ENE Memo: July 25, 2016
From the Head: 07/25/2016
A Courageous, Compassionate Community
Over the next three weeks I will share some departing thoughts on our School of Engineering Education. Since launching the ENE Memo on August 15, 2011, I have presented this weekly essay as a way to reflect on how we were travelling as a community and to encourage us to strive to be the best that we can be. The first of these final three essays is titled, A Courageous, Compassionate Community.
The very existence of our School of Engineering Education reflects bold decisions and daring; a visionary act of courage on the part of many people - academic leaders, administrators, faculty, staff and students. It is never easy to be the first; to step into the unknown; to make a calculated risk and imagine a different future.
Our founding faculty put their future careers on the line. There were no guarantees. Would junior faculty get tenure? Would mid-career faculty make full professor? The coming together of Freshman Engineering (founded in 1953) and the Interdisciplinary Engineering Program (founded in 1969) plus the creation of an innovative graduate program to form ENE also presented unique challenges for staff and students who joined this unfamiliar and emerging academic unit.
The creation of the Ideas to Innovation Learning Laboratory and the Artisan and Fabrication Laboratory (2005-07) was a collaboration of faculty and staff who demonstrated imagination and displayed courage and persistence against opposition as they pioneered a new approach to learning environments at Purdue. Our faculty and staff also displayed comparable courage to overcome resistance in proposing and successfully implementing the more student-centered first-year engineering courses (2006-9); replacing large lecture sections of over 400 students with active, collaborative learning in teams of four students and what became a flipped classroom experience. The subsequent development of the IMPACT program, new flexible class rooms around campus and now the Wimeth Active Learning Center at Purdue vindicated the courage shown by our community. There are numerous other examples over the years of this community demonstrating the courage to shape a better future.
In 2008, following an extensive consultative process, our community committed to a vision of a more inclusive socially connected and scholarly engineering education. By radically rethinking the boundaries of engineering and the purpose of engineering education we showed that we were also a compassionate community, both in terms of the types of futures we imagined for society through the work of engineers and how these might be realized. Our compassionate approach is expressed in the issues we care about, the teaching and organizational practices we adopt and aspire to and the matters we choose to investigate through our research.
In earlier essays I highlighted several authors who explore ways to foster courage and compassion in who we are and how we work in community to create meaning and purpose. It is worth revisiting the wisdom of Brene Brown, Daring Greatly and Bernie Roth, the Achievement Habit.
The resolve to act boldly, the courage to challenge accepted practice and the resilience to persist against countervailing forces that this community has amply demonstrated throughout its brief history will be just as critical for our success going forward. The landscape of engineering education research and innovation is changing nationally and globally. New academic units and graduate programs are emerging, creating both competition and enhanced opportunities for collaboration. Questions remain about the long term certainty of traditional sources of research funding. Nevertheless, the future is full of promise for those prepared to shape it.
By following a compassionate path in transforming engineering education, we choose, in the words of President Kennedy, to do these things “not because they are easy, but because they are hard; because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one we intend to win”.
... to Robin Adams, Candee Krautkamer (ENE Industrial Advisory Council & Kimberly-Clark Corp), Peter Allen, Richard Dodge, Charles Morell, Larry Sawyer on receiving the Best Paper Award at the International Conference on University-Industry Interaction held in Amsterdam June 1-3. Their paper titled, "Harnessing the Elusive Expertise of Big Picture Thinkers" resulted from a project initiated by Kimberly-Clark Corporation as part of our experimental graduate class Harnessing Industry Expertise.
... to Alice Pawley, Corey Schimpf, & Lindsey Nelson on publication of a paper titled "Gender in Engineering Education Research: A Content Analysis of Research in JEE, 1998-2012." in the Journal of Engineering Education 105(3) 508-528, 2016.
... to Andrea Mazzurco on taking up a post-doctoral position as an Educational Research at The University of Queensland beginning at the end of August.
