Social Entrepreneurship Collaboratory: (SE Lab): A University Incubator for a Rising Generation of Leading Social Entrepreneurs

How can universities help create, develop and sustain a rising generation of social entrepreneurs and their ideas? What new forms of learning environments successfully integrate theory and practice? What conditions best support university students interested in studying, participating in, creating and developing social change organizations, thinking through their ideas, and connecting with their inspiration? What is the intellectual content and the rationale for a curriculum addressing this at a university

Improving the Aerospace Capstone Design Experience Through Simulation Based Learning

A key role of universities is to prepare students to work in their chosen profession upon completion of their degree program. Engineering capstone design courses are often the only required courses that challenge students to draw on nearly all of the students’ previous collegiate learning experiences and to synthesize and apply these to creating a new solution to an engineering problem. Aside from internship and co-op experiences, these are often the first courses that expose engineering students to some of the technical and political issues that they will often face in their professional engineering careers. Industry often looks at these design experiences in addition to work experience when evaluating new graduates. While beneficial, there remains a perceived disconnect between what academia is producing and what industry is seeking. Industry is seeking ‘engineers’ who are well versed in the application of science to problem solving whereas academia is producing ‘engineer scientists’ who are well versed in the science, but lacking in the application of knowledge gained through experience. While some context-based learning opportunities are emerging much earlier in the engineering curriculum, the needs and means to provide such experiences remain limited. This paper discusses a pilot study that was conducted during the first term of a two term capstone design class in aerospace engineering aircraft design at Virginia Tech. The study explored the educational impact of utilizing realism and simulation to introduce the aircraft design process with the aim of determining if such an approach could help remedy the academia/industry disconnect and at the same time make for an engaging design experience for the students. Results indicate that the use of simulation was welcomed by the participants of the study and can help prepare students to think as working design professionals, not limited by the generic design solutions often found in academic de-contextualized design problems

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Education 20/20: Visions of a New Learning World

We are in the midst of a learning revolution. During the past few years, learning has become increasingly collaborative, global, mobile, modular, informal, immediate, self-directed, open, blended, visual, hands-on, ubiquitous, and personal. Instructors today may be called upon to take on many new roles such as curators, counselors, consultants, concierges, and cultivators of learning. In this session, Curt Bonk will define 20 new roles for instructors and 20 principles of instruction which support these roles; all while providing a plethora of examples of how these roles and principles can liven up lectures and motivate and engage students in their learning. Attend this talk and get a new vision for how Education 20/20 will impact you and how you, in turn, can significantly impact it