IDEAs for Transformative Learning and Reflection in

STEMLorelle A. Meadows (Natural Scientist), Mary Raber (Mechanical Engineer),

Laura K. Fiss (Humanist) & Kari Henquinet (Social Scientist)

Pavlis Honors College

Michigan Technological University

Inclusive Excellence in Honors

The Pavlis Honors College

The Path from GPA to Motivation• High School GPA/ACT/SAT only moderate predictors of college GPA

and retention (Anastasi 1963; Daugherty and Lane 1999; DeBerard, Spielmans, and Julka 2004; Galicki and McEwen 1989; Wolfe and Johnson 1995; Kobrin & Michel, 2006)

• Standardized tests biased against under-represented minority and low socio-economic status populations (Banerji, 2006; National Research Council, 1999)

• Limiting participation in honors experiences by GPA/ACT/SAT further disadvantages those who enter higher education at an already accumulated disadvantage• the very students who benefit the most (Kuh, 2008; Finley and McNair, 2013)

• Motivation is a key factor likely to produce “excellent and successful professionals” (Weerheijm and Weerheijm, 2012) • as evidenced by the setting of long-term mastery goals vs short-term performance

goals

Theoretical Foundations• Motivation Theory

• Self-Determination (Ryan & Deci)• Self-Efficacy (Bandura)

• Adult Development Theory• Kegan’s Theory of Development• Emerging Adulthood (Arnett)• Self-Authorship (Baxter Magolda)• Reflective Judgment (King)

• Educational Theory• Kolb’s Experiential Learning Cycle• Mezirow’s Theory of Transformative Education• Learning Partnership Model (Baxter Magolda)

• Design Theory• Design Thinking (Arnold, Plattner, Brown…)• Life Design (Burnett & Evans)

Adult Development Theory

58% of Adults

35% of Adults(2% of College Seniors)

1% of Adults

What Employers and Grad Schools Want!

Adult Development Theory

Thisshiftpreparesstudentstomanagetheadaptivechallengesofthe21stcentury

58% of Adults

35% of Adults(2% of College Seniors)

1% of Adults

Following External FormulasWhat authority figures believe is correct, by virtue of their position. Relationships are for seeking approval, and my sense of self is defined by those around me.

CrossroadsTorn between following others’ versus own visions and expectations. Am I who I think I am? What do I believe, and who am I becoming?

Authoring One’s LifeRecognizing the need to operate more authentically on all three dimensions, individuals begin to choose their own beliefs, values, and identity.

Self-AuthorshipCognitive DevelopmentHow do I come to know what I know? Are my beliefs true and valid? According to whom?

Intrapersonal DevelopmentWho am I, and what do I use to create an acceptable definition of myself?

Interpersonal DevelopmentWhat is my place in relation to the social world around me? What is the nature of my relationships?

BasedonBaxterMagolda etal,2012

Honors Program Components

● A mix of curricular and co-curricular experiences

● Building capacity for criticalreflection and dialogue

● Using design thinking approach to life design Three1-creditHonorsSeminarCourses

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Learn Deeplysatisfy curiosity, discover passion

and ignite imagination over

your lifetime

Embrace Ambiguitybecome comfortable with

uncertainty and

Welcome Challengemove intentionally outside of your comfort zone, take

risks, celebrate success, and learn from failure

Know Yourselfbuild self-awareness

through reflection,

listening, and experience

Balance Confidence and Humility

recognize your strengths and

limitations and fulfill your personal need to

grow in leadership and followership

Act with Purposeseize opportunities

and pursue goals with purpose, creativity,

and integrity

Value Diverse Perspectives

engage with others to exchange perspectives,

synthesize ideas, and exhibit compassion

Communicate Empathetically

understand and adapt by listening across differences

and contribute your story with respect

and humility

Engage in Mentorship

accept and value shared guidance and knowledge,

and fulfill this need for others

Pavlis Honors Abilities

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65% of today's students will have jobs that do not exist yet; how do we prepare students for their future?

