First Year Project Workshop Notre Dame August 2 4 09 Presentation

Reforming the First Year Engineering Experience August 2-4, 2009 (c) Mark Somerville July 2009

Getting ready Meet your design team Drop your baggage Designing a course Understand your students Agree on a vision and objectives Shop for ideas Generate alternatives Share your course concepts Making it happen Advice for creating and sustaining a change Reflect and give feedback (c) Mark Somerville July 2009

Design Teams Each member describes his/her situation in 5 minutes. Other members listen, ask clarifying questions, take notes. As a team, create a poster that captures the key points of your table’s narratives. Some questions to consider: What is the nature of your institution? Frank’s Story Jan’s Story * * What is your role at the institution? * * * * Why are you interested in creating a project-based introductory course? Chen’s Story Myra’s Story Where are you in the process of * * reforming your first year experience? * * * * What challenges do you face? (c) Mark Somerville July 2009

Go along for the ride Don’t get stuck Ideas first, discussion second (c) Mark Somerville July 2009

About post-its and sharpies… ared out t. Janet st ormy nigh ees it was a dark and st thro uhg the tr m window, in. Was A Bold Idea! of her bedroo nd and the pelting ra could in the wi e? Who thrashing of the driv such at the end ur, and in that a light sit at such a late ho to vi be coming awfu l weather? YES! NO! (c) Mark Somerville July 2009

Understand your students Agree on a vision and objectives Shop for ideas Generate alternatives Present your concept(s) (c) Mark Somerville July 2009

Design Teams Review the student framework worksheet. Discuss important aspects of incoming students. Tensions? Commonalities? Create one or more frameworks to capture this information. Post your framework(s) in your workspace. (c) Mark Somerville July 2009

(c) Mark Somerville July 2009

“A Harley-Davidson with four wheels” (c) Mark Somerville July 2009

www.autocity.com (c) Mark Somerville July 2009

“Understand the laws of thermodynamics” vs. “Use the laws of thermodynamics to explain…” (c) Mark Somerville July 2009

Individuals Using short, evocative phrases or sketches, describe your hopes and dreams for this course. “This course should…” “At the end of this course, students should…” Write each phrase on a post-it note using a sharpie. Generate 5-10 post-its. should Exciting for Students N o to The T ents! explain prob y stud boo ext be able to lems! cess. k design pro (c) Mark Somerville July 2009

Design Teams Go around the table and read your post-its. Say one sentence about what each means. Avoid rat holes. Organize related post-its into groupings on flipchart(s). Create new post-its if needed. Label groupings with evocative summary statement. (c) Mark Somerville July 2009

Design Teams Using your affinity diagram, create a concise vision statement for your course: “We envision a first year course that…” We envision… Not more than 20 words. At the end of this course students will be… Also create 4-6 high level 5.Able to describe… 6.Able to apply… learning objectives: 7.Able to present… “At the end of this course, students will be able to…” (c) Mark Somerville July 2009

(c) Mark Somerville July 2009

Design Teams Review your student Contr frameworks and your vision/ ol as a theme objectives. Solve Brainstorm ideas for your gl warm obal ing! course. - Project concepts? - Themes for the course art a - Assessment approaches? Students st ny toy compa - Instructional strategies? Encourage crazy ideas! Upperclass students instruct Generate 30-50 ideas. (c) Mark Somerville July 2009

Design Teams Map your ideas; fill the “sweet spot” Crazy Solve gl warm obal Magical ing! Idealistic start Students a toy company Contr Upperclass Mundane ol as theme a students instruct Predictable Easy to do Final Exam Projects/Themes Assessment Instructional (c) Mark Somerville July 2009

Design Teams Select three ideas; generate gallery sketch for each. Title Use color functionally Project Concept: Very Light Jet Front Landing Gear Students working for VLJ Jets Inc. Teams of 6-8, weekly company entering VLJ lecture, 2 weekly Market team meetings Deliverables: Evocative 3 concepts Analysis of concepts Sketch CAD for final Students act as team of Oral report construction engineers to design front landing gear for new VLJ. Assessment/ Deliverables Annotate, but not too many words (c) Mark Somerville July 2009

Design Teams Create final poster or PowerPoint presentation (c) Mark Somerville July 2009

Case Study Teams Discuss the provided case study and reading. If you were Michael, what would you do next? If you were able to “go back to start”, what would you do differently? What general advice can you derive from the case study and the reading? (c) Mark Somerville July 2009

Design Teams Frank’s Story Jan’s Story Review the poster you * * * * * * generated on the first evening. Chen’s Story * Myra’s Story * * * * * As a team, discuss what will each of you should do differently when you return home. Frank’s Steps Jan’s Steps * * * * Create a poster that * * summarizes next steps and advice for each Chen’s Steps Myra’s Steps member of the team. * * * * * * (c) Mark Somerville July 2009

First Year Project Workshop Notre Dame August 2 4 09 Presentation

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First Year Project Workshop Notre Dame August 2 4 09 Presentation — Presentation Transcript

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