1. Figure 3 – DBL-T Ecosystem. MINDSET, ECOSYSTEMS, AND DISCOVERY-BASED LEARNING IN MULTIDISCIPLINARY TEAMS (DBL-T) Dan Ewert, Ph.D. North Dakota State University Keywords: Discovery-based-learning, teams, mindset, educational ecosystem

2. Why? What problem are you solving? Prepare engineering students for the complex realities of the modern research/design environment in a globally-competitive innovation economy by rethinking the engineering student education model. What are your educational objectives? Educate students in a model that brings together mindset, ecosystem thinking, and multidisciplinary, immersive discovery-based learning to produce engineering students capable of effective discovery and design in the modern research/design environment.

3. Prognosis? How are you documenting impact? Student portfolios and research products How do you plan to scale-up? Inclusion of industry projects, commercialization. What challenges are you currently facing? Funding, administrative barriers, credentialing What advice would you like from others at FOEE? How to measure mindset and ecosystem modeling.

4. When? What is the developmental history of your innovation? 2004. Scholar- and Super-Teams “Scholar Teams” combined undergraduate ECE students with graduate students and faculty working on a project of interest. “Super Teams,” included external experts on the team. 2009. Iron Range Engineering (IRE) The IRE program extended the concepts of super teams to a 100% project-based-learning curriculum that brought together students, faculty and industry partners.

5. When?, (cont’d) What is the developmental history of your innovation? 2011. Electrical and Computer Engineering Discovery-Based Learning Sequence In discovery-based learning model, students from different disciplines are immersed in a cardiovascular engineering four course sequence. 2015. NAE Workshop on Educational Ecosystems. Attending this workshop expanded the educational concept to include developing student mindset and research ecosystem exposure resulting in Mindset, Ecosystem, and Discovery- Based Learning in Multidisciplinary Teams (DBL-T) model. 2015. Trial Run of DBL-T Fall of 2015 we’ve initiated a trial run of the DBL-T model with 10 engineering students, three animal and range science students, and two pharmaceutical science students.

6. Where? Have you tried this in other institutions? A precursor of the DBL-T model was implemented at Minnesota State University – Mankato’s Iron Range Engineering program. Is this developed for a single class, a full course, or a curriculum? This is a four-course sequence across multi- disciplines.

7. What? What learning activities and materials have you developed? Student-led multi-disciplinary learning objective creation combined with Bloom’s taxonomy. What is your theory of change? Educating students in mindset, ecosystem thinking, and multidisciplinary, immersive discovery-based learning produces students capable of effective discovery and design in the modern research/design environment. What has worked really well? Multi-disciplinary learning objectives & team research.