Welcoming Remarks
Matt Kinservik, Vice Provost for Faculty Affairs

Program Overview
Tony Middlebrooks, Organizational and Community Leadership

Project, studio, and design-based learning represent a long history of inquiry-based approaches to learning. This session gives participants a brief overview of the broad range of inquiry and experiential based pedagogies, highlighting problem-based learning, and including unique characteristics, the advantages to student learning, and why they are an important part of the future of higher education.

Mark Serva’s Presentation Slides

Three Types of Active Learning

Project-Based Learning
Tony Middlebrooks, Organizational and Community Leadership

Design-Based Learning
Jenni Buckley, Mechanical Engineering
Dustyn Roberts, Mechanical Engineering

Studio-Based Learning
Jules Bruck, Landscape Design
Jon Cox, Art

Project-Based and Studio-Based Learning Presentation Slides

Design-Based Learning Presentation Slides

The Question Formulation Technique as an Entry Point into Project-Based Learning
John Pelesko, Mathematical Sciences

One challenging aspect of using Project Based Learning in the classroom is the difficulty students often have in organizing their thinking and focusing their attention on what is truly interesting or important about a particular problem. Comments such as “I don’t even know where to begin” or “But what am I supposed to do?” are frequently heard. In many ways, this can be traced back to students having lost the habit of asking good questions. In this session, we introduce the “QFT” or “Question Formulation Technique” as a tool for helping students relearn the habit of asking good questions. While the QFT is widely applicable, here we focus on its use as an entry-point into project based activities.

John Pelesko’s Presentation Slides

Collaborative Learning
Adebanjo Oriade, Interdisciplinary Science Learning Labs
Renate Wuersig, Interdisciplinary Science Learning Labs

As a result of this activity participants should be able to:

1. Recognize different group formation techniques and decide on a group creation method.
2. Design group activity for experimental (wet lab) and for problem (dry lab) based learning.
3. Measure and evaluate group performance
   1. from peer evaluation using peer evaluation tools, and
   2. from the quality of the products (video, picture, graph, presentation) of group activity.
      

Collaborative Learning Activity Sheet (PDF file)

Please contact Banjo or Renate for access to the Canvas course: CLiPS (Winter Faculty Institute), with the following resources:

Files- Group Work Rubric, Lab Group Fun and Group Contracts

Peer evaluation- Peer evaluation tool

Assignments- Physics problems 1 and 2

Quizzes- Previous quizzes given for peer evaluation (in lieu of Canvas peer evaluation tool)

Modules- useful links (Video Physics, Apple TV, Noteability)

A Perfect Perch (as in Bench, not Fish!)
Jules Bruck, Landscape Design

Students will be able to apply their knowledge of scale to draw a model of a personalized bench based on a theme of their choice. They will be able to choose an appropriate scale for the project.

A Perfect Perch: Activity Sheet (PDF file)

Off the Wall
Jon Cox, Art

Students will be able to apply their understanding of image resolution, color profiles and composition to digitally output their ideas as a large-scale wallpaper piece and critique similar work created by their peers and professional artists.

Off the Wall: Activity Sheet (PDF file)

Everyone’s a Designer: Applying the Design Process in the Classroom & Beyond
Jenni Buckley, Mechanical Engineering
Allan Carlsen, Theatre
Amy Cowperthwait, Nursing
Dustyn Roberts, Mechanical Engineering

We tend to think of designers as super humans who magically spin out the next iProduct while running multiple start-ups in Silicon Valley. While these people do indeed exist, we are all innately designers, and there is a simple process for helping ourselves and our students turn our design ideas into real solutions. It’s called the Engineering Design Process, and this workshop will present an overview of that process through multiple student-based case studies.

Humanities Lab
Matt Kinservik, Vice Provost for Faculty Affairs

Humanities scholarship has traditionally been a solitary affair. Research tends to be done by a single investigator, and books and articles are written by single authors. Collaborative research is not unheard of, but it is the exception, not the norm and this has implications for teaching. The assignments that humanities professors give their students tend to replicate this single-investigator model and group work can often be a forced exercise, not a method that makes inherent sense in terms of the learning outcomes of a given course. But there is no reason why humanistic research can’t be done in a collaborative way, modeled on a laboratory approach with multiple student investigators (graduate and undergraduate) working on a common problem or question. This session will offer examples of successful Humanities Labs and describe the trial-and-error approach that helped them to be successful.

