1. PURDUE POLYTECHNIC INSTITUTE EDUCATION FOR THE THINKING ECONOMY Fatma Mili Head Computer& Information Technology Lead Purdue Polytechnic School of Informatics and Computing Indiana University, March 28, 2014

2. TIMES ARE CHANGING FAST, ARE WE? FROM GUIDING LIGHTS TO IVORY TOWERS

3. THE WORLD HAS CHANGED NO LONGER A KNOWLEDGE ECONOMY

4. THE ECONOMY HAS CHANGED WHAT EMPLOYERS OF THE 70’S DEMANDED Knowledge Expertise Performance Specialization Predictability Organization Obedience Deference to authority Solo performance Following rules Focus on bottom line

5. THE WORLD HAS CHANGED WHAT THE ECONOMY OF TODAY AND TOMORROW DEMANDS Ability to ask good questions Thinking & analytical skills to seek answers Information Literacy Collaboration & Communication Civic duty & sense of community Lifelong curiosity & learning

6. THE WORLD HAS CHANGED EMPLOYERS ARE LOOKING FOR DIFFERENT SKILLS

7. THE WORLD HAS CHANGED WHAT EMPLOYERS LOOK FOR TODAY AND TOMORROW

8. THE WORLD HAS CHANGED

11. STUDENTS ARE DIFFERENT

12. THE STUDENTS HAVE CHANGED Connected, multi- taskers, digital natives Used to creating and sharing Learning with and from others Informal interest- based exploration and learning Learning through exploration and discovery THEY COME WITH DIFFERENT MIND HABITS

13. THE STUDENTS HAVE CHANGED 1.Guidance with trust and respect for their individuality 2.Opportunities for nurturing their passion and challenging them 3.Opportunities for active learning through discovery 4.Support in building and growing their community and their place in it WHAT STUDENTS EXPECT FROM US

14. PURDUE POLYTECH VALUES & ASSUMPTIONS THE VALUES

15. PURDUE POLYTECH VALUES We cater to the whole person We value diversity of thinking, knowing, and learning

16. PURDUE POLYTECH VALUES Openness, collaboration, and cooperation Access

17. PURDUE POLYTECH VALUES Students’ autonomy with their learning Risk taking

18. PURDUE POLYTECH VALUES & ASSUMPTIONS THE ASSUMPTIONS

19. PURDUE POLYTECH ASSUMPTIONS Legitimacy of all learning Students are intrinsically motivated

20. PURDUE POLYTECH ASSUMPTIONS Learning in context and for a purpose Capacity to learn is not fixed

21. PURDUE POLYTECH ASSUMPTIONS LEARNING OF KEY SKILLS THROUGH REPEATED PRACTICE Lifelong learning: problem-based learning; learning in context Innovation: practicing the full cycle of innovation desirability-feasibility-viability Individual and Group learning and performance Asking Big questions and addressing grand challenges

22. PURDUE POLYTECH WHO WE ARE

23. COLLEGE OF TECHNOLOGY & PARTNERS PURDUE College of Technology SoET (5), CIT (2), CGT (1), BCM (1), AT (1), College of Liberal Arts English(1), Comm(1), Theatre & Performing Arts (1) College of Education (1) DLRC CIE/IMPACT Outside partners In progress

24. TIMELINE 3-SEMESTER SUMMARY PLAN Fall 2013 Faculty Fellows recruited Collective learning through readings, training, and workshops Cultivated sense of community Experimented with organizations Outreach to partners on and off campus Brown bag series started January 2014: organization and design Adopted Holacracy organization Developed 1 st year architecture Developed degree architecture Started recruiting students Developing assessment plan Developing competency-based credentialing Developing faculty collaboration & improvement culture Fall 2014: first cohort of students Multi-disciplinary core “course” Multi-disciplinary PBL “course” Ongoing and on-demand POD’s Ongoing formative assessment Students assigned dunns Welcoming new cohort of faculty fellows, training and preparation of year 2.

25. MORE THAN A NEW CURRICULUM IT’S A NEW CULTURE

26. NEW CULTURE FOR STUDENTS Students are mentored into discovering and creating a purposeful path rather than given a one size fit all plan of study. Students work in classroom with multidisciplinary teams of faculty (mostly) rather than through fragmented mono- disciplinary courses. Students learn just in time following their passion and purpose rather than just in case it comes up in the test. Students receive credit for demonstrating mastery rather than for seat-time served. Students receive credit for everything they learn no matter they learn it, rather than only through our lectures. Students are trusted and respected rather than tested and suspected.

27. NEW CULTURE FOR FACULTY Working with students is our highest form of scholarship rather than a routine different from scholarship. Faculty trust the students, nurture their passion, and follow their lead rather than be the sage on the stage. Faculty model openness, growth mindset, risk-taking, and lifelong learning, the same values and skills we expect from students. Faculty are collaborative, cooperative and reflective in their working with students. Faculty expect the highest standards from themselves, from each other, and from the students.

28. NEW CULTURE FOR CLASSROOMS Classrooms are open laboratories. Faculty collaborate with each other and with the rest of the community to practice the three R’s of the 21 st century: Rigor: Students practice how to think (reason, analyze, weigh evidence, problem-solve) and communicate effectively. Relevance: Problems addressed are relevant to the students’ world and interests. Relationships: Students’ place in the world relative to their peers and to the global world are always central to what they do.

29. NEW CULTURE OF GOVERNANCE Faculty have adopted the Holacracy governance system. The distributed responsibility and decision making embody the spirit of mutual respect and equality in Purdue Polytech. The explicit documented roles and responsibilities emphasize the sense of responsibility, respect for commitments, and accountability. The dynamic governance model reflects the need for flexibility and adaptability and the responsiveness to any tension felt by any member of the group. The modern governance system departs from the very traditional hierarchical structure of academia.

30. CURRICULUM ARCHITECTURE

34. COLLABORATION AND PARTNERSHIPS

35. IU INFORMATICS AND COMPUTING Model of interdisciplinary collaborative environment Breaking walls rather than walling in and slicing the pie Sharing lessons learned, challenges, and rewards Getting students’ feedback