IQP Advising Strategies, Tips, and Tools Kent Rissmiller and Rick Vaz IQP Advising Workshop February 26, 2004

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

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?

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.

Example Expectations, cont’d 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!

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.

Setting Ground Rules  Meetings—when, 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

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

Framing the Project WPI students are task-oriented—the 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?

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

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

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 they’re doing –Balance challenge and encouragement –Be alert to signs of dysfunction!

Hand off!

Motivation  Huh? Who cares?

Motivation  Huh? Who cares?  The project environment often inspires.  Students are part of a project center’s success.

Motivation  Can you create it? –Students have to have it.  Can you destroy it? –Or maintain it.

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

Grading and Evaluation  Goal: a grade that’s 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 1/3 rd unit and/or by student  Maintain standards of excellence

Some Resources  Your colleagues  Previous projects (library, on-line)  Various advising tools and examples –Expectations –Teamwork –Writing –Feedback –Grading