The team returning from the Olin workshop was so inspired and energized that we are continuing work over the summer to keep up the momentum. By the end of summer 2018 we hope to:
- have a new draft of the curriculum overall form with mapped concentration areas
- investigate what’s needed to make integrated courses (co-taught) happen at USF
- have a new draft of Program Learning Objectives and Student Outcomes (these are the terms used by our accrediting body, ABET)
- map proposed courses to existing USF courses
- define curricular needs for the proposed engineering-related spaces in Harney
- assist with messaging about the program for marketing and admissions counselors who will be going out to high schools in the fall
- draft an overall assessment framework so that we can meet ABET accreditation when the time comes (immediately after the first class graduates)
- send in a New Program Proposal through the CAS curriculum committee (using Curriculog!)
We learned a lot! The Olin Summer Institute was very sharply put together, with great exercises and activities and time for the team to synthesize what we were learning and examine how to apply them to our specific case. There will be many opinions about what was the best thing at Olin but for me a definite highlight was being told on the first afternoon to spend just 15 minutes putting together a poster which describes everything about our project – who we are (USF), the project title in a few words, what our goals are, what we have as resources, and what we have as challenges. We were to eventually put a similar poster together for the final day exhibition, but the first day exercise was critical in getting us to the essence of what our project was, and brainstorming out all the components. Spoiler alert to my fall students – I think I’ll implement this in my class! 😉
If you want to hear more tidbits of what we learned, or the long version, contact us anytime. Many of us are working over the summer.
…and getting ready for the Olin Collaboratory Workshop, to be attended by a subset of our engineering curriculum design team. We’ll be at Olin College of Engineering from June 3-8, learning everything we can about student-centered pedagogy for engineering. Some of the questions we hope to get answered:
- How do you assess student-centered pedagogy? How do you know it’s working?
- What will be the best structure for our new program?
- How do you make sure students in a general B.S. in Engineering are able to pursue a Professional Engineer License (PE)?
Let us know if there are other questions you think we should ask.
In preparation for the workshop, one assignment we got was to interview a number of our current students in order to be able to make a “persona” to then use for the rest of the week for the student-centered pedagogy exercises. USF is so diverse, though, that we will likely end up with a number of personae! Just conducting the interviews themselves has been highly informative.
Next Tuesday May 15 will be our first Innovation Nexus planning meeting! The “Innovation Nexus” is meant to be both a physical space for innovation, ideation and creation, and also a center to support innovative teaching, to bring together students, faculty, staff and external partners around interdisciplinary team-based projects. While it has engineering at its heart, it’s really meant to be something that serves the whole campus and acts as a catalyst for innovative thinking and teaching.
Some of the specific things we’re interested in developing:
– A Coding Studio, providing support and training for students of all majors who are interested in applying programming concepts to their projects.
– Support for team-based teaching, linked classes, “drop-in” modules that can be plugged into other classes, and co-curricular activities such as hackathons and design challenges that encourage cross-disciplinary collaboration.
– Training and support for faculty to bring design thinking and project-based learning into current classes.
– Development of a physical space (and accompanying equipment) to support ideation, prototyping, fabrication, testing and computation.
– Engagement with outside partners on real-world team-based projects, ideally spanning multiple semesters.
I really did not have any expectations going into this engineering accreditation workshop/symposium – well, maybe I expected it to be a little dry – but it was in fact quite inspiring and encouraging!
There was a great deal of talk about student-centered, project-based, real-world learning, the value of diversity and inclusivity, represented in everything from the President’s remarks to virtually every workshop I attended. The President of Olin College of Engineering, Rick Miller was a plenary speaker and went so far as to say that, done correctly, engineering could be the liberal arts of the 21st century – and that it is too dangerous to send engineering grads out in the world without a proper understanding of the humanities and social sciences. This is exactly in line with what we hope to build here at USF, so hearing this message from the official platform of engineering education accreditation was extremely encouraging.
There was also a lot of talk about basic strategies to attract and retain a highly diverse faculty and student body – specifically to attract more women and underrepresented minorities (in engineering). There was discussion about the need to reach all the way back to K-8 and improve the language around engineering to reflect the societal and environmental care that is the goal of so many engineering fields. Engineering is still regularly “masculinized” and made to sound aggressive to young people, when in fact most engineering problems cannot be solved without a balanced, humanistic approach. There was also discussion about presenting an overall theme to our program, even reflecting it in a clever title, in order to emphasize that engineering is to help people.
I also learned a lot of nuts and bolts about achieving accreditation, and found that the criteria and procedures seem very reasonable, with a lot of deference to our institutional values, and how we understand our program to be unique. Let me know in comments or feedback if you want to know more details of this.
All in all it was a very affirmative experience – I am confident we are on the right track!
Thanks so much for letting us spend so much of your precious meeting times! We hope you learned a couple things you hadn’t heard before, and feel that the communication gates are wide open. That was the real goal of these presentations.
Even though it may be impossible to design an academic program on campus to be fully inclusive of everyone, we do believe that with some open minds and folks coming forward, we can absolutely build something that benefits as much of the community as possible. All problem-solving, including this design problem of making an engineering program, is best served by incorporating diverse feedback, so please reach out in whatever format works for you.
Hana and Marisa McCarthy from the Provost’s office, Assessment and Accreditation support, will be going to the 2018 ABET symposium in San Diego next month! We hope to learn everything we can about how to make sure we are meeting the criteria for ABET accreditation, how to design proper assessment into the curriculum, and other critical items.
If you have any experience with professional accreditation programs and can think of specific questions we should be sure to ask, please let us know here in comments or feedback! Thank you!
ABET = Accreditation Board for Engineering and Technology.
ABET accreditation is a professional accreditation for degree-granting programs in the engineering and technology fields. We should have this accreditation because some students going through our program will likely seek professional licensing later on.
There are many different program-specific accreditations we can pursue and they have different requirements for being approved by ABET. For example a Bachelor of Science in Civil Engineering has many more requirements of accreditation prescriptively spelled out than a “general” Bachelor of Science in Engineering, in terms of number of hours of certain coursework in the curriculum, qualifications of faculty, and equipment and facilities, to name a few of the categories.
There is ongoing discussion about how to best meet accreditation requirements given the capacity of our particular institution.
Thanks for checking out this blog! We’ll be periodically posting updates and storing information here concerning the development of the new Engineering program at USF. Feel free to comment on posts or use the feedback form (soon to be set up) for questions, suggestions, and to ask how to get involved. Contributors to this blog are primarily College of Arts & Sciences Associate Dean Chris Brooks, College of Arts & Sciences Resources and Planning Manager Katie Baum, and Engineering Program Interim Director Hana Böttger (Associate Prof in Dept of Art + Architecture).