Start Date
6-6-2017 12:00 AM
Description
Short Abstract:
In 2013 a learning innovation incubator began with a question “what might an education addressing next-generation skills look like?” A result was the first competency-based undergraduate program at a main campus of a major university. This talk provides insights into a process involving learning and policy innovation.
Full Abstract:
In 2013 a learning innovation incubator began to consider the question “what might an education addressing next-generation skills look like?” Faculty from technology, mathematics, science, and various disciplines in the humanities met weekly for six months establishing trust with the help of a learning innovation coach using open dialog in areas such as empathy, belonging, and vulnerability.
With the help of experts from Cal Poly San Luis Obispo and Olin College, two learning experiences (courses) were created and developed in the spring and summer of 2014. The learning experiences intentionally integrated the humanities with STEM fields using self-awareness and open-ended wicked problems as cornerstones to foster and develop individual student learning and metacognition. A competency-based learning model was adopted to assess student agency and learning in a more holistic way.
Over the next three years a cohort of students navigated requirements for their declared major while participating in these new and evolving learning experiences, and the process of obtaining necessary degree approvals.
Our Journey Into Learning Innovation and Competency-Based Education
Short Abstract:
In 2013 a learning innovation incubator began with a question “what might an education addressing next-generation skills look like?” A result was the first competency-based undergraduate program at a main campus of a major university. This talk provides insights into a process involving learning and policy innovation.
Full Abstract:
In 2013 a learning innovation incubator began to consider the question “what might an education addressing next-generation skills look like?” Faculty from technology, mathematics, science, and various disciplines in the humanities met weekly for six months establishing trust with the help of a learning innovation coach using open dialog in areas such as empathy, belonging, and vulnerability.
With the help of experts from Cal Poly San Luis Obispo and Olin College, two learning experiences (courses) were created and developed in the spring and summer of 2014. The learning experiences intentionally integrated the humanities with STEM fields using self-awareness and open-ended wicked problems as cornerstones to foster and develop individual student learning and metacognition. A competency-based learning model was adopted to assess student agency and learning in a more holistic way.
Over the next three years a cohort of students navigated requirements for their declared major while participating in these new and evolving learning experiences, and the process of obtaining necessary degree approvals.