Studio-Based Learning Faculty Development Workshop

June 19-22, 2011 The Coeur dAlene Coeur dAlene, Idaho

SBL FDW 2011 June 19-22 Coeur dAlene

Day 2 - Tuesday
Addressing issues from Day 1
9-9:45 Work in groups to propose answers 10-10:45 Present solutions, receive feedback

Evaluation
11-11:30 Overall evaluation program 11:30-12 Partial results to date 4:30-6:30 Evaluation proposals

SBL FDW 2011 June 19-22 Coeur dAlene

Issue 1
What are the defining elements of SBL?
Critiques/peer reviews? Teamwork? Certain types of problems? What is the set of pedagogical activities that is the minimal cover for SBL?

How do these, in combination, differentiate SBL from similar approaches?

Is SBL a subset of active learning? How does it relate to problem-based learning? How does it relate to cooperative learning?
SBL FDW 2011 June 19-22 Coeur dAlene

The Oldham School of SBL

SBL FDW 2011 June 19-22 Coeur dAlene

(1) Students construct their own artifacts (e.g., design, source code, visual description, etc.) as appropriate to the problem at hand. (2) Students present their artifacts for review in sessions commonly called design critiques or design crits. It is this second activity in particular that differentiates studio-based learning from other pedagogical approaches. Indeed, the design critique is considered the centerpiece of the model and forms the basis of a particular way of thinking and learning
A paraphrase of the Chris, Hari, and Martha definition from 2008.

SBL FDW 2011 June 19-22 Coeur dAlene

1.

Students construct their own artifacts (e.g., design, source code, visual description, etc.) as appropriate to the problem at hand. Students present their artifacts for review in moderated, public sessions commonly called design critiques or design crits. The design crit must be for the purposes of formative evaluation. The formative critiques may be given by experts and/or peers. An expert must guide and/or moderate the design crit. The artifacts under review must be able to be critiqued according to something other than right/wrong.

2.

3.

4.

SBL FDW 2011 June 19-22 Coeur dAlene

Issue 2
What effects to we expect SBL to have?
Will students content knowledge increase? Will students attitudes change? Will student motivation increase? Will students higher-order thinking skills increase?

What are the best ways to observe and measure these effects?
Direct measures Indirect measures
SBL FDW 2011 June 19-22 Coeur dAlene

Issues 3 & 4
What are the roles of experts in moderation/facilitation of studio activities? How should issues of student and faculty training be addressed?

SBL FDW 2011 June 19-22 Coeur dAlene

Day 2 - Tuesday
Addressing issues from Day 1
9-9:45 Work in groups to propose answers 10-10:45 Present solutions, receive feedback

Evaluation
11-11:30 Overall evaluation program 11:30-12 Partial results to date 4:30-6:30 Evaluation proposals

SBL FDW 2011 June 19-22 Coeur dAlene

Evaluation
Current
Attitudes

Proposed
Attitudes

Technical skills

Pre/post survey Pre/post test composed of many questions on course content

Technical skills

Pre/post survey Pre/post test composed of ~2 questions: (1) design skills, (2) critiquing skills Pre/post group activity that addresses problem solving, critiquing, teamwork, communication

Soft skills

Cant change this now!

SBL FDW 2011 June 19-22 Coeur dAlene