2022/2023 Collaborative schedule
Questions or help during the Collaborative- speak with our assistant Helga, virtually!Help Zoom Room
Password- 466295
Virtual Suggestion Box for Workshop Topics
Do you have a particular issue or topic you would like to learn about at the October or January meeting? Let us know! Click on the link to the Padlet and add a post with your idea. Don’t have an idea but want to provide input on the possibilities? Check out the Padlet and comment on ideas or upvote/downvote them. We will consider all input in designing the October and January Collaborative meetings.
All times indicated are EDT
Wednesday, May 18, 2022
Welcome- 11:00 am – 11:30 am
Dawn Whitehead, Keynote speaker- 11:30 am – 12:30 pm
Join Zoom MeetingMaking Project-Based Learning High-Impact: From Enthusiasm to Sustained Practice While project-based learning is part of higher education lore, how do institutions go from enthusiasm to sustained practice? This presentation will examine strategies and equitable approaches to embed high-impact practices with project-based learning across the higher education landscape.
Making Project-Based Learning High-Impact
Meet with coaches – 12:45 pm – 1:15 pm
Cluster Meetings – 1:30 pm – 2:15 pm
Cluster group 1
Join Zoom MeetingPasscode: 052430
Bridgewater State University
College of the Canyons
University of Michigan- Dearborn
Cluster group 2
Morningside UniversityMount Holyoke College
Nebraska Wesleyan University
Cluster group 3
Join Zoom MeetingUniversity of Michigan- Ann Arbor
New England Conservatory
Florida International University
Workshop Themes
To support depth of learning about PBL in particular areas, we have organized this year’s Collaborative to highlight four themes: Justice, Equity, and Transformation; Teamwork; Institutional Supports; and PBL 101. Each workshop is tagged with one or more of these themes, listed below the workshop’s title. Most workshop sessions have an option for each theme to make it easier for you to choose which workshops are most relevant to your learning goals. Feel free to mix and match, especially if more than one theme or workshop description sparks your curiosity!
Workshop Session I- 2:30 pm – 3:30 pm
Click workshop to expand
Justice, Equity, and Transformation; Teamwork
Workshop description:
1) Understand and review evidence of ways biases and stereotyping on teams can materialize in different ways, such as task-assignment bias.
3) Understand and review evidence of the benefits of asset-based tools for team dynamics, student learning, and student sense of belonging.
PBL 101
Zoom Meeting ID- (paste into Zoom)
469 256 6615
Workshop description:
This workshop will discuss different strategies for incorporating project work into the classroom. We will consider how to integrate project work into your course in a holistic and comprehensive manner, from reviewing course content and rethinking scaffolding to adopting a flipped-classroom approach. We will discuss both the concept of ‘mini-projects’ and long-term project work. Please bring a syllabus for a course in which you would like to incorporate projects, as there will be time to workshop your ideas with your peers.
Workshop Material:
PBL 101
Workshop description:
This workshop will discuss structures and strategies for defining, scoping, and delivering PBL curricula in cross-disciplinary teams. In the best-case scenario, cross-disciplinarity is invigorating, bringing together people who have different expert domains into a shared sense of purpose. In reality, participants have reported frustration when expert domains are dismissed, when language carries different meaning, and when methods of inquiry and engagement are fundamentally different. This workshop will engage participants in the goals and outcomes of cross-disciplinary, a reflection on previous experiences, followed by the primary activity that focuses specifically on the design phase of cross-disciplinary work. Through a workshop project, participants will engage in fast, iterative design as a method of structured early design work, which acts to quickly norm language and expectations. Early emphasis on group design thinking processes provides educational structures for multi-expertise input. This is ideal for professors co-teaching, running multi-disciplinary student teams, or are interested in design thinking methodologies for early project development and scoping.
PBL 101
Meeting ID: 846 4195 5175- Paste ID into Zoom
Passcode: 923663
Workshop description:
Project-based learning happens on many levels: individually, collaboratively, longitudinally, and cumulatively. This workshop will address the value of including reflection in PBL and explore ways to design and capture this learning as part of the PBL process. Through active small and large group discussions, workshop participants will develop a draft of reflective PBL prompts.
