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The Distinctive Education Program at IIT Lead Institution: Illinois Institute of Technology, Chicago, IL Collaborating Institutions: corporations, entrepreneurial ventures, non-profit organizations, government agencies Category: Curricular Date Implemented: January 2010 Website: Program Description: The Distinctive Education Program at Illinois Institute of Technology (IIT) was created to: create a shift in the engineering educational model from one-to-many (lecture/lab format) to many-to-many (multiple faculty interact- ing collaboratively with students) to enhance learning; create a increased public awareness of IIT. catalyst for innovation and creation of solutions to problems, by Assessment Information: Assessment involves students, providing students with collaborative space, supplies, equip- faculty, sponsors, alumni, employers and administrators. Data ment, and materials; and cultivate teamwork and improve is collected throughout the course about learning objectives and communication and faculty/student interaction. The program is performance of individuals, teams and program resources. composed of three interconnected components serving all Students must function on multidisciplinary and cross- undergraduates: (1) an interdisciplinary curriculum that functional teams, organize and manage complex projects, integrates industry experts and problem solving (IPRO 2.0) communicate effectively in a variety of ways, and engage in with a network of faculty and professionals problem solving including complex non- spanning all of our colleges; (2) a 13,000 technical considerations. Assessment sq. ft. dedicated space equipped with a includes evaluation of deliverables (project rapid prototyping lab available to all plan, midterm review, presentations, students (The Idea Shop) that brings people exhibit/poster, final report), evaluation of from different backgrounds and areas of IPRO Day performance by Chicago-area expertise together and provides materials, human resources, professionals, student satisfaction and team climate surveys, technology, and equipment; and (3) a strategic commitment to academic committee reviews, team member peer evaluation, providing and integrating technology (iPad initiative), in which and instructor and sponsor feedback. Since 2010, we have been the university provides Apple iPads to all first-year students. To reinventing IPRO via IPRO 2.0: The Next Generation of IPRO support this technology, IIT enhanced its campus-wide wireless Experience, to further align our interprofessional, project- infrastructure, provided training, and changed the way it does centered learning goals with IIT's vision and strategic plan. business, communicates and learns. The IPRO curriculum was This is accomplished by: (a) integrating our Institute of De- integrated into the normal faculty-teaching load and is fully sign's user-centered design principles, core problem solving, supported by university leadership. All undergraduates must and collaborative innovation methodology, (b) fostering high- complete two 3-credit-hour semester-long IPRO projects. performance teamwork that encompasses team building, Anticipated and Actual Outcomes: We anticipated the leadership, project management, communication, and ethical program would: (1) foster a collaborative learning environment decision making, and (c) delivering a discovery and ideation serving interdisciplinary project teams with state-of-the-art process that inspires students to conceive new ideas. workspace and prototyping tools, (2) provide students more Funding/Sustainability: First-time implementation: staff time and resources to work on projects, (3) create more com- salaries (5.5 FTE), $380,000/yr; faculty salaries, $250,000/yr; munity engagement and outreach projects, (4) increase corpo- expendable materials and supplies, $80,000/yr; major equip- rate sponsorship, (5) increase enrollment, (6) provide access ment purchased, $212,000; iPad initiative, $250,000/yr; and equal opportunity to a diverse student body, (7) allow wireless improvements, $100,000; and rent, $300,000/yr. The faculty to develop iPad-based curricula, (8) encourage sustain- costs for prototyping the original IPRO program were borne by ability and paperless initiatives, (9) increase student-faculty the university through its operating budget from 1995 to 1998 interaction, (10) encourage student ownership of research, and then augmented through fulfillment of its business plan. ideation, fabrication, and professional development, (11) bridge From 1995 to 2010, IPRO has a record of receiving sustaining social interactions of faculty, staff, facilitators, practitioners and funding over several years in one-semester increments from industry experts, and (12) provide understanding of the project/ corporations. As part of the strategic plan, the university has product development cycle and give students the means to guaranteed the long-term sustainability of the Program by bring their ideas to market. Our actual outcomes also included: implementing the Responsibility Centered Management model. (1) resources for faculty members to offer supplemental Sustainability is a result of strong commitment from the programs, lectures, and workshops, (2) increased use of university's upper administration and a clear funding model. educational apps, (3) analysis of real-time, continuous feed- The annual funding for the program comes from net tuition back, (4) projects driven by students' passion and interest, (5) revenue ($1,000,000), IPRO corporate sponsorships and user-centered design methodology, (6) interprofessional foundation grants ($500,000), the Provost's Office (iPad foundation based on principles of teamwork, communication, initiative; $250,000.00), workshops, rapid-prototyping services, project management, and ethical decision-making, (7) integra- Idea Shop Store ($5,000), and partnerships with programs tion of concepts and faculty from psychology, design, business, sharing space like Exelon Summer Institute and Boeing architecture, and law into engineering education, and (8) Scholars Academy. 27