News and Information: 07/25/2016
Welcome two new FYE Academic Advisors
Samuel Hui-Sun Cho received his Master’s degree in Education/College Student Affairs Leadership in April 2016 from Grand Valley State University in Michigan and his Bachelor’s degree in Psychology also from Grand Valley State University. Sam, as he prefers to be called, has been an Admissions Assistant at Grand Rapids Community College where he served as an outreach recruiter and liaison to prospective students and personnel at designated recruitment sites and events. As a Graduate Assistant at Grand Valley State University, he worked in the Academic Advising Center where he met one-on-one with undergraduate students to discuss major requirements, internship opportunities, career aspirations, and student success. He was also responsible for preparing transfer equivalencies and major requirements for transfer students.
Stephen I. Smith is a Lafayette native and earned both his Master’s and Bachelor’s degrees from Purdue University. Stephen’s Master’s degree is in Education and his Bachelor’s degree is in English Education. He holds an Indiana Professional Educator’s License in Language Arts. Stephen has over 11 years of experience in education, from secondary school to higher education. He has three years of graduate teaching assistant experience at Purdue University having been a TA in EDCI 20500 and has been a TA in EDCI 30900. Stephen also assisted in the coordination of the online master’s program for the Department of Curriculum and Instruction. Stephen has also served as a University Supervisor at Purdue to English Education students during their student teaching experience. Stephen also served as a teacher in the Lafayette School Corporation from 2004-2013 and has served as the boys and girls tennis coach for the Lafayette School Corporation. In his capacity as TA and as a public school teacher, Stephen brings a wealth of experience advising students in various aspects of the education process.
Please join us in welcoming Sam and Stephen to our FYE advising team. Sam will be located in ARMS 1351 and Stephen will make his office in ARMS 1345. Both will begin employment on August 1, 2016.
Funding Opportunities: 07/25/2016
Selected Funding Opportunities:
NEA Research: Art Works These awards support research that investigates the value and/or impact of the arts, either as individual components of the U.S. arts ecology or as they interact with each other and/or with other domains of American life. Research: Art Works offers support for projects in two areas: 1) Track One: Value and Impact, and 2) Track Two: Experimental and Quasi-Experimental Designs. Deadline: October 11
Universities Research Association (URA) Visiting Scholars Program These awards provide financial support for faculty and students from URA's 89 member universities to work at Fermilab for periods of up to one year. URA makes two rounds of awards each year, in the spring and fall. Researchers are defined as graduate students, postdocs, or faculty doing research in areas such as high energy physics experiments, astrophysics, theory, accelerator physics, materials science, and computer science, related to the Fermilab mission. Deadline: August 29
Preproposals and rankings to the EVPRP should be e-mailed to EVPRPlimited@purdue.edu. Purdue’s open limited submission competitions, limited submission policy, and templates for preproposals may be found at http://www.purdue.edu/research/funding-and-grant-writing/limited-submissions.php. For any case in which the number of preproposals received is no more than the number of proposals allowed by the sponsor, the EVPRP will notify the PI(s) that an internal competition will be unnecessary.
Limited Submission: NSF Improving Undergraduate STEM Education: Pathways into Geoscience (IUSE: GEOPATHS) The primary goal of the IUSE: GEOPATHS funding opportunity is to increase the number of undergraduate students interested in pursuing undergraduate degrees and/or post-graduate degrees in geoscience through the design and testing of novel approaches for engaging students in authentic, career-relevant experiences in geoscience. In order to broaden participation in the geosciences, engaging undergraduate students from traditionally underrepresented groups or from non-geoscience degree programs is a priority. The program offers two tracks: GEOPATHS-EXTRA and GEOPATHS-IMPACTS. For this opportunity, Purdue may submit only one application as lead, regardless of track.
- Internal Deadline: Contact EVPRPlimited@purdue.edu by July 27
- Sponsor Deadlines: August 16 – LOI; October 11 – Full proposal
Anticipated Funding Opportunities:
These solicitations are anticipated to be released soon based on the timing of previous solicitations for the program or notices of intent to publish. We are posting this information to help with proposal planning efforts but please keep in mind that the release dates and/or scope of a solicitation can change from year-to-year so be sure to read the solicitation carefully once it is released.
As always, we appreciate your sharing this information with your faculty. Please contact Sue Grimes (email@example.com), Kristyn Jewell (firstname.lastname@example.org), or Perry Kirkham (email@example.com) with any questions.