BSA and SCUP Roundtable: Catalyzing Change in the Classroom at Olin College of Engineering

SCUP North Atlantic + Steelcase

Catalyzing Change in the Classroom at Olin College of Engineering

September 12, 2017

Agenda Introduction Olin College History and Mission Partnerships Design Stream Curriculum Learning Environments Trends in Learning Impacts at Olin Catalyzing Change Studio Classroom Machine Shop Design Stream Curriculum

Focusing Olin’s students on real world challenges has created a culture where “engineer-innovators” envision and deliver products, services, and systems. Partnerships with like-minded institutions support this vision in myriad ways.

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Olin’s innovative studio pedagogy fuels a unique “design stream” curriculum. Today’s graduates enter an interdisciplinary, hands-on, and entrepreneurial work force.

Collaborative, team-based, problem-solving pedagogical approaches prepare students for this environment.

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Learning Outcomes 1. Lead a discussion with colleagues about the challenges and benefits of partnering with industry and like-minded institutions.

2. Evaluate existing space inventory and programming on your campus against requirements necessary to accommodate “design stream” curriculum.

3. Evaluate existing space inventory and programming on your campus against current trends in collaborative, project-based learning.

4. Lead a discussion with colleagues about specialized space types that support “design stream” curriculum, fabrication space, and project-based learning.

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Olin College History and Mission

1997: Founding

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Olin College History and Mission

2000: Faculty Arrive 2002: First Class Enrolled

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Olin College History and Mission

Today

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Olin College History and Mission

Mission “Olin College prepares students to become exemplary engineering innovators who recognize needs, design solutions and engage in creative enterprises for the good of the world. Olin is dedicated to continual discovery and development of effective learning approaches and environments, and to co-developing educational transformation with collaborators around the globe.”

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Olin College History and Mission

Vision “Lead the transformation of undergraduate engineering learning experience to educate the next generation of innovators who want to better the world.”

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Olin College Background

• 355 undergraduate students • 40 full time faculty • No departments • No tenure • 3 degrees (M.E., E.C.E, and Eng.) • Gender-balanced • Half tuition merit scholarship

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Olin College Partnerships

The Collaboratory Catalyzing Change in Education

We are also a “collaboratory,” dedicated to co-designing transformational educational experiences with and for other institutions. We join leaders in education, business and government seeking to change education to spur the technical innovation necessary to take on society’s big challenges.

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Olin College Partnerships

The Collaboratory Catalyzing Change in Education

• Over 2000 faculty have visited Olin since 2010 • 750 institutions • 50 countries • 2 week-long summer intensive to co-design transformational change in engineering education

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Olin College Design Stream Curriculum

Design Nature Taking Inspiration from Nature

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Olin College Design Stream Curriculum

Yr 1: Design Nature Taking Inspiration from Nature

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Olin College Design Stream Curriculum

Yr 2: User-Centered Design Understanding people’s needs

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Olin College Design Stream Curriculum

Senior Capstone Real-world problem-solving

Senior Capstone Program in Engineering (SCOPE) • Team-based, year-long industry-sponsored capstone project • Projects with potential for real impact for the sponsor • Students manage their own project in partnership with sponsor liaison

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Olin College Design Stream Curriculum

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SCOPE Sponsors

Olin College Design Stream Curriculum

Senior Capstone Real-world problem-solving

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Questions + Discussion Do your institutional clients offer a design stream or design-based curriculum?

Do your institutional clients partner with like-minded institutions or industry?

What challenges or opportunities have these approaches presented for you?

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RESEARCH AND EXPERTISE Trends in Learning Environments

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RESEARCH AND EXPERTISE Trends in Learning Environments • Increased competition, increased expectations.

• Support a broad range of teaching and learning styles.

• Provide a diverse portfolio.

• Be interdisciplinary.

• Seek program consolidation.

• Find learning spaces everywhere.

• Learning by doing.

• Be flexible.

• Combine Service and Learning

• Squeak and hum.

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Squeak and Hum. Harvard Hall / Harvard University

traditional, face-forward content delivery SCUP North Atlantic + Steelcase September 12, 2017

Squeak and Hum. Pierce Hall 301 / Harvard University

active, team-based, project-based learning

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Squeak and Hum. Pierce Hall 301 / Harvard University

“The space is bright, open, and intentionally low-tech. The room features lots of whiteboards, some fixed to the walls and others rolling on casters, and small paisley-shaped tables, easily rearranged to accommodate two, four, or six seats ... A few indispensible accoutrements were needed - lots of wireless Internet connectivity; push-of-a-button shades to cover the skylight; and a guarantee from the building manager that the room would be restocked daily with working whiteboard markers.”

from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis SCUP North Atlantic + Steelcase September 12, 2017

Squeak and Hum. Pierce Hall 301 / Harvard University

“Yet in the Harvard College classroom, almost nothing is digital. It is all person-to-person-to-person, a cacophony of squeaky markers and chattering students, assistants, and professor, above which every now and then can be heard these most joyous words, Oh! I get it now!”

from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis SCUP North Atlantic + Steelcase September 12, 2017

Squeak and Hum. Harvard Hall / Harvard University

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Squeak and Hum. Harvard Hall / Harvard University

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Squeak and Hum. Pierce Hall 301 / Harvard University 33 topic units were a lot to prepare - slide deck, recorded lecture, readings, in-class problems.

