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工业，学术界和政府在解决竞争力，通过教育和技术的作用
Roles of Industry, Academia, and Government in Addressing Competitiveness Through Education and Technology |
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| 课程网址: |
http://videolectures.net/mitworld_bacow_lampman_rashid_ehlers_jon...
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| 主讲教师: |
Lawrence S. Bacow; Richard Lampman ; Richard (Rick) F. Rashid; Vernon J. Ehlers
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| 开课单位: |
波士顿房地产公司
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| 开课时间: |
2013-01-03
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| 课程语种: |
英语
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| 中文简介: |
"我们是要修补一个不再可操作的系统边缘, 还是要谈谈如何设计概念经济的高性能学习企业的超声速喷射器？" 德博拉？温克-史密斯 (deborah wince-smith) 问道, 他对这一问题进行了挑战。小组成员研究员。她形容我们目前的教育体系植根于 19世纪, 没有为学生提供参与全球 "概念经济" 的工具, 学习必须带来创新--温克-史密斯称之为 "5比i"力量: 想象力、洞察力、独创性、创造力和影响力的交集. "在塔夫茨大学, 劳伦斯·巴科说," 我们把工程嵌入了文科 ", 在艺术和科学专业的学生之间产生了互动。工程系和学生。在文科学生中, 这既激发了技术素养, 也激发了对工程的兴趣, 以至于出现了从艺术和科学向工程的趋势逆转的网络迁移。"通过不孤立工程贫民窟的艺术和科学学生, 我们创造了一个更有文化的工程师," bacow 说。 理查德·兰普曼说, 惠普希望雇佣 "一个需要能够在更广泛的基础上进行互动的完整的人 … 可以成为企业家的人, 在全球跨文化团队中工作。"是如何让学生有能力做更多的事情, 而不仅仅是解决问题--这就是桌子上的赌注。为了超越这一点, 他们还需要更多的东西. "要想为微软找到开发者, 里克·拉希德越来越多地前往印度、中国和欧洲。他无法满足美国的需求, "对于精神敏捷、能在压力下解决问题、能与他人合作的人来说, 他在全国范围内的相关毕业生却出现了巨大的下降, 损失不成比例"妇女和少数民族的影响。拉希德说: "如果你退一步, 看看工程, 你可以非常关注, 但看看我的领域, 计算机科学, 开始考虑恐慌是合理的。 弗农·埃勒斯说, 他在专案组中的角色 "是代表这个国家无知的人民"--不是知道自己想成为工程师的孩子, 而是那些不懂数学和科学基本原则的 "没有激情的孩子"。作为一个在 8 0 0 人的小镇长大的人, 没有早期的大学野心, 埃勒斯理解这些孩子。他说: "如果我们认真地满足国家的人力需求, 我们实际上必须从学前教育开始." 他还建议 "教老师们对数学和科学感到兴奋, 这样他们就可以把这个传达给他们的孩子。 黛安·琼斯直到上大学才知道什么是博士学位。接受科学教育对她来说是一条 "相当困难" 的道路, 她了解到自己的领域是精英。这也是她建议 "在新的地方寻找人才" 的原因之一, 比如她执教的社区学院。她说, 你会在那里找到聪明的孩子, "如果你真的想追求女性和少数民族", 这就是去哪里. 她还将工程, 特别是 it, 视为这个国家第一代学生的提升之路。
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| 课程简介: |
“Are we going to tinker on the edges of a system no longer operative or talk about how to design the supersonic jet of the conceptual economy’s high performance learning enterprise?,” asks Deborah Wince-Smith, throwing down the gauntlet for fellow panelists. She describes our current education system as rooted in the 19th century, and failing to provide students with the tools to participate in a global, “conceptual economy.” Learning must engender innovation -- what Wince-Smith calls “I to the 5th power: the intersection of imagination, insight, ingenuity, invention and impact.” At Tufts University, says Lawrence Bacow, “We imbed engineering in liberal arts,” generating interaction between arts and sciences students and engineering faculty and students. Among liberal arts students, this fuels both technological literacy and such an interest in engineering that there’s been a trend-reversing net migration from arts and sciences to engineering. “By not isolating arts and science students in an engineering ghetto, we’ve created a more literate engineer,” says Bacow. Richard Lampman says Hewlett Packard looks to hire “a whole person who needs to be able to interact on a broader basis…who can be an entrepreneur, work in global cross-cultural teams.” For him, the, the principal consideration in education “is how to get students capable of doing more than just solving problems -- that’s table stakes. To go beyond that, they need a lot more.” To find developers for Microsoft, Rick Rashid travels increasingly to India, China and Europe. He can’t meet the demand in the U.S. “for people who are mentally agile, can solve problems under pressure and can work with other people.” He’s witnessing an enormous drop off in relevant graduates nationwide, with a disproportionate loss of women and minorities. “If you step back broadly and look at engineering, you can be very concerned, but look just at my area, computer science, and it’s reasonable to start thinking about panicking,” says Rashid. Vernon Ehlers says his role on the panel “is to represent the ignorant people of this country” -- not the children who know they want to be engineers, but the “passionless kids” who don’t get the basic principles of math and science. As someone who grew up in a town of 800 with no early college ambitions, Ehlers understands these kids. He says, “If we’re serious about meeting the manpower needs of the nation, we literally have to start with preschool.” He also advises “teaching teachers to be excited about math and science, so they can convey this to their kids. Diane Jones didn’t know what a Ph.D. was until college. Getting a science education was a “pretty difficult” path for her, and she learned that her field was elitist. That’s one reason she counsels “looking for talent in new places,” like the community colleges where she’s taught. You’ll find smart kids there, she says, and it’s where to head “if you really want to go after women and minorities.” She also sees engineering, especially IT, as the way up for first generation students in this country.
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| 关 键 词: |
工业; 学术界; 教育; 技术
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| 课程来源: |
视频讲座网
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| 最后编审: |
2020-06-27：yumf
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| 阅读次数: |
48
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