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AAC&U article: outline

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Leticia Britos Cavagnaro

on 17 February 2016

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Transcript of AAC&U article: outline

world's problems are increasingly more complex
students need different skills
wicked
unscripted
comfortable with ambiguity and uncertainty
empathy
creativity
10x thinking
problem-framing
need to re-imagine teaching
and learning
instill confidence in ability to develop learning skills
consider inspiration as a key ingredient of learning experiences
give students the autonomy to work on projects that are connected to their passions
give students opportunities, space and tools to become better collaborators.
give students the opportunity to experience productive failure.
expose students to different ways of thinking and learning.
hyperloop teams from design class in U of Illinois
Lehigh Mountaintop
contrast real world with school problems: TABLE
Embrace
NSSE results: coursework with creativity correlated with engagement, but differences by field of study
Carol Dweck
David Yeager
innovators,not innovations (footnote)
e-portfolios
Stanford 2025
Make Space
Learning Spaces Collaboratory
CATME
Manu Kumar
Dale Dougherty's Maker Mindset
Shea's hand
solutions within sight: I and E for all students
Christensen
Kauffman report: proliferation of eship in universities
skills/mindsets above are those of innovative entrepreneurs
I&E learning opportunities are valuable for all students
I&E centers are proliferating
DT
Lean Startup
Overlap DT and LS: uncovering needs, hands-on approaches
intro
moonshot: leverage students as change agents
calls for change (several reports)
3 reasons why students are key:
they are the customers
peer-to-peer influence
not bound by same constraints as faculty and admin (perhaps phrase it in a positive way?)
education is a wicked problem --> need to use moonshot thinking to
"both affect change and increase pace of change"
"one strategy is to consider the ways students should be engaged..."
innovative companies leverage customers to get feedback and co-design. why not academia?
Olin story
The Art of Making
"Peer influence can persuade students to invest a significant amount of time outside of the traditional classroom experience to hone their innovative and entrepreneurial skills. Almost entirely student driven, a new wave of extracurricular activities has emerged in
hackathons
..."
Tanner's story
James Madison's pop-up classes
students speaking with donors alongside deans, provosts and presidents, and getting money (4 stories naming only the institutions)
Activating student change agents
"over last 3 years, UIF program has experiments with 150 institutions..."
process of becoming a Fellow (needs rewriting)
customer satisfaction
Tue 2/16
students need different skills
comfortable with ambiguity and uncertainty
empathy
creativity
10x thinking
problem-framing
instill confidence in ability to develop learning skills
consider inspiration as a key ingredient of learning experiences
They give students the autonomy to work on projects that are connected to their passions
They give students opportunities, space and tools to become better collaborators.
They give students the opportunity to experience productive failure.
They expose students to different ways of thinking and learning.
Lehigh Mountaintop
contrast real world with school problems: TABLE
Embrace
NSSE results: coursework with creativity correlated with engagement, but differences by field of study
Carol Dweck
David Yeager
innovators,not innovations (footnote)
e-portfolios
Stanford 2025
Make Space
Learning Spaces Collaboratory
CATME
Manu Kumar
Dale Dougherty's Maker Mindset
Shea's hand
Christensen
Kauffman report: proliferation of eship in universities
those skills/mindsets above are those of innovative entrepreneurs
I&E learning opportunities are valuable for all students
I&E centers are proliferating
DT
Lean Startup
Overlap DT and LS: uncovering needs, hands-on approaches
intro
moonshot: leverage students as change agents
calls for change (several reports)
3 reasons why students are great candidates:
they are the customers
peer-to-peer influence
not bound by same constraints as faculty and admin (perhaps phrase it in a positive way?)
innovative companies leverage customers to get feedback and co-design. why not academia?
Olin story
The Art of Making
Tanner's story
James Madison's pop-up classes (although this is a collaboration with faculty...)
students speaking with donors alongside deans, provosts and presidents, and getting money (4 stories naming only the institutions) --> select one story
Activating student change agents
"over last 3 years, UIF program has experimented with 150 institutions..." (needs re-writing)
process of becoming a Fellow (needs rewriting)
alternative flow to fit the moonshot theme
From CIBM:
Given that students spend only a few years in school, the idea of students being responsible for lasting institutional change might sound counterintuitive.

However, three inherent characteristics are at the core of students’ potential to become change agents. First, students, as the
primary consumers
of the education system, understand what works and doesn’t work for themselves and for other students. Second, their
unfamiliarity with academic bureaucracy gives them a healthy disregard for the impossible
. Third, the
limited time horizon
of an undergraduate education instills a sense of urgency in students who want to effect change.
canonical moonshot story
define moonshot thinking: big problem + radical solution
education, and in particular HE is a big problem --> fits moonshot thinking
world's problems are increasingly more complex
restate that moonshot thinking is about radical solution. Our moonshot: leverage students as change agents
need story: Alan Xia's pop-up classes?
impact
they move fast
need conclusion
connect these to I&E at deeper level, instead of framing them as suggestions
explain in a short intro the whole picture, perhaps just hinting at the proposed solution.
this is a first-order problem within education
What do students need to learn?
connection with I&E at high level
What do I&E learning experiences look like?
note: in red those sections that I'm not sure I can fit here, so they would be cut, or would have to be moved elsewhere, maybe even within another subtitle here.
note: on the right I added what we wrote for CIBM. I propose sticking to same points. In my opinion, the peer-to-peer stuff goes under they are the customer.
note: this does not necessarily have to be the title
note: this does not necessarily have to be the title
color code:
orange: resource or research
blue: story
red: things that need attention or rewriting
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