Teaching with ProjectsTeaching with Projects

Prof. Rick VazProf. Rick VazECE Dept and IGSDECE Dept and IGSD

WPIWPIMarch 16, 2004March 16, 2004

DisclaimerDisclaimer This This lecturelecture is a perfect example of what is a perfect example of what

projects are projects are notnot about! about! PowerPoint is fine for “teaching”, but not PowerPoint is fine for “teaching”, but not

that great for learningthat great for learning If I had 3 hours, I’d spend the first two If I had 3 hours, I’d spend the first two

having having youyou do something, and then we do something, and then we would talk about what had happenedwould talk about what had happened

However, projects are by definition complex However, projects are by definition complex and time-intensive, so you are off the and time-intensive, so you are off the hook…hook…

Not Completely Off the Not Completely Off the HookHook

What has been your own experience What has been your own experience with projects in your education?with projects in your education?

What do you see as strengths and What do you see as strengths and weaknesses of projects?weaknesses of projects?

What do you hope we’ll talk about What do you hope we’ll talk about today?today?

What We’ll Talk About What We’ll Talk About TodayToday

What is teaching with projects?What is teaching with projects? Why do it?Why do it? Where do projects come from?Where do projects come from? What is the instructor’s role?What is the instructor’s role? What are the pitfalls?What are the pitfalls? What are the strategies?What are the strategies? How might this fit into a course?How might this fit into a course?

What Constitutes Project What Constitutes Project Work?Work?

““Open-ended” problemsOpen-ended” problems Many possible solutionsMany possible solutions Goal, methods, criteria chosen by Goal, methods, criteria chosen by

studentsstudents Real and messyReal and messy Complexity, ambiguity, uncertaintyComplexity, ambiguity, uncertainty Integration and interdisciplinarityIntegration and interdisciplinarity

Why Do It? Learning Why Do It? Learning Outcomes!Outcomes!

Problem solvingProblem solving Communication and teamworkCommunication and teamwork Research, analysis, synthesisResearch, analysis, synthesis Critical thinkingCritical thinking Preparation for the “real world”Preparation for the “real world”

Why Do It Early and Often?Why Do It Early and Often?

Research of Astin, Kuh, Research of Astin, Kuh, et al.et al. indicates that indicates that student engagementstudent engagement drives desired learning outcomesdrives desired learning outcomes

Engagement can be linked toEngagement can be linked to Academic interaction with peers and Academic interaction with peers and

facultyfaculty Time on task and intensity of effortTime on task and intensity of effort Active and collaborative learningActive and collaborative learning ““Enriching” experiences (Enriching” experiences (e.g.e.g. projects) projects)

Where Do Projects Come Where Do Projects Come From?From?

Faculty—choose project(s) based on Faculty—choose project(s) based on experience, challenge, supportexperience, challenge, support

Students—design a project within Students—design a project within appropriate parametersappropriate parameters

External constituencies—community External constituencies—community organizations, local gov’t and organizations, local gov’t and schools, corporations, nonprofits, schools, corporations, nonprofits, NGOsNGOs

What Is the Instructor’s What Is the Instructor’s Role?Role?

Moving away from:Moving away from: Dispensing Dispensing

informationinformation Authority and Authority and

expertexpert Benevolent dictatorBenevolent dictator ““Sage on the stage”Sage on the stage”

And towards:And towards: Monitoring inquiryMonitoring inquiry Coach and Coach and

facilitatorfacilitator Mediator and Mediator and

mentormentor ““Guide on the side”Guide on the side”

What Is the Students’ Role?What Is the Students’ Role?

Moving away from:Moving away from: Listening/watchingListening/watching Reacting to Reacting to

promptsprompts DependenceDependence AcquiringAcquiring

knowledgeknowledge NoviceNovice

And towards:And towards: Creating/Creating/

discoveringdiscovering Proactive inquiryProactive inquiry IndependenceIndependence MakingMaking knowledge knowledge ““Mini-expert”Mini-expert”

Sounds Great—What’s the Sounds Great—What’s the Catch?Catch?

