I am an educator first, an educational innovator and thought leader (theory to practice) second and an educational researcher (discovery) third. I do not see these as separate scholarly activities. A focus has been on building frameworks and tools that help bridge the gap between STEM and with the Arts, Humanities and Business. In this pursued the goal is to broaden students' view beyond the technology to see interconnections with other disciplines.
Given a variety of workshop on all of these topics (KEEN ICE, NSF EpiCenter, work on Team Teaching etc....)
Below are active projects XXX. many are interrelated (Click on the links to skip)
as an amplifier of learning in and out of the classroom
Describe your image
to connect truly active learning and technical concepts
to dissect how things work out in the real world
to holistically view a new technology is born
to see the complexities of how a new technology comes into being
As an iterative framework to provide a holistic view all on one page
as a metaphor for how to be impactful
as a way to instigate change
Reflection and Portfolios
I have a deep interest in reflection and storytelling as a way to better understand
It is integrated into every learning experience I create. Along the way I have created several tools and resources
Part of eportoflio and
And have given a variety of workshops and talks on the importance of reflection and storytelling.
Ideas at Play
Ideas at Play is a group of educators and game designers who collaborated to gamify classrooms. Together we built tools and resources, ran workshops and gave talks at several conferences.
Link to papers, conference presentations and workshops
Link to out resource on Epicenter or at KEEN?
Paper from Cherly
ASEE Active Stuff
Moving Analogies is a pedagogical technique that uses physical movement (often as a group) to build powerful analogies to concepts. The movements are derived from a wide range of sources including agent based models, kinesthetic learning, theater and dance exercises and familiar kids games. Concepts range from teaming and communication to the flow of money in an economic system, how action potentials propagate across a synapse, and XXX
Accreditation and Assessment
What we measure tells a lot about what we value. And therefore a way to instigate change in any system is to propose different measures.
Assessment (both formative and summative) is a critical element of all learning environments from the level of individuals to programs. I have focused my work on programatic assessment of engineering programs. As a trained ABET evaluator, and having taken part in two accreditation cycles of a new program, I have gain an intimate XXX. I gave a keynote talk at the International ABET Symposium in 20XX on how to incoporate the T-Shape (see below) into engineering accrediataion. I have also published papers on the intersection of ABET and Entrepreneurship <LINKS>, co-authored a report through ASEE that captured the voice of engineering faculty and was sent to ABET, and have been featured on the VentureWell blog <LINK>.
Coding to Think
Coding to think is derived from the idea of Writing to Think - express oneself in any medium is powerful pathway to clarifying the nuances of a complex topic or system. In coding, moving an idea from one's head to a working simulation forces deep consideration for the nature of the real world.
What are the variables of the system? How are they interrelated? Which parameters matter the most? What are inputs and outputs? Coding to think exercises the critical thought processes that are vital to becoming a successful researcher or designer.
Read the paper below to learn more about how to incorporate Coding to Think into classes, the benefits and cautions, some physical simulations that can inspire coding and real student case studies
<Link To Paper>
Like Mechanical dissection but more holistic for a product. Was part of a TUES Phase III grant and then went on to XXXXX
Was also Validated by several C-level industry executives
Which won best paper in the ASEE Entrepreneurship Division.
An expanded version of the paper appeared in XXX
Are one-page, visual
Built off of the original intention of the Business Model Canvas - to allow one to see all on one page the key features of any complicated system. And to record notes, discoveries and hypotheses that could help guide future work. It is meant to be a framework that is used iteratively in a process of discovery and creation
Created a gamification canvas to be used with Moving Analogies and a canvas was also created for Product Archeology.
In addition I collaborated with Cory Hixson and XXX on a more comprehensive set of canvases that could be used in engineering, and more specifically entrepreneursip, settings.
Immersive Engineering Design
Design Challenges and Sprints before they were considered popular in higher education.
To reveal and put topics close together so that studnets can more easily see how they are interrelated
Coupled with Reflection
Senior Design Challenge
K-WIDE , <LINK TO COURSE>
UN Sustainable Development Goals
The 20XX KEEN keynote that was delived live
And a 20XX KEEN Ted-style snap talk
Has been disseminate dout to others
And was 5 days in Chile
Much of my work in Canvases, Product Archaeology, Immersive Engineering design, Accreditation and XX
My scholarship beyond these activities has been primarily in how to help faculty incoporate
Part of Standard EpiCenter where I created several tools and frameworks for aiding in faculty adaoption.
KEEN facuty development workshops
Several innovation talks around the world on how to help faculty think of themselves as entrepreneurs.
<LINKS>Papers and Talks
Where Engineering and the Liberal Arts can come together
Point out BMEG 350