Free ticketed event
Leading organizations such as the National Academy of Engineering (NAE) (2004) have championed the development of a new type of engineer: holistically skillful, adaptable to work with lean resources, impactful to society’s challenges, and entrepreneurial. These skills required of holistic STEM professionals are aligned with composer-like traits (i.e., the ability to identify and resolve problems using innovative and interdisciplinary strategies), which is a considerable departure from the classical professional whose traits are aligned with conductor-like skills (i.e., focused on executing well-designed content-specific solutions proposed by others) (Arce, 2009). In accordance, the training of holistic STEM professionals requires a different learning environment and instructional approach that necessitates collaboration, is student-centered, and has a focus on innovation and fluency in interdisciplinary fields (Jorgensen et al., 2019). While educational research is available to indicate methods of instruction appropriate for the development of holistically-trained engineers (Arce & Schreiber, 2004; Felder & Brent, 2015; Grasso & Burkins, 2012), few efficient platforms exist to assist with the implementation of said instruction and even fewer guidelines are available to develop the necessary skills aligned with a facilitator of learning specific to this type of holistic STEM professional. At TTU, we have developed and assessed a pedagogical learning platform, the Renaissance Foundry Model (herein, the Foundry) (Arce et al., 2015; Jorgensen et al., 2019) that has received several university awards and recognitions from ASEE and other international organizations as an effective platform to guide the development of holistic-style STEM professionals. This workshop will introduce the Foundry and train educators interested in becoming effective facilitators of learning in applying this platform.
The primary audience for this workshop is engineering educators interested in learning about active learning or inquiry learning concepts. It is open to new and experienced faculty, administrator, or program directors and coordinators. All participants will achieve the following: a) a basic understanding of working with the Foundry; b) a knowledgeable level in designing and implementing courses guided by the Foundry; and c) an initial understanding of the various aspects involved when facilitating courses guided by the Foundry. Our goal for this workshop is that participants will receive extensive training that will be helpful for their self-learning in developing skills associated with becoming effective facilitators of learning geared towards the development of holistic-style STEM professionals as guided by the Foundry.
Take-home materials: Participants will receive examples of implementation materials from previous courses where the Foundry has been used. They will receive links for additional materials in order to support their development as well as coaching to develop and implement Foundry-guided strategies in their own courses. Case studies featured in this workshop will also include examples of student team projects (e.g., prototypes of innovative technology, the protection of their IP, and organization of a start-up company).
Pedro E. Arce is the holder of M.S. and PhD degrees in chemical engineering from Purdue University and a Diploma in Chemical Engineering from the Universidad Nacional del Litoral, Santa Fe, Argentina. He is Professor and Chairperson in the TTU Department of Chemical Engineering and a University Distinguished Faculty Fellow. His research interests include engineering education and technical projects including nano-structured hydrogels and a variety of
catalytic systems. Dr. Arce is a founding member of the Renaissance Foundry Research Group that received the Thomas C. Evans Instructional Paper Award from the ASEE-Southeast Section in 2014 and the companion ASEE Zone II Best Paper Award in 2015.
Dr. Andrea Arce-Trigatti holds a PhD in Education with a Learning Environments and Educational Studies concentration from the University of Tennessee, Knoxville. She is currently on the Faculty in the Department of Curriculum and Instruction at Tennessee Technological University. Her research centers on cultural studies in education, issues in multicultural education, and collaborative learning strategies. As a founding member of the Renaissance Foundry Research Group, she has helped to develop and investigate the pedagogical techniques utilized to enhance critical and creative thinking at interdisciplinary interfaces.
Dr. Stephanie N. Jorgensen holds a PhD in Engineering with a Chemical Engineering concentration from Tennessee Technological University. She is currently on the Faculty in the TTU Department of Chemical Engineering. Her research interests focus on engineering education as well as the development and validation of mathematical and physical models for better understanding of species transport through healing wounds and predicting the effects of facilitated wound closure techniques (e.g., suturing, etc.) on resultant scarring. She is currently a contributing research member of the Renaissance Foundry Research Group.
Dr. J. Robby Sanders is an Associate Professor at Tennessee Technological University in the Department of Chemical Engineering. He obtained his Bachelor of Science degree in Mechanical Engineering from Tech in 1995, and he obtained his Master of Science and PhD degrees in Biomedical Engineering from Vanderbilt University in 1998 and 2001, respectively. His research interests include innovation-driven learning at the interface of disciplines, clinical diagnostics and new therapeutics for diseases of the lungs, development, utilization, and characterization of soft gel materials, and wound healing. He is a founding member of the Renaissance Foundry Research Group.