You still must evaluate their work!You still must evaluate their work! Coach/mentor model can break down hereCoach/mentor model can break down here

Grades can get in the way of learningGrades can get in the way of learning Students are used to “right” and “wrong”Students are used to “right” and “wrong” Grade concerns can limit open communicationGrade concerns can limit open communication

Team dynamics make or break each projectTeam dynamics make or break each project Students rarely know how to work well in teamsStudents rarely know how to work well in teams Faculty may not know how to facilitate teamsFaculty may not know how to facilitate teams

Some Key StrategiesSome Key Strategies

Make learning objectives clearMake learning objectives clear Convince students it’s not a “game”Convince students it’s not a “game” Articulate expectations and criteriaArticulate expectations and criteria

Effort/resultsEffort/results Attitude/processAttitude/process

Provide frameworks for monitoring progressProvide frameworks for monitoring progress Regular team meetingsRegular team meetings Progress reports, written draftsProgress reports, written drafts Presentations and other updatesPresentations and other updates

Use both Use both formativeformative and and summativesummative evaluation evaluation

Providing FeedbackProviding Feedback

Be specific and honestBe specific and honest Don’t just focus on the negativeDon’t just focus on the negative Be consistent with the criteriaBe consistent with the criteria Consider narrative assessment—Consider narrative assessment—

complex experiences warrant rich complex experiences warrant rich feedbackfeedback

Goal: no surprises at the endGoal: no surprises at the end

Case Study: Case Study: EE 2799, Introduction to ECE EE 2799, Introduction to ECE

DesignDesign Sophomore/junior level courseSophomore/junior level course Preparation for senior design projects Preparation for senior design projects

(MQPs)(MQPs) Solving open-ended technical problemsSolving open-ended technical problems Learning to find and use resourcesLearning to find and use resources Experimentation, simulation, synthesisExperimentation, simulation, synthesis Human factors: ergonomics, ethics, aestheticsHuman factors: ergonomics, ethics, aesthetics

High expectations: 20+ HPWHigh expectations: 20+ HPW ““Rite of passage”Rite of passage”

Example: Solar LightingExample: Solar Lighting

You are to design a solar-powered lighting application which should include some type of solar cell or panel, one or more rechargeable batteries, and an appropriate light source.

Your design must also include any additional features that your market research deems necessary for a successful product. While your product should have appeal in the global marketplace, it must also find application in the developing world, and be cost-effective.

Your completed prototype design must be able to be constructed for a parts cost of $50 or less.

Faculty and Student RolesFaculty and Student Roles

Students are in teams of “design Students are in teams of “design engineers”engineers” 3 projects, 10 teams of 3 students on each3 projects, 10 teams of 3 students on each

TAs/undergraduate tutors are “senior TAs/undergraduate tutors are “senior engineers”engineers” 3 tutors, one for each project3 tutors, one for each project

Faculty act as “engineering managers”Faculty act as “engineering managers” 3 faculty, one for each project3 faculty, one for each project

Structured ActivityStructured Activity 4 classes/week: process issues of 4 classes/week: process issues of

designdesign Market analysis, user requirementsMarket analysis, user requirements Brainstorming, teamworkBrainstorming, teamwork Project management, documentationProject management, documentation Standards, safety, ethics, qualityStandards, safety, ethics, quality

1 “lab”/week: design review1 “lab”/week: design review Group brainstormingGroup brainstorming Presentation of interim resultsPresentation of interim results

Mandatory meetings with “senior Mandatory meetings with “senior engineers”engineers”

A Different Type of DialogueA Different Type of Dialogue Old scenario:Old scenario:

Student: “Prof, how do I solve this problem?”Student: “Prof, how do I solve this problem?” Prof: “Here, watch me do it…”Prof: “Here, watch me do it…”

EE 2799 scenario:EE 2799 scenario: Student: “Prof, how do I solve this problem?”Student: “Prof, how do I solve this problem?” Prof: “I don’t know. What have you tried?”Prof: “I don’t know. What have you tried?” S: “I think X or Y might work, but I’m not S: “I think X or Y might work, but I’m not

sure…”sure…” P: “Where have you searched for an answer?”P: “Where have you searched for an answer?” P: “What are the most important criteria?”P: “What are the most important criteria?” P: “What do your partners think?”P: “What do your partners think?” etc.etc.

