge or goal you might want to explore further this afternoon and tomorrow.

39MUDDIEST POINTS

SO FAR, WE HAVE...

40 Design Thinking

Gotten to know each

other’s students

and schools

Intrinsic Motivation

Identified Challenges and Goals

41 GOALSDAY 1 - AFTERNOON● Begin to identify strategies for addressing the identified

challenges.● Craft a lofty vision for the future of your class, institution, or other.● Share ideas of how to address common challenges and leverage

existing solutions.● Learn a framework for designing and aligning efforts towards

meeting a goal.

G A

A P

Challenge: Getting students to stay on

campus.

STUDENTS 1

● 80% Hispanic● 90% local (TX, NM,

MX)● Commuter campus● Work at least

part-time● Most live at home● 39% female as of Fall

2016● 20% are Calculus

ready● Diverse interests

beyond engineering

GOAL 2 :

Ensure that all students have

dedicated time to

work as a team.

ACTIVITY 3 :

Add a 3-hour lab.

Students can use

the time to conduct

interviews, hold

team meetings, or

work on prototypes.

ASSESSMENT 4 :

TA takes attendance.

Student course evaluations.

Team evaluations.

PRODUCTS 5 :

Other course assignments.

Challenge: Getting students to stay on

campus.

FORM A GROUP AROUND A SHARED CHALLENGE

Don’t forget to write that challenge down!

1. INDIVIDUALLY, RECORD PERTINENT INFORMATION ABOUT YOUR STUDENTS

BASED ON THE CHALLENGE YOU ARE FOCUSED ON, IDENTIFY A GOAL FOR YOUR STUDENTS OR INSTITUTION.

2.

Blue Sky Ideas

Mountain Top Ideas

Green Grass Ideas

PUSH UP

PASS TO THE PERSON ON YOUR RIGHT. ADD IDEAS FOR HOW TO DESIGN ACTIVITIES TO HELP THAT TARGET POPULATION MEET THE GOAL.

3.

PASS TO THE PERSON ON YOUR RIGHT. ON THE NEW FORM, ADD IDEAS FOR HOW TO ASSESS* WHETHER YOU HAVE MET THE GOAL.

4.

*Feel free to add ideas to Activities, too!

PASS AGAIN. ADD POSSIBLE ARTIFACTS OR PRODUCTS* THAT THE TARGET POPULATION MAY CREATE DURING THE ACTIVITIES.

5.

*Feel free to add ideas to Activities or Assessments, too! 3-5 Minutes

GALLERY WALK TIME!

● Tape your G.A.P.A. up on the wall.

● Be sure to check out other G.A.P.A.s!

● Add additional ideas as you see fit.

Make sure your team’s names are on it!

GENERATE YOUR G.A.P.A.

▸ Review ideas from Gallery Walk▸ Extract ideas to create your

dream G.A.P.A. to address your challenge.

58

59 ▸ What is it going to take to actually implement this?

▸ How well did your teammates address the needs of your students?

▸ How well did they meet your goals?

▸ Were there activities, products, assessments that appealed to you?

GENERATE YOUR GAPA

60GENERATE YOUR GAPA

61GENERATE YOUR GAPA

What burning questions do you have?

What are things that you expected to hear about and we have not discussed yet?

Record your answers to these question on a post it.

62MUDDIEST POINTS

ANNOUNCEMENTS

1. Bring your laptop or phone tomorrow2. Meet in the hotel lobby at 6 pm for dinner (not

included)3. We start at 8:30 am at the Hilton Garden Inn

RETHINKING ENGINEERING

EDUCATION AT HSIs

March 29-30, 2018

Brought to you by:

66 GOALS● What are potential opportunities, challenges, and successes in

innovating engineering education at HSIs?

● How can design thinking help our teaching and our understanding of our own context?

● What can the lenses of motivation and agency tell us about our current experiences and potential opportunities for change at our institutions?

● What can I/YOU/WE do to support HSI institutions after today?

SO FAR, WE HAVE...

67 Design Thinking

Gotten to know each

other’s students

and schools

Intrinsic Motivation

Identified Challenges and Goals

G.A.P.A. ???

68 DAY 2GOALS - MORNING

● Identify potential collaborations within the group to address shared challenges.

● Explore concept of agency for our students and ourselves.

● Take stock of opportunities, needs, barriers, and assets available for addressing identified challenges.

Mill about in the center of the room.

When we tell you to, stop, introduce yourself to the person closest to you,

and begin a conversation.

Smile and make eye contact!

69GET TO KNOW EACH OTHER

Discussion topic: What challenge would you be most interested in collaborating on? Why?