Humanities Lab Activity Sheet (PDF file)

Software Product Development using SCRUM
James Atlas, Computer & Information Sciences

The general SCRUM process consists of a repeated, timed cycles. In our course we use a 2 week SCRUM cycle. Each class period during the cycle begins with a SCRUM meeting which is a 15 minute stand-up group meeting where each member answers 3 questions: What did you do yesterday? What are you doing today? Do you have any road blocks? Each cycle also includes assignment of SCRUM master role (we used 2 SCRUM masters, 1 for each week of the cycle), assignment of tasks from the product backlog, and a pre and post report filled out by the SCRUM masters. Because SCRUM emphasizes working prototypes, each cycle includes a software product release artifact.

Feedback for team members occurred at the end of each cycle using different systems. Early in the course the feedback essentially asked each team member to suggest ways that each other team member could improve their contributions to the group. This feedback was given to each team member and parsed by the professor to assign deficit points. Over the course of the semester the feedback gradually shifted to an identification of each team member’s main contributions and a rating system. Students who ended the semester with accrued deficit points lost proportionate amounts from the team artifact grades.

SCRUM Development Activity Sheet (PDF file)

ITUE Activity CISC275

Quantitative Reasoning, Multidimensional Visualization: Big Data, Small Projects
Jim Casey, English, The Colored Conventions Project
Asia Dowtin, Geography, Colored Conventioned Project
John Jungck, Interdisciplinary Science Learning Labs
Mia Papas, Behavioral Health & Nutrition
Sarah Patterson, English, The Colored Conventions Project
Karen Rosenberg, Anthropology

We will briefly introduce participants to our three courses, some projects that students have already pursued, and tools that we have used in different courses. Two of the courses are associated with ongoing websites: The Colored Convention Project and the BioQUEST Curriculum Consortium’s BIRDD Project (Beagle Investigation Returns with Darwinian Data).

Then we will ask teams of participants to choose a data set, a tool, and identify a question to explore. Staff from the three courses will interact with groups while they work for an hour. At the end of the session, we will ask groups to share their expectations for project-based learning based upon this brief engagement in a project.

Mia Papas’ Presentation Slides

Software to download for this session:
JMP – Data visualization and deep analytics
(UD license for JMP is available; UD login required)

Data sets to download for this session:
DataSet1.jmp
nispuf11_data.jmp

Big Data, Small Projects Activity Sheet (PDF file)

Student-Based Critique
Martha Carothers, Art

The studio process is ongoing from project introduction to final solution. Collaboration and feedback among students in the studio advance creativity. In addition, engaging students in critique and rubric discussion promotes critical thinking along with greater understanding of project parameters. Students develop an informed sense of trial and error from one critique to the next. This workshop actively involves participants to demonstrate how a visual critique wall enhances student interaction and studio-based learning.

Student-Based Critique Activity Sheet (PDF file)

Nest Project: Material Sketches
Kelly Cobb, Fashion & Apparel Studies

Design innovations often have humble beginnings. The architect Frank Gehry starts his prototyping with tape and cardboard. Quick, loose studies can lead to distinctive and unexpected results. Fashion designers often build with humble materials on a form to get dimension or silhouette correct. Textile designers create a unit, then a series of units, then construct a textile surface. The designers at Nike look at objects in their immediate life for inspiration; a waffle, fabric trimmed like spaghetti, toothpicks bound with tape. Paper, twine, tape combined with a compelling concept might lead to unexpected and outstanding developments. In this project, students

1. demonstrate creative thinking from concept to product in this studio activity;
2. interpret inspiration through intuitive fabrication to build a series of material sketches;
3. synthesize visual research and sources of inspiration into a design product;
4. capture/frame individualized creative processes (3d sketching, tumblr, pinterest, reflective writing);
5. articulate concepts/ideas and value constructive criticism.

Nest Project Activity Sheet (PDF file)

Everyone’s a Designer: Applying the Design Process in the Classroom & Beyond
Jenni Buckley, Mechanical Engineering
Allan Carlsen, Theatre
Amy Cowperthwait, Nursing
Dustyn Roberts, Mechanical Engineering

We tend to think of designers as super humans who magically spin out the next iProduct while running multiple start-ups in Silicon Valley. While these people do indeed exist, we are all innately designers, and there is a simple process for helping ourselves and our students turn our design ideas into real solutions. It’s called the Engineering Design Process, and this workshop will present an overview of that process through multiple student-based case studies.