• Adaptability• Comfort with ambiguity• Confidence• Global citizen• Resilience/Growth mindset• Self-motivated• Self-aware• Willing to take responsible risks• Metacognition• Emotional intelligence• Lifelong/Deep learning

https://unsplash.com/photos/xU5Mqq0Chck

Shared Visioning…Tech Forward

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Learn Deeplysatisfy curiosity, discover passion

and ignite imagination over

your lifetime

Embrace Ambiguitybecome comfortable with

uncertainty and

Welcome Challengemove intentionally outside of your comfort zone, take

risks, celebrate success, and learn from failure

Know Yourselfbuild self-awareness

through reflection,

listening, and experience

Balance Confidence and Humility

recognize your strengths and

limitations and fulfill your personal need to

grow in leadership and followership

Act with Purposeseize opportunities

and pursue goals with purpose, creativity,

and integrity

Value Diverse Perspectives

engage with others to exchange perspectives,

synthesize ideas, and exhibit compassion

Communicate Empathetically

understand and adapt by listening across differences

and contribute your story with respect

and humility

Engage in Mentorship

accept and value shared guidance and knowledge,

and fulfill this need for others

Pavlis Honors Abilities

Campus Call:

21st Century Education Working Group

• 39 Participants• Administrators, Faculty, Staff and Students• Dept Chairs, Tenure TT/T Faculty, Non-TT Faculty,

Program Managers, Advisors, Grad Students, U/G Students

• Spanning all Schools and Colleges, Student Affairs, Academic Affairs

• Bi-weekly meetings • Foundational Readings and Dialogue• Design Thinking Approach

Universitieshavemorecompetitionthanever.

Graduatesareenteringanentirelynewlabormarket.

Differentiators

Alternativeprovidersarechurningoutstudentswithcredentialsatafractionofthecostofaresidentialeducation.

HBSProfessorClaytonChristensenpredictsasmanyas50%ofUniversitiescouldbeoutofbusinessin15years.

Today’sstudentsexpectadifferentstyleoflearning.

FullyEngagedLearners

43%reportapreferenceforfullyself-directedlearning.

13%ofGenZersalreadyhavetheirownbusiness.

Asdigitalnatives,today’sstudentsknowthattokeepupwithchangetheymustalwaysbelearning,andlearningcanhappenanywhere.

ExpertisePlusAgility

Averagetenureofanemployeeis4.6years.

40%ofAmericanswillbeindependentcontractorsby2020.

Employerswantflexibleprofessionalswhocanreadilyadapttochange.

Higher Education is Fundamentally ChangingEducationofthe21st Century

Expertise + AgilityAn Evidence-Based, Mission-Oriented Approach to

Education in the 21st Century

● Design of a Flexible Self-Discovering First-Year Experience - creating a foundation for self-actualization and establishing cultural norms associated with well-being, innovation, and lifelong learning;

● Development of a Next Generation General Education Model - a flexible, interdisciplinary, and mission-oriented approach incorporating learning goals consistent with producing agile graduates and integrating co- and extra-curricular experiences; and

● Creation of Interdisciplinary Pathways - developing templates for flexible interdisciplinary studies in alignment with society’s needs for the 21st Century.

Expertise + Agility

ImmediateNeed Institutional

Transformation

EducationalInnovations

1st YearExperience

NextGenGeneralEducation

ReimaginingEducationforthe21st Century

Inter-disciplinaryEducation

IDEA hubInnovate*Design*Engage*Act

● Designed to provide freedom and stimulate innovation by:

○ releasing artificial constraints,

○ creating innovative mechanisms for interdisciplinary engagement,

○ offering professional development and incentives, and

○ identifying recommendations for resources and policies to support new, tested and successful ideas

2019-20 IDEA Hub Activities• Fall Semester

• Train in Design Thinking process

• Develop common language

• Benchmark & research • Create campus-wide

awareness• Build empathy

• Spring Semester• Develop concepts for pilot

implementation • Create and test low

resolution prototypes of proposed concepts

• Design and implement assessment plans for new concepts and sustained adoption

CLEARLY WAVE!Lorelle A. Meadowslameadows@mtu.edu

FromMichiganTechnologicalUniversityFutureProofWebSiteshowcasingtheresultsoftheTechForwardCampusDiscussionsandInitiativesmtu.edu/futureproof