IQP Advising Strategies, Tips, and Tools Kent Rissmiller and Rick Vaz

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IQP AdvisingStrategies, Tips, and ToolsKent
Rissmiller and Rick Vaz

• IQP Advising Workshop
• February 26, 2004

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Overview

• Setting expectations and ground rules
• Framing the project
• Responding to student work
• Motivation and process
• Grading and evaluation
• Resources

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Setting Expectations

• What are the educational outcomes?
• What are the roles of advisors?
• What are the roles of students?
• What are the advisors expectations?
• Process
• Products
• What are the grading criteria?

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Example Expectations

• Have clearly stated, achievable goals.
• Strive to achieve balance between the technical
  and social/humanistic aspects of the project
  topic.
• Achieve the goals.
• Demonstrate knowledge of the relevant
  literature evaluate this material critically and
  apply it appropriately to the project work.
• Take initiative students should make the
  project their own, and pursue its completion
  independently.
• Design and apply appropriate methodologies to
  achieve the goal.

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Example Expectations, contd

• Fulfill responsibilities to partners, sponsors,
  advisors, and other students.
• Analyze the data or information collected in an
  appropriate fashion.
• Effectively document and report information
  about the project, in written and oral form.
• Be flexible, and take adversity in stride.
• Grow and learn.
• Have some fun doing the project!

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Example of Grading Criteria

• A Consistently excellent effort, meeting or
  exceeding project goals.
• B Consistently good effort, meeting project
  goals.
• C Acceptable effort, partially meeting project
  goals.
• NR Effort insufficient for registered credit.
• NAC Unacceptable performance.

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Setting Ground Rules

• Meetingswhen, who, where, why
• Agendas, minutes, progress reports
• Modes of communication
• Level and evidence of effort
• Timeline (long term)
• Deadlines (short term)
• Types and frequency of feedback

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A Typical Project Timeline?

• A term
• Formulate goals and objectives
• Complete background research
• Develop a written proposal
• B term
• Gather information and resources
• Collect and analyze data
• Keep writing
• C term
• Develop conclusions/recommendations
• Achieve goals/create deliverables
• Finish report, present work

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Framing the Project

• WPI students are task-orientedthe challenge is
  to get them thinking!
• What problem is being addressed?
• What goals are appropriate?
• What are the key research questions?
• What background knowledge is needed?
• What methods are appropriate?

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Framing the Project An Example

• Problem statement and context
• Need for more awareness of alternative energy at
  WPI and elsewhere
• Previous project has identified resources for,
  and feasibility of a solar installation
• Goal
• Implement the solar installation make it
  sustainable recommend ways to use it for
  education and outreach

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Framing the Project An Example

• Research questions
• What is involved in the installation?
• What is needed to sustain the installation?
• Who are the key stakeholders, and what are their
  interests and perspectives?
• What can be learned from other such efforts?
• How should this be used for education and
  outreach?
• Background needed
• Issues surrounding alternative energy
• Solar power and solar PV installations
• K-12 science education standards and programs
• Promotion and marketing of alternative energy

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Responding to Student Work

• Written drafts
• Consider weekly written submissions
• Focus initially on formulation of concepts
• Respond to arguments, evidence, storyline
• Help students develop a research voice
• Meetings and progress
• Let them know how theyre doing
• Balance challenge and encouragement
• Be alert to signs of dysfunction!

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Hand off!
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Motivation

• Huh? Who cares?

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Motivation

• Huh? Who cares?
• The project environment often inspires.
• Students are part of a project centers success.

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Motivation

• Can you create it?
• Students have to have it.
• Can you destroy it?
• Or maintain it.

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Diagnosing/Addressing Problems

• Manage Progress in small steps
• Negotiate short-term deadlines
• Weekly accountability/feedback
• Teamwork and conflicts
• Open the door/Be trustworthy
• Discuss issues and strategies/contracts
• Invite students to evaluate each other
• Refer students to resources
• Communication
• Consider new ground rules
• Try to get at root cause of problems

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Grading and Evaluation

• Goal a grade thats not a surprise
• Key honest, regular feedback
• Share grading guidelines and expectations
• Grade on the prosecution of the project not just
  the final report.
• Grade by 1/3rd unit and/or by student
• Maintain standards of excellence

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Some Resources

• Your colleagues
• Previous projects (library, on-line)
• Various advising tools and examples
• Expectations
• Teamwork
• Writing
• Feedback
• Grading
• http//ece.wpi.edu/vaz/projects