THE COMING PARADIGM SHIFT IN HIGHER EDUCATION

"They will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks".- Plato in Phaedrus"Show me a messy problem and I can show you how education will be a big part of the solution".- Unknown but attributed to John Bravman, Bucknell’s 17th Presiden

Professionalization and the Forgotten System: Observed Practices and Perceptions at the Intersection of Informal and Formal Faculty Development

The professionalization of disciplines often leads to formalization of disciplinary training. As professionalization occurs, informal training roles are typically supplanted as the normative method of training but can continue to exist in parallel with formal methods. As in other fields, the ongoing professionalization of faculty development has created significant formalization of training. While the positive impact of formalization is clear in many areas of faculty development, little is known about how formalization affected the informal roles, activities, and perceptions that served to train faculty. This exploratory study reports on data gathered at a workshop designed to document and share stories of ongoing informal faculty development by engineering faculty. The results show that participants struggle to articulate their role in faculty development independent of the systems, programs, and individuals that make up the formalized training systems. Participants were unsure what to do, what they were allowed to do, and whether to label such work faculty development. They saw importance in informal faculty development work but seemed to feel a lack of agency to name such work as faculty development because it exists outside of the professionalized and formalized sphere of modern faculty development. The results suggest a paradox: faculty without a formal role in faculty development are still interested in aiding their peers’ growth informally but are unclear on their role without guidance from the formal system, which inherently reinforces the role of the formal system as the arbiters of faculty development

An Introduction to Complex Systems: Making Sense of a Changing World

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MATLAB for Engineering and the Life Sciences

In recent years, the life sciences have embraced simulation as an important tool in biomedical research. Engineers are also using simulation as a powerful step in the design process. In both arenas, Matlab has become the gold standard. It is easy to learn, flexible, and has a large and growing userbase. MATLAB for Engineering and the Life Sciences is a self-guided tour of the basic functionality of MATLAB along with the functions that are most commonly used in biomedical engineering and other life sciences. Although the text is written for undergraduates, graduate students and academics, thos

The Product Archaeology Canvas

The Product Archaeology Canvas (PAC) is a pedagogical tool designed to help students understand how complex value-based decisions are made in established technology businesses. The PAC is a combination of three distinct sources. Product dissection is the disassembly of a product with the goal of understanding the technical decisions that were made. Archaeology strives to create a coherent narrative from incomplete information. A Canvas is a visual tool that can show nonlinear interactions between various components. Combined together, the PAC is a holistic deconstructing of the decisions of an intrapreneur who creates value from within an existing business structure. In this paper, the PAC will be explained along with how it is used within a classroom to both deconstruct a product (backward looking) and evaluate proposed product improvements (forward looking). The PAC and Business Model Canvas will be compared and industry validation will be presented, as well as evaluation data from students. Lastly, derivatives of the PAC will be explored including additional classroom applications, use in business consulting, and the use of the PAC as an industry training tool

Coding to Think: Teaching Algorithmic Thinking from Idea to Code

Engineering computing is a topic that nearly all engineering departments include in their curricula. Yet, the pedagogical goals of a computing course are necessarily split between code as a means of learning higher level math, code as a specific tool in design and research, and code as a way to learn algorithmic thinking. Learning more advanced applied math is typically learned through the traditional lecture/homework/test format, whereas learning the syntax of a particular language is most often taught through short programming assignments. This paper introduces Coding to Think as a way to teach algorithmic thinking that builds off of the Writing to Think movement in the Humanities. This technique is very well suited to long-term projects as it provides an opportunity to focus on deeper and more complex algorithmic thinking. The semester-long project presented is motivated by three guiding learning outcomes: 1) To program at a level of complexity that requires planning, iteration, encapsulation and documentation, 2) To move from Idea to Code (a phrase that is mentioned in class at least once a week) and 3) To articulate and put into practice the power of a computing language that can do more than a calculator or Excel. The seven project assignments that lead students from an initial idea to final code are detailed, as well as an assessment of outcomes, student and faculty comments, suggested improvements and adaptations and ABET assessment measures

Intrinsic and Extrinsic Motivation in Professional Development and Continuing Education for the Health Professions

The technologically advanced and super‑charged pace of today’s society poses a multitude of challenges in the medical and nursing professions. Safe and quality patient care depend on the skills and competence of the professional caring for them. In such a dynamic environment, life‑long learning, professional development, and continuing professional education are not just a good idea, they are a necessity. The dilemma is that most skill acquisition model were developed with the assumption that students were learning skills in a relatively static domain; once a master, always a master. In fields such as medicine and nursing, where new knowledge, ideas, and methods are constantly being introduced, a master will not stay a master for long. In this paper, we explore how to motivate the master to to engage in continuous life‑long learning

Biomedical Engineering Design

Biomedical Engineering Design presents the design processes and practices used in academic and industry medical device design projects. The first two chapters are an overview of the design process, project management and working on technical teams. Further chapters follow the general order of a design sequence in biomedical engineering, from problem identification to validation and verification testing. The first seven chapters, or parts of them, can be used for first-year and sophomore design classes. The next six chapters are primarily for upper-level students and include in-depth discussions of detailed design, testing, standards, regulatory requirements and ethics. The last two chapters summarize the various activities that industry engineers might be involved in to commercialize a medical device. Covers subject matter rarely addressed in other BME design texts, such as packaging design, testing in living systems and sterilization methods Provides instructive examples of how technical, marketing, regulatory, legal, and ethical requirements inform the design process Includes numerous examples from both industry and academic design projects that highlight different ways to navigate the stages of design as well as document and communicate design decisions Provides comprehensive coverage of the design process, including methods for identifying unmet needs, applying Design for ‘X’, and incorporating standards and design controls Discusses topics that prepare students for careers in medical device design or other related medical fields Source: https://www.sciencedirect.com/book/9780128164440/biomedical-engineering-design#book-descriptionhttps://digitalcommons.bucknell.edu/books/1283/thumbnail.jp

Exploring the Intersection of Entrepreneurship Education and ABET Accreditation Criteria

Economic trends and a changing job market for college graduates have generated significant interest in graduating more engineers who possess entrepreneurship skills and an entrepreneurial mindset. This has led to significant growth in the delivery of entrepreneurship courses to engineering students; however, research shows that such courses are typically not part of the core engineering curriculum. The Accreditation Board for Engineering and Technology (ABET) establishes criteria for accrediting engineering programs and is a significant force in shaping the undergraduate curriculum. The purpose of this paper is to explore how an alignment of entrepreneurship education outcomes and ABET Criterion 3a-k, could catalyze the integration of the entrepreneurial skills and knowledge into engineering courses. Potential benefits of such an approach are the enhancement of mechanisms associated with achieving ABET accreditation while developing the entrepreneurial skills of engineering students