Revert to Default: Insights on Transfer of Expertise in a Complex Competitive Workplace
- Conference
- Location
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Seattle, Washington
- Publication Date
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June 14, 2015
- Start Date
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June 14, 2015
- End Date
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June 17, 2015
- ISBN
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978-0-692-50180-1
- ISSN
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2153-5965
- Conference Session
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Continuing Professional Development Division Technical Session 1
- Tagged Division
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Continuing Professional Development
- Page Count
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31
- Page Numbers
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26.1340.1 - 26.1340.31
- DOI
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10.18260/p.24677
- Permanent URL
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https://peer.asee.org/24677
- Download Count
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487
Paper Authors
Michael Richey The Boeing Company
Michael Richey is an Associate Technical Fellow currently assigned to support workforce development and engineering education research. Michael is responsible for leading learning science research, which focuses on learning ecologies, complex adaptive social systems and learning curves. Michael pursues this research agenda with the goal of understanding the interplay between innovation, knowledge transfer and economies of scale as they are manifested in questions of growth, evolvability, adaptability and sustainability.
Additional responsibilities include providing business leadership for engineering technical and professional educational programs. This includes topics in advanced aircraft construction, composites structures and product lifecycle management. Michael is responsible for leading cross-organizational teams from academic, government focusing on how engineering education must acknowledge and incorporate this new information and knowledge to build new methodologies and paradigms that engage these developments in practice. The objective of this research is focused on achieving continuous improvement and sustainable excellence in engineering education.
Timothy Kieran O'Mahony University of Washington
Dr. O'Mahony is currently a Research Fellow at the University of Washington LIFE Center (Learning in Informal and Formal Environments). His research interests stem from a translation of latest neuroscience findings into practical applications in the classroom for teachers, students and parents. Pedagogical implications for his research have meaningful connections to workforce learning and training in the industrial sector for adult learners. In particular, Dr. O'Mahony focuses a research strand to educational practices and principles in engineering and aerospace learning.
Michael J. Prince Bucknell University
Dr. Michael Prince is a professor of chemical engineering at Bucknell University and co-director of the National Effective Teaching Institute. His research examines a range of engineering education topics, including how to assess and repair student misconceptions and how to increase the adoption of research-based instructional strategies by college instructors and corporate trainers. He is actively engaged in presenting workshops on instructional design to both academic and corporate instructors.
Fabian Zender The Boeing Company
Fabian Zender is an Engineering Performance Coach at The Boeing Company where he participates in research in the Technical and Professional Learning Solutions group. He obtained his undergraduate and graduate degree in Aerospace Engineering from the Georgia Institute of Technology. In his research Fabian focuses on learning as a sociotechnical system, utilizing data analytics and learning science and combining them with traditional engineering approaches to advance personalized learning and optimize organizational performance.
Barry McPherson Boeing
Barry McPherson is the Senior Business Partner for education programs in the Technical and Professional Learning Solutions organization within The Boeing Company. His focus is on building customized learning solutions for both on-hours and off-hours programs that bring Boeing quality and innovation into the learning space. Barry manages a multimillion dollar research and delivery portfolio focused on advanced manufacturing (e.g. composites) and Product Lifecycle Management (PLM) disciplines, providing technical excellence to Boeing engineers regarding technical foundations and cutting-edge applications.
Abstract
Revert to Default: Subject Matter Experts in Workplace Classrooms Attempt to Embrace ChangingMethodologiesRichey, M, O'Mahony, T. K.In this study, we explore a particular learning sciences conundrum that seeks to explain how manymodern industry training methods are stuck—entrenched in learning models, which predate thecognitive revolution that disrupted traditional classroom learning in the latter half of the twentiethcentury. We describe changes that have shaped learning in informal and formal classrooms over thepast number of years where a tangible movement towards learning sciences has in some instances beensuccessful at displacing the traditional educational mold, but in others has not been so successful. Weintroduce the idea that it is easier to revert to default when neither time nor substantive effort isexpended to really understand what it means to apply “Learning Sciences” or “How People Learn”techniques to workplace training.
Richey, M., & O'Mahony, T. K., & Prince, M. J., & Zender, F., & McPherson, B. (2015, June), Revert to Default: Insights on Transfer of Expertise in a Complex Competitive Workplace Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24677
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