Early-stage educational steps are needed to create more effective R&D drivers. The document outlines problems in middle school education including a lack of entrepreneurial attitude and knowledge. It discusses mental problems and recommends celebrating failures. Solutions that worked elsewhere included concentration on leadership, internships, and innovation programs. The document recommends changing how existing curriculums are taught by engaging seniors, alumni, and third parties. New program ideas focused on barrier crossing and entrepreneurship courses.
Early-stage educational steps needed to create more effective R&D drivers
1. Early-stage educational steps
needed to create more effective
R&D drivers
Dorota Bociąga, Damian Derlukiewicz, Sebastian Koziołek, Maciej Nikodem, Piotr
Szymański, Marcin Wrzosek, Ewelina Zabost, Bartosz Zajączkowski, Paweł Żebrowski
2. Contents
Problems What works Our
Recommendations
35. Change the way you
Making it teach the existing
happen
curriculum
36. Change the way
you teach the co-teaching
existing
curriculum
37. Co-teaching
Invite a co-teacher from outside your field
who knows a use of the topics you are
teaching and try to co-teach
38. Co-teaching
Together provide problems that are from
another field, but solving them requires
the use of what you are teaching
39. Co-teaching
Split the lecture to provide a broader
understanding.
Let the co-teacher use 1/3 of time to
present the problem. Use the remaining
2/3 to teach the skills needed to solve it.
40. Co-teaching
Work things out together. Look at what
you are teaching. Find problems in reality
that those skills are needed for.
41. Change the way knowledge is
you teach the
existing social
curriculum
42. Knowledge is social
Post problems that are socially viable. That
feel important and useful to solve.
43. Knowledge is social
Post problems students can boast about
solving. Tell them how to do it. Help them
be proud of their work.
44. Knowledge is social
Teach how to visualize solutions, make it
easy to share their work.
58. Stimulate creativity
Invite students and teachers outside your
faculty. Make one lab an interdisciplinary
cooperative experience. Then make two.
59. Foster communication
Don’t check solutions at home in the
night. Make students present that they
work in class! Let them pitch it to you and
the class.
60. Create a space
Create both a physical and a psychological
space where your student can become
self-efficate.
61. Evaluate yourself with students
Ask students for their opinion. Collect
feedback. Use it to improve.
62. Market the success
If something works. Spread the word.
Market your successes. Market your
students when take make something
excellent.
65. Barrier crossing
University-based course framework for
teaching how university operates and
bottom-up innovation integration.
66. Barrier Crossing 1 (first semester)
Lecture about how the university works,
structures, non-explicit structure,
possibilities surveys, where to find
information, offers etc.
67. Barrier Crossing 2 & 3 (selectable anytime)
Laboratory about changing the university,
in a procedure, in the school, the faculty,
study plan, starting a research topic, etc.
68. Barrier Crossing 2 & 3 (selectable anytime)
Small groups working on a change,
university stakeholders take part in the
classes coooperating with the group
69. Barrier Crossing 2 & 3 (selectable anytime)
First semester of the laboratory is about
planning the change, second is about
executing it.
73. Entrepreneurship
Full access to all university equipment for
students working on the courses.
74. Entrepreneurship
Students enrolled via project pitch
competition, only a couple of teams
accepted per class
75. Entrepreneurship
1. Entrepreneurship 1 (5ECTS) – projects with funding from
university around 1000-3000zl
2. Entrepreneurship 2 (10ECTS) – if 4.5 or 5 from previous,
projects with funding from university around 10 000zł
3. Entrepreneurship 3 (15ECTS) – if 4.5 or 5 from previous,
projects with funding from engaged seed capital or other
forms