June 01, 2015, 09:30 - 10:30
Preparing Professionals and Leaders Using Community Engagement
Success and leadership in today’s global economy requires a sound foundation of disciplinary knowledge as well as a broader set of professional skills. As educators we seek to create learning environments where students can develop the needed knowledge and skills. Increasingly, research is pointing to experiences as a key to both deepen and broaden learning within our curricula. Community engagement offers many exciting opportunities for creating such learning experiences while students apply engineering knowledge and skills to develop solutions to meet compelling needs of the underserved. It can also help address other issues such as diversity and retention. These kinds of experiences have been shown to prepare students for leadership in industry and develop innovation and entrepreneurial skills. They also offer a way to leverage the resources within our universities and colleges to address needs of the underserved within our communities locally and globally. One of the successful programs in engineering community engagement is the EPICS Program founded at Purdue University. Lessons learned from the program will be highlighted along with how the program is used to meet programmatic outcomes across many disciplines. Researching findings from program will also be shared.
William (Bill) Oakes is the Director of the EPICS Program and a Professor and a founding faculty member of the School of Engineering Education at Purdue University. He is a registered professional engineer. He has been active in the dissemination of service-learning and community engagement for university pre-university students. He has received numerous awards for his efforts at Purdue including being elected as a fellow of the Teaching Academy and listed in the Book of Great Teachers. He was the first engineer to receive the U.S. Campus Compact Thomas Ehrlich Civically Engaged Faculty Award. He was a co-recipient of the U.S. National Academy of Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education, recipient of the U.S. National Society of Professional Engineers’ (NSPE) Educational Excellence Award and the American Society for Engineering Education’s (ASEE) Chester Carlson Award for Innovation in Engineering Education. He is a fellow of the ASEE and the NSPE.
June 02, 2015, 09:00 - 10:00
Cognition and Learning
Instructors and students both face daunting challenges. Instructors are under pressure to sufficiently cover course materials and teach important skills. Students are expected to learn a great deal of information and primarily guide their own learning outside of class. Thus, both instructors and students could benefit from easy-to-use strategies that support durable and efficient learning. Cognitive scientists have been systemically studying processes such as attention, memory and learning for more than 150 years. This rich resource of knowledge has been only recently applied to developing evidence-based interventions in education. In this talk, I’ll explore how cognitive principles can inform instructional design and critical issues in education to bridge the gap between the lab and classroom.
Dr Joe Kim is an Associate Professor in Psychology, Neuroscience and Behaviour at McMaster University. Dr. Kim is actively involved in all aspects of the scholarship of teaching and learning. He co-ordinates the innovative McMaster Introductory Psychology program which combines traditional lectures with interactive online resources and small group tutorials. The program has been prominently featured in Maclean’s, Globe and Mail, Toronto Star and several education media outlets.
Dr. Kim directs the Applied Cognition in Education Lab (www.science.mcmaster.ca/acelab) and is a core member of the new Large Interactive Virtual Environment Lab facility (www.livelab.mcmaster.ca). Dr. Kim’s research program aims to understand how cognitive principles such as attention, memory and learning can be applied to develop evidence-based interventions in education and training. The research program uses a variety of tools including cognitive and behavioural testing, eyetracking and EEG.
In 2010, Dr. Kim received the Innovator of the Year Award (McMaster VPR) and also led his development team to receive the 2010 President’s Award for Excellence in Course and Resource Design. With an active interest in curriculum and education, Dr. Kim has consulted on several policy groups including the Council of Ontario Universities Online workgroup and the Innovation and Productivity Roundtable for the Ontario Ministry of Training, Colleges and Universities.