Does It Work?Does It Work?

Senior project teams seem more Senior project teams seem more capable, more confident—capable, more confident—assessment will tellassessment will tell

Students are mostly enthusiastic Students are mostly enthusiastic about the courseabout the course

Faculty haven’t run out of ideas or Faculty haven’t run out of ideas or energy quite yet…energy quite yet…

What The Students Say What The Students Say (Besides “Ouch, stop it.”)(Besides “Ouch, stop it.”)

Overall, Overall, how much did you learnhow much did you learn from from this course?this course? Almost nothingAlmost nothing 1%1% A littleA little 10%10% Quite a lotQuite a lot 57%57% More than any course I’ve taken More than any course I’ve taken 32%32%

N=70N=70

A Note to the Senior A Note to the Senior EngineerEngineer

“ “Hi Chris,Hi Chris,

Thanks for all your help in the past 6 weeks. Reflecting on Thanks for all your help in the past 6 weeks. Reflecting on the past six weeks, the past six weeks, this class really turned me around as a this class really turned me around as a studentstudent here. I was here. I was never really motivated for anythingnever really motivated for anything because I didn't see the fun and importance in it. Now, I because I didn't see the fun and importance in it. Now, I think I can view my classes and classmates from a whole think I can view my classes and classmates from a whole different angle.different angle.

My project is still not done. Currently, I am working on the My project is still not done. Currently, I am working on the code for the timer. Instead of using the low power RTC code code for the timer. Instead of using the low power RTC code from Microchip, I have decided to write my own. For most from Microchip, I have decided to write my own. For most part, part, my problem was being afraid of taking my own my problem was being afraid of taking my own approachapproach and trying too hard to get someone else's stuff to and trying too hard to get someone else's stuff to work. Hopefully, it is not too late to realize that.work. Hopefully, it is not too late to realize that.

Again, thanks for your help. This is an awesome course.Again, thanks for your help. This is an awesome course.

Jason”Jason”

Impressions from the Impressions from the TrenchesTrenches

A lot of work for everyone, but worth itA lot of work for everyone, but worth it Basic knowledge applied and reinforcedBasic knowledge applied and reinforced The design process learned and appliedThe design process learned and applied

A wake-up call for someA wake-up call for some Engagement, commitment, prideEngagement, commitment, pride Teamwork and responsibilityTeamwork and responsibility

Students take pride in their workStudents take pride in their work MQP teams now doing a better jobMQP teams now doing a better job Future workFuture work

Develop a remediation strategyDevelop a remediation strategy Find out why core material isn’t always Find out why core material isn’t always

understoodunderstood

Something to Keep in MindSomething to Keep in Mind

Most faculty learn by reading and Most faculty learn by reading and writingwriting

Most students learn by doingMost students learn by doing Academia rewards cognitive abilitiesAcademia rewards cognitive abilities Real world rewards affective abilitiesReal world rewards affective abilities

……our students are not like us!our students are not like us!

Questions for DiscussionQuestions for Discussion

Are projects feasible for humanities courses?Are projects feasible for humanities courses? Are projects feasible at all levels?Are projects feasible at all levels? Do projects require “real” assignments?Do projects require “real” assignments? How does this relate to community service?How does this relate to community service? How can this be applied to experiential How can this be applied to experiential

work?work? Is group work an essential component?Is group work an essential component?