Traditional three class hours per week is anachronistic and not optimal for this type of learning. More class time for practice, drill, testing.

Keeping the classroom noncompetitive cultivates a culture of trust and support.

Randomize working groups.

Shuffle at mid-term so everyone can exchange their newly acquired problem In-class problem solving is pedagogically inefficient. You solving strategies. will not “cover” as much. from “Reinventing the Classroom”, Harvard Magazine, Oct 2012, Dr. Harry Lewis SCUP North Atlantic + Steelcase September 12, 2017

Learning by Doing.

Design-Stream Learning Environments.

Digital Scholarship and Multimedia With the increase in media modes of communication, libraries are becoming the place to help students explore, learn, and produce digital content to tell a story through different modes such as digital media, models, song, video, fabricated objects, etc. – rather than through text alone. After all, the rest of the University supports text! Faculty is also producing content for MOOCs.

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Learning by Doing.

Design-Stream Learning Environments.

Makerspaces Makerspaces have taken on many forms and are not just space and equipment.

They must be creatively programmed and appropriately staffed. The best makerspaces offer layers of access – visibility from corridor to activity within; tinkering table that allows for drop-in, low commitment play for anyone; deeper, more time consuming fabrication accessible to more experienced users.

Simulation We see an increase in studio spaces and war rooms to support digital learning/ technologies and real-world applications.

Studio spaces are flexible and can be used for classroom, film viewing, recording, photography, and events. They are often open to larger collaborative work areas.

War rooms are team-based simulation labs designed for teams of 6-12 students competing against one another.

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Squeak and Hum / Learning by Doing.

Challenges and Opportunities.

“I cannot teach here. I am overwhelmed by the technology, and I think that the students are too.”

“This space has spoiled me for other classrooms on campus. I cannot teach anywhere else.”

Norwich University, School of Humanities, Criminal Justice Faculty

Northeastern University, D’Amore McKim College of Business Faculty

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Squeak and Hum / Learning by Doing.

Challenges and Opportunities.

How people used to teach, how people teach today.

Student and faculty expectations.

How people used to learn, how people learn today.

Facility and confidence with technology and how to deliver content.

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Questions + Discussion What hurdles have you faced with instituting active and team-based/project-based learning?

What challenges have you faced with developing learning by doing learning environments?

Has technology in these settings served to hamper the educational endeavor, or support it? How?

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Catalyzing Change

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Catalyzing Change We thought we were ready for change!

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Catalyzing Change We thought we were ready for change!

But ... not that kind of change.

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Catalyzing Change Or that kind of change!

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Catalyzing Change Studio Classroom

MICRO -SHOP

MICRO -SHOP

STORAGE

STORAGE

STORAGE

OLIN COLLEGE OF ENGINEERING 2016/08/27

LEVEL 2- STUDIO CLASSROOM SCUP North Atlantic + Steelcase September 12, 2017

© 2015 Jones Architecture, Inc.

Catalyzing Change Studio Classroom - Design Objectives • Accommodate 90 students in a design studio environment • Increase visibility/observability of core curricular experiences that differentiate Olin • Facilitate seamless transitions between focused attention and active, hands-on learning modalities • Create dual-purpose workshop space to elevate Olin’s aspirational work (catalyzing change in engineering education)

SCUP North Atlantic + Steelcase September 12, 2017

Catalyzing Change Studio Classroom

SCUP North Atlantic + Steelcase September 12, 2017

Catalyzing Change Studio Classroom

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Catalyzing Change Machine Shop

3D PRINTING (OPTIONAL) YELLOW MACHINES WELDING HOOD WOOD SHOP GREEN MACHINES

STORAGE RED MACHINES CLASSROOM

SINK

OFFICE

3D PRINTING (OPTIONAL) BREAKOUT WORK AREA SHOP NINJAS

OLIN COLLEGE OF ENGINEERING 09/01/2016

LEVEL 1 - MACHINE SHOP

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© 2015 Jones Architecture, Inc.

Catalyzing Change Machine Shop - Design Objectives • Increase flexibility and size of fabrication space, creating a unified resource for the entire Olin community • Transition a traditional machine shop (serving mechanical engineering exclusively) to a broader platform supporting the entire curriculum • Consolidate existing balkanized fabrication resources into a single space • Make unique, hands-on work more visible to the community and visitors SCUP North Atlantic + Steelcase September 12, 2017

Catalyzing Change Machine Shop

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Catalyzing Change Machine Shop

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Questions + Discussion These two projects facilitate focus on real world challenges, allowing students to envision and deliver products, services, and systems through an interdisciplinary and hands-on process.

How is change framed with your institutional clients?

Meeting new learning environment demands?

Bridging disciplinary boundaries?

What might a project that envisions better learning environments look like with your clients?

What challenges might you face?

SCUP North Atlantic + Steelcase September 12, 2017

Questions + Discussion 1. Lead a discussion with colleagues about the challenges and benefits of partnering with industry and like-minded institutions.

2. Evaluate existing space inventory and programming on your campus against requirements necessary to accommodate “design stream” curriculum.

3. Evaluate existing space inventory and programming on your campus against current trends in collaborative, project-based learning.

4. Lead a discussion with colleagues about specialized space types that support “design stream” curriculum, fabrication space, and project-based learning.

SCUP North Atlantic + Steelcase September 12, 2017