Tensions Between Industry and Academia: Policy Making and Curriculum Development

Cheville, R. A.; Heywood, John S.

doi:10.1007/978-3-319-99636-3_21

Cited by 3 publications

(3 citation statements)

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“…Such student tendency must be prevented, as the ability to synthesize knowledge from different disciplines is crucial for creative problem solving and our future [44]. Such prevention seems to depend on addressing the "tensions" expected in collaborative processes [45], and helping students to turn tensions into constructive and productive group processes.…”

Section: A Transdisciplinarity As Learning Challengementioning

confidence: 99%

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

et al. 2023

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This study provides evidence for the benefit of short online courses for the transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students' learning quality and professionalism.Background: Developing wearable and collaborative robots require industry collaboration and transdisciplinary competence. Industry's involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices.Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students' learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course.Application Design: Thirty-one graduate students of engineering, industrial design, and health fields from four countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students' experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations.Findings: Students' knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students' high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within five days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates'

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Section: A Transdisciplinarity As Learning Challengementioning

confidence: 99%

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

et al. 2023

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“…Given that tensions are not problems [24] that need to be solved but rather places to gather thoughts around, it is worth looking briefly at where similar tensions exist. Generally, all degree programs are subject to the first and fourth tensions when they are asked to perform outcome assessment.…”

Section: The Challenge -Beyond Outcomes-based Assessmentmentioning

confidence: 99%

What is Lost When Education is Decomposed into Outcomes? A Critical Look Across Disciplines.

Cheville,

Heywood

2021 ASEE Virtual Annual Conference Content Access Proceedings

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In summarizing the state of engineering education in the United States the 1918 Mann Report articulated a vision for engineering as "harmonizing the conflicting demands of technical skill and liberal education" and the engineer "not as a conglomeration of classical scholarship and mechanical skill, but as the creator of machines and the interpreter of their human significance, well qualified to increase the material rewards of human labor and to organize industry for the more intelligent development of men." While later reports shifted the direction of degree programs, elements of the vision articulated in the Mann report remain defining characteristics of an engineering education. The focus on industry emphasizes current, contingent, and contextualized knowledge while synthesis of technical, organizational, and liberal forms of knowing and doing remains a strong theme in engineering education.Engineering, however, is not the only discipline to address such issues. Management, teaching, and medicine also educate people for practice and must continually engage with a changing world to remain relevant. In this paper it is hypothesized that degree programs in these disciplines confront, with varying degrees of success, a tension between providing the knowledge needed to act and inculcating the ability in students to act spontaneously and in the right way. This paper explores this tension by looking across these disciplines to identify practices that are believed to be effective in giving students the knowledge and abilities needed to act professionally. The general approach that has emerged is having students actively address problems of varying degrees of difficulty and constraint through techniques such a problembased learning.The broad use of problem-centered techniques in disciplines which deal with "the world as it exists now" is to develop a difficult-to-describe characteristic in studentsa pervasive mode of being that allows graduates to address challenges and adapt themselves to new situations as need arises. Because this goal is difficult to articulate or measure, it is often described through analogies such as "T-shaped" engineers or the development of professional or transferable skills.Here it is proposed that this objective is achieved by synthesizing diverse lived experiences, a process which is aided by developing forms of transfer that allows experiences developed in one context to be drawn upon effectively in another. Such experiential transfer is likely different than knowledge transfer across disciplinary domains and may be enhanced by supporting the development of goal-based concepts. Furthermore, although this characteristic is often decomposed into discrete educational outcomes such as teamwork or communication, defining and assessing outcomes necessarily emphasizes skill within a domain rather than synthesis across domains. Thus outcomes-based assessment may be counter-productive to developing sought after characteristics of graduates.

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“…The relevance of service-learning to engineering might best be understood by its relationship to outcomes of accreditation. In many technical fields, including engineering, accrediting bodies do not seek outcomes around a change in attitudes or increased civic engagement at all [23]. This is not to suggest that global citizenship and civic responsibility are not worthwhile endeavors in these fields.…”

Section: Introductionmentioning

confidence: 99%

Engineering Skills and not People through the First-year Design Experience and Service Learning

Gaines

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Tensions Between Industry and Academia: Policy Making and Curriculum Development

Cited by 3 publications

References 19 publications

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

What is Lost When Education is Decomposed into Outcomes? A Critical Look Across Disciplines.

Engineering Skills and not People through the First-year Design Experience and Service Learning

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