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Developing Personal Mastery of
Engineering Educators to Educate Future Engineers
Dr. N . Asokann tvasokan@gmai l . com 91-9445191369
Background
E d u c a t o r s a l w a y s h a v e m o r e t o l e a r n .
P e r s o n a l M a s t e r y i s c e n t r a l t o t h e q u a l i t y o f H i g h e r E d u c a t i o n
C h a n g e s i n t h e e n g i n e e r i n g p r o f e s s i o n f o l l o w c h a n g e s i n c u l t u r a l , s o c i a l , a n d p o l i ti c a l e n v i r o n m e n t s .
Social and political contexts change, and the specific circumstances in which engineering schools, faculties,
and students find themselves have changed with new technologies and social developments that pose new challenges
Engineering profession in the next decade will undergo dramatic changes, driven by not only technological developments but also societal transformation
Past accomplishment
s of teachers guarantee
nothing about future success and an almost
obsessive need for self-initiated
teaching, learning and
assessing process and continuous
improvement.
3
OPPORTUNITY AND CHALLENGE
Prepare engineers for solving unknown problems and not for addressing assumed scenarios
the emphasis should be on teaching to learn
Teaching engineers to think analytically will be more important than helping them memorize algebra theorems.
Teaching them to cope with rapid progress will be more critical than teaching them all of the technology breakthroughs
In the past 20 years that the amount of new knowledge increases at a logarithmic rate in all technology and physical science disciplines
Students are driven by passion, curiosity, engagement, and dreams
Making universities and engineering institutions exciting, creative, adventurous, rigorous, demanding, and empowering milieus are more important than specifying curricular details.
section 02
Explosive advances in knowledge, instrumentation, communication, and computational capabilities have created mind-boggling possibilities for the next generation.
4
Tra n s f o r m a ti o n s o f E n g i n e e r i n g E d u c a ti o n
Accreditation Board for Engineering and Technology (ABET) identified 12 competences
Seel (2000) suggests that cultural change in engineering education will be achieved only when the nature of the conversation about engineering education has changed.
Eckel and Kezar (2003) suggest that transforming engineering education will require that the majority of engineering faculty members change the way they think about engineering education.
The reformation in engineering education suggest that social and political changes cannot be successfully adapted and adopted if current faculty are not actively encouraged and supported to develop their personal mastery.
section 03
The engineering profession has a trans-organizational character.
Engineering educators have debated at length over the last 125 years
Journal of Engineering Education, 1893, one can track the ongoing debates about the nature and shape of engineering education.
5
Need for a new generation of faculty able to bridge the gap between engineering education and engineering practice.
N e e d fo r fa c u l t y to
p o s s e s s t h e m i x o f
k n o w l e d g e , s k i l l s a n d
ex p e r i e n c e s
To c a p t u r e t h e i m a g i n a t i o n s o f y o u n g p e o p l e
P a s t a c c o m p l i s h m e n t s o f t e a c h e r s g u a r a n t e e n o t h i n g a b o u t f u t u r e
s u c c e s s
I n t e r n a t i o n a l m a r k e t p l a c e f o r e n g i n e e r i n g s e r v i c e s i s d y n a m i c .
Need for Personal Mastery
6
Personal Mastery
section 04
Discipline of personal growth
and learning
Continually expanding
people’s ability to create the results in life they truly
seek
• continually clarifying what is important to us
• continually learning how to see current reality more clearly
7
Nine Characteristics
V i s i o n f o r T h e m s e l v e s High Energy Fa n a t i c
D i s c i p l i n e
Story Tel l ing
Tr u s t e d R e l a t i o n s h i p
L i f e l o n g L e a r n i n g
S i m p l i c i t y S y s t e m T h i n k i n g
Performance with
Purpose
• Have a very clear idea of what they believe they can become
• What they think they are capable of
• Visualize great outcomes for the lessons they taught
• Expect students to be inspired for life
• Set high expectations in all domains of student contribution
• Don’t be afraid to dream the impossible dream.
Educators just need to be constantly relating anything that they are actually doing to a bigger purpose.
Mathematics is weight training for the brain.
C o n s i s t e n c y w i t h l o n g t e r m g o a l s
D i s c i p l i n e i s n o t t h e s a m e a s m e a s u r e m e n t
C o n s i s t e n c y w i t h p e r f o r m a n c e s t a n d a r d s
D i s c i p l i n e i s n o t t h e s a m e a s r e g i m e n t a ti o n
C o n s i s t e n c y o f m e t h o d
D i s c i p l i n e i s n o t t h e s a m e a s h i e r a r c h i c a l o b e d i e n c e
C o n s i s t e n c y o v e r ti m e
D i s c i p l i n e i s n o t t h e s a m e a s a d h e r e n c e t o b u r e a u c r a ti c r u l e s
Fanatic Discipline
T r u e d i s c i p l i n e r e q u i r e s i n d e p e n d e n c e o f m i n d t o r e j e c t p r e s s u r e t o c o n fi r m i n w a y s i n c o m p a ti b l e w i t h v a l u e s , p e r f o r m a n c e s t a n d a r d s , a n d l o n g t e r m a s p i r a ti o n s .
T h e o n l y f o r m l e g i ti m a t e f o r m o f d i s c i p l i n e i s s e l f d i s c i p l i n e , h a v i n g t h e i n n e r w i l l t o d o w h a t e v e r i t t a k e s t o c r e a t e a g r e a t o u t c o m e , n o m a tt e r h o w d i ffi c u l t .
High energy give the impression of increase for all their followers.
Students perceive educators as being able to bring more to their lives.
Give the impression of increase routinely, without even being aware of it
Lifelong learning is an activity to fill
up the “competency gap” between
what you want and what is your
current competency level to achieve
what you want.
There is a need to learn, arises from a
“learning gap” between what is
known and what needs to be known
Self discipline
Comfort with repetitiveness
If required, comfort with being alone.
Trusted Relationship
H u m a n Re l a ti o n sThe ability to get along with and influence other people
Global currency is made of Relationships
Tr u s t
The key to success is your ability to earn trust.
People trust and choose to believe people they like
‘‘The more people trust you, the more they buy from you.’’
–David Ogilvy
Stories provide inspirationInspiration drives action
Part Entertainment Part Instruction
Stories cause Mental Simulation. Mental Simulation build Skills
17
System Thinking“Age of
Interdependence”
humankind have the capacity to create far more information than anyone can absorb
to foster far greater interdependence than anyone can manage
to accelerate change faster than anyone’s ability to keep pace.
Shift of mind from
seeing parts to seeing wholes
seeing people as helpless reactors to seeing them as active participants in shaping their reality
reacting to the present to creating future.
18
Simplicity
The process of prior itization i s the heart of s impl ic i ty.
“ F i n d i n g t h e
C o re .”
S i m p l i c i t y d o e s n ’ t m e a n d u m p i n g d o w n , i t m e a n s c h o o s i n g
ClassicBohrmodelofanatom– It’s like the solar system but on a microscopic level
Aone-sentenceideathat’ssufficientlyprofoundthatyoucouldspendalifetimelivinguptoit.
Conclusion
Why are educators teaching this stuff,
when students could easily learn this on the internet,
from books, through games etc.?
Conclusion Educators are an inspiration, students want something educators have got, students see educators in action, talented, and pick up the fact that they
believe in themselves, they work hard, they think differently, they simplify the complexity, they have great personal energy, they trust worthy, they are fanatically driven, infected with an incurable need to produce great results and they tell great stories...
No People can r ise above the level of i t s teachers
- C icero