Innovation Corps for Learning (I-Corps™ L): Assessing the Potential for Sustainable Scalability of Educational Innovations
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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10
- DOI
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10.18260/p.25702
- Permanent URL
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https://peer.asee.org/25702
- Download Count
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763
Paper Authors
Karl A Smith University of Minnesota, Twin Cities
Emeritus Professor of Civil Engineering, Morse-Alumni Distinguished Teaching Professor, Executive Co-Director STEM Education Center, and Faculty Member, Technological Leadership Institute at the University of Minnesota; and Cooperative Learning Professor of Engineering Education, School of Engineering Education, at Purdue University. E-mail: ksmith@umn.edu, web: www.personal.cege.umn.edu/~smith/
Ann F. McKenna Arizona State University, Polytechnic Campus
Ann F. McKenna is a Professor in the Ira A. Fulton Schools of Engineering and Director of The Polytechnic School at Arizona State University. Prior to joining ASU she served as a program director at the National Science Foundation in the Division of Undergraduate Education, and was on the faculty in the Department of Mechanical Engineering and Segal Design Institute at Northwestern University. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley.
Rocio C. Chavela Guerra American Society for Engineering Education
Rocio Chavela is Director of Education and Career Development at the American Society for Engineering Education (ASEE). She holds a Ph.D. in Engineering Education from Purdue University, a B.S. and a M.S. in Chemical Engineering from Universidad de las Americas, Puebla in Mexico. Rocio’s current efforts focus on engineering faculty and graduate student development, with particular emphasis on the adoption of evidence-based instructional practices.
Russell Korte Colorado State University
Russell Korte is an Associate Professor of Organizational Learning, Performance, and Change at Colorado State University. Dr. Korte studies the socio-cultural systems in organizations and their effects on learning and performance in school and the workplace. This work focuses on engineering students, faculty, and practicing engineers. Prior to Colorado, Korte was at the University of Illinois at Urbana-Champaign where he helped redesign the first year engineering program as a Fellow with the Illinois Foundry for Innovation in Engineering Education and was a member of the Academy for Excellence in Engineering Education—a faculty development program at the University of Illinois. Earlier, he was a research assistant for the Center for the Advancement of Engineering Education at the University of Washington.
Christopher Swan
Tufts University
orcid.org/0000-0001-5670-8938
Chris Swan is Associate Dean at the Jonathan M. Tisch College of Citizenship and Public Service and an associate professor in the Civil and Environmental Engineering department at Tufts University. He has additional appointments in the Department of Education and the Center for Engineering Education and Outreach at Tufts. His current engineering education research interests focus on learning through service-based projects and using an entrepreneurial mindset to further engineering education innovations. He also researches the development of reuse strategies for waste materials.
Abstract
The Innovation Corps for Learning (I-Corps™ L) is an initiative of the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE) in cooperation with the University of Minnesota, Arizona State University, Colorado State University, and Tufts University to apply the highly successful principles of NSF I-Corps™ towards a culture that will sustain and scale educational innovations. The NSF I-Corps™ program, on which I-Corps™ L is based, uses established strategies for start-ups to build entrepreneurial skills in the engineering and scientific communities that encourage mainstream application of emerging technologies. The overriding purposes of the 8 week I-Corps™ L course are to (1) provide a framework for each of the participating teams (typically 20 to 24 in a cohort) to assess the potential of their educational innovation for sustainability and scalability, and (2) foster an entrepreneurial mindset within the education community so that education products, programs, and services are designed and implemented in ways that promote widespread adoption. In this paper and poster we summarize the essential features of I-Corps™ L, the changes made in the three iterations of the program thus far, and key evaluation results. We also present our assessment of the potential of the I-Corps™ L to contribute to the transformation of STEM education through the sustaining and scaling of NSF-funded research-based ideas.
Smith, K. A., & McKenna, A. F., & Chavela Guerra, R. C., & Korte, R., & Swan, C. (2016, June), Innovation Corps for Learning (I-Corps™ L): Assessing the Potential for Sustainable Scalability of Educational Innovations Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25702
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