70STUDENTS AS AGENTS OF THEIR OWN LEARNING

Makeintentional choices

Take actions based on choices

Exercise control over the self and the environment CONSTRUCTED IN

CONTEXT

Bandura A. (2001), “Social cognitive theory: an agentic perspective”, Annual Review of Psychology Vol. 52, pp. 1-26.Elder G. H. (1994), “Time, human agency, and social change: perspectives on the life course”. Social Psychological Quarterly Vol. 57, pp. 4-15

;

71STUDENTS AS AGENTS OF THEIR OWN LEARNING AT UTEP

Yellow - ServiceBlue - CharacterOrange - ScholarshipRed - LeadershipGold - CapacityGreen - Perseverance & Passion

Reflection on Agency at their institution

72BE AN ARTIST!

RECORD THE PAST, EXPLORE THE FUTURE

YA !

73BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION

START HERE AND THINK

MOUNTAIN TOPS!

TA T U CE D I L AC Y, S A F,

AD , OR D S.

T E H E Y U .

SO H AL G O CU !

74BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION

Record specific assets you

already have access to.

75BECOMINGAGENTS OF CHANGE AT YOUR INSTITUTION

LIST WHAT YOU WILL

NEED. BE SPECIFIC.

COMMON ASSETS AND NEEDS ASSETS NEEDS

76 ● Pull out two large post-it pages. ● Write the titles (ASSETS & NEEDS) ● Add individual assets/needs via post-it to the

appropriate pages.● Group assets/needs to find common themes.

77 BreakGo grab another cup of coffee or check out and we’ll see you

back here in 15 minutes!

COMMON ASSETS AND NEEDS ASSETS NEEDS

78 ● Pull out two large post-it pages. ● Write the titles (ASSETS & NEEDS) ● Add individual assets/needs via post-it to the

appropriate pages.● Group assets/needs to find common themes.

Plus/Delta Reflection

79Reflect on the resources you need to bring your action plan to life.

Resources may include: personnel, knowledge, space, finances, support, etc.

Travel awards are available for those interested in joining us at our workshop during the American Society

of Engineering Education Annual Conference!

Application information will be emailed to you!

U240·SUNDAY WORKSHOP: Co-designing a Research Agenda to Amplify Engineering Education Efforts at HSIsWorkshop · Minorities in Engineering Division

Sun. June 24, 2018 9:00 AM to 12:00 PM

Room 257 A, Convention Center - Salt Palace

Dr. Joan WalkerProgram Director

Education and Human ResourcesNational Science Foundation

82 LUNCH

83 GOALS● What are potential opportunities, challenges, and successes in

innovating engineering education at HSIs?

● How can design thinking help our teaching and our understanding of our own context?

● What can the lenses of motivation and agency tell us about our current experiences and potential opportunities for change at our institutions?

● What can I (YOU) (WE) do to support HSI institutions after today?

SO FAR, WE HAVE...

84Design

Thinking

Intrinsic Motivation

Understand Individual Climates

Challenges and Goals

G.A.P.A. Agency

Action Plans

Resources

85 DAY 2GOALS - AFTERNOON

● Engage in deeper discussion about the UNIQUENESS of HSIs.

● Articulate SPECIFIC next steps in your action plan.

Breakout Sessions

86 Join a breakout discussion

group

Discuss topic

Record notes on poster

paper

3xBuilding on prior work

Up to 4 people per breakout session.

Select a scribe

Breakout Sessions

Breakout OneWhat are the unique strengths of HSIs in implementing these powerful ideas and improving engineering education?

Breakout TwoWhat are the critical needs of HSIs?

Breakout ThreeWhat approaches are being used now to solve the challenges we have discussed?

87Breakout FourWhat role could/should institutional stakeholders (i.e., faculty, students, staff) take to support students becoming agents of their own learning?

Breakout FiveOffice Hours with Joan

88

WHAT WILL YOU DO NEXT?

DESIGN SPRINT

89Please take a moment to complete the post workshop evaluation.

Travel awards are available for those interested in joining us at our workshop during the American Society

of Engineering Education Annual Conference!

Application information will be emailed to you!

U240·SUNDAY WORKSHOP: Co-designing a Research Agenda to Amplify Engineering Education Efforts at HSIsWorkshop · Minorities in Engineering Division

Sun. June 24, 2018 9:00 AM to 12:00 PM

Room 257 A, Convention Center - Salt Palace

91 THANKS!Any questions?You can contact us at:▸ Meagan - mvaughan@utep.edu▸ Ines - i.basalo@miami.edu▸ Alex - alexandra.strong@olin.edu▸ Michele - mcwilliams2@utep.edu

Credits: Presentation template by SlidesCarnival; Photographs by Unsplash