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IQP AdvisingStrategies, Tips, and Tools
Kent Rissmiller and Rick Vaz
IQP Advising Workshop
February 26, 2004
OverviewOverview
Setting expectations and ground rules Framing the project Responding to student work Motivation and process Grading and evaluation Resources
Setting Expectations 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 ExpectationsExample 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’dExample 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 CriteriaExample 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 RulesSetting 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 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 ProjectFraming 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 ExampleFraming 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 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 WorkResponding 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!Hand off!
MotivationMotivation
Huh? Who cares?
MotivationMotivation
Huh? Who cares? The project
environment often inspires.
Students are part of a project center’s success.
MotivationMotivation
Can you create it?– Students have to have it.
Can you destroy it?– Or maintain it.
Diagnosing/Addressing ProblemsDiagnosing/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 EvaluationGrading 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 1/3rd unit and/or by student
Maintain standards of excellence
Some ResourcesSome Resources Your colleagues Previous projects (library, on-line) Various advising tools and examples– Expectations – Teamwork – Writing – Feedback – Grading
http://ece.wpi.edu/~vaz/projects