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cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2021  \nCultures of Engagement and Innovation: Realizing Purdue’s Public Mission of Access and Impact in Engineering Education  \nROBIN S. ADAMS ANDREW O. BRIGHTMAN JENNIFER DEBOER LEAH H. JAMIESON WILLIAM C. OAKES DONNA M. RILEY  \nPAIGE RUDIN Purdue University West Lafayette, IN  \nABSTRACT  \nPurdue University’s commitments as a public land grant institution that purposefully integrates education, research, and service has enabled the university to develop as a site of innovation and impact at scale, making strategic investments and taking bold risks that produce benefits within wider social, political, and economic systems. We present a description of Purdue’s culture and processes reflecting a research-practice innovation cycle, illustrated by examples spanning seven decades in the engineering education space where practice is a generative site for emergence of new ideas, and research in turn informs practice. Innovation as part of a research-practice cycle is not undertaken for its own sake, but with meaning and purpose. It keeps in view how to enable infrastructure, how to scale, adapt, and personalize, and how to make education inclusive and global. Innovation at scale requires relationship building and working within institutional cultures, building towards transformation and impact using what is available, with a knowledge of how it can travel on to other destinations.  \nKey words: Innovation; Institutional culture; Research to practice  \nINTRODUCTION  \nIn the mid-to-late nineteenth century, the United States government made a series of investments in higher education that launched a global model for universities. Land grant institutions were  \nADVANCES IN ENGINEERING EDUCATION  \nCultures of Engagement and Innovation: Realizing Purdue’s Public Mission of Access and Impact in Engineering Education  \nfounded on principles of access for a broad portion of the population, across lines of race, gender, and class. With a focus on preparation in technical and agricultural fields, their mission extended to offering a comprehensive array of subjects “in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life”(7 US Code §321 1862) . This mission of access was accompanied by a commitment to conduct research of benefit to the public, and to deliver the benefits of knowledge generated to communities through extension services.  \nPurdue University’s motto,“Education, Research, Service” reflects this trifold land grant mission. It is through these commitments to the public and the purposeful integration of education, research, and service that our institution has been able to develop as a site of innovation and impact at scale, making strategic investments that produce benefits within wider social, political, and economic systems. We present below a description of Purdue’s culture and processes reflecting a research-practice innovation cycle, followed by multiple examples in the engineering education space. In this virtuous cycle, practice is a generative site for emergence of new ideas in research, and research in turn informs practice (Jamieson and Lohman 2012) . Generating new knowledge focuses not only on what works but also asks questions that challenge the status quo of how we think, and the purposes and aims we assign to education of students. For research to inform practice and be truly transformative and impactful, it must be translational, building relationships for practical use, balancing our understandings of engineering as a science (objective) and as a professional practice (contextual and subjective) .  \nInnovation as part of a practice-research cycle is not undertaken for its own sake, but with meaning and purpose. It keeps in view how to enable infrastructure, how to scale, adapt, and personalize, and how to make edu","cbCaig9TclRJ7V6S","https://ap.wps.com/l/cbCaig9TclRJ7V6S","pdf",822550,14,"English","# Abstract\n# Introduction\n# Advances in Engineering Education\n## Cultures of Engagement and Innovation\n## First-Year Engineering","[{\"question\":\"What framework does the paper use to explain Purdue’s innovation in engineering education?\",\"answer\":\"It uses a research–practice innovation cycle, where practice generates new ideas for research and research in turn informs practice.\"},{\"question\":\"Why does the paper say innovation should not be pursued for its own sake?\",\"answer\":\"Innovation is presented as purposeful—aimed at enabling infrastructure, scaling, adaptation, personalization, and making education inclusive and global.\"},{\"question\":\"How does the paper illustrate the cycle of practice and research in Purdue’s engineering education?\",\"answer\":\"It provides engineering education examples spanning seven decades, including initiatives like Purdue’s early commitment to a common first year for engineering students.\"}]","Cultures of Engagement and Innovation - Realizing Purdue’s Public Mission of Access and Impact in Engineering Education | PDF",1792066448,35]