Workshop Material
Meet with coaches – 3:30 pm – 4:00 pm
Thursday, May 19, 2022
Student Panel- 11:00 am – 11:30 am
Join Zoom Meeting
Workshop Session II- 11:45 am – 12:45 pm
Click workshop to expand
Justice, Equity, and Transformation; Teamwork
Meeting ID: 94881382328
Panel Description:
This session will engage participants in an exploration of what it means to foster inclusive, accessible, and asset-based PBL. Learn with professionals from WPI’s Office of Accessibility and faculty who have worked to create classroom environments that are open, communicative, and affirming of the spectrum of neurodiversity for all students. We will start by outlining some key considerations, concepts, and current state of neurodiversity in higher education. We will explore the importance of the instructor/facilitator in making intentional design decisions and setting the stage for clear communication with students in the PBL setting. We will then reflect as a group on the PBL design and strategies, and how they might be made more inclusive through activities and inputs. Participants will reflect upon their own practice to connect to the framing and examples shared in the panel, as well as sharing their own experiences of creating space for students that is flexible, inclusive, and prioritizes learning objectives both curricular and developmental. This is an ideal workshop for anyone who is seeking to build skills and awareness for supporting students beyond the accommodations letter, create better pathways for communication with students, and build a more inclusive, accessible space for project-based learning.
Workshop material
Infographics_IPBL_ExecFunction_PBL_22
Neurodiversity-Panel-WORKSHEET.pdf
pre-class survey
Institutional Supports
Workshop description:
How do we know whether or not PBL is “working” to meet our intended goals? When those goals are connected to a program, department, or initiative, we conduct a programmatic assessment. In this workshop, we will discuss the multiple reasons one might want to assess PBL at scale and compare the benefits and constraints of different approaches to programmatic assessment. We will walk through the phases of designing, conducting, and using programmatic assessment specific to PBL and explore some tools that can capture the unique value that high-quality PBL offers. Note: student-level assessment of PBL assignments will not be the focus on this workshop on programmatic assessment.
Workshop Material:
Google Drive for Programmatic Assessment Resources
Institutional Supports
Workshop description:
Guiding students effectively through project work IS time-consuming. Without intentional strategies to keep the workload manageable, instructors may not be able to sustain their use of PBL, and institutional change leaders may face difficulty recruiting more faculty to get involved. In this workshop participants will identify or predict time-intensive aspects of PBL for instructors at their institutions, both during the planning and implementation stage of PBL experiences. We will share examples of strategies that draw on students, faculty colleagues, and professional staff to provide various types of support and mitigate the instructor’s workload. Participants will leave with a specific plan for support mechanisms to draw upon or build at their institutions.
Workshop material
SIPBL support and sustain workshop handout 2018
Justice, Equity, and Transformation
Workshop description:
This workshop offers strategies (across disciplines and institutional types) for developing the critical consciousness of all students participating in a project-based learning experience. Intentionally bringing practices and the tenets of culturally relevant pedagogy to the design of PBL experiences is proposed as an evidence-based approach to pursuing educational equity and justice even when applied to STEM focused projects and content. Emphasis will be placed on establishing metrics for measuring critical consciousness as a performance outcome of the PBL experience. Together we will:
- Learn about culturally relevant education as praxis;
- Explore ways to become more culturally responsive in our pedagogical practices;
- Document and study any ways in which critical consciousness, as a performance indicator, is in relationship with the impact of PBL (as a high impact practice) for particular groups of students.
Workshop Material
https://www.aashe.org/wp-content/uploads/2021/10/RESJ-2021-Anthology-Essay-8-1.pdf
High Impact Practices and Historically Underrepresented Minority Students
https://journals.sagepub.com/doi/pdf/10.1177/0031721717690360
Workshop Session III 1 pm- 2 pm
Click workshop to expand
Teamwork; Institutional Supports; Justice, Equity, and Transformation
Meeting ID: 98788729637
Workshop description:
Project-based learning is a high-impact practice that builds and stretches the collaboration muscles of both students and faculty. When students are working together in project teams solving authentic problems in partnership with community organizations, a lot can come up: workstyle conflicts, time and project management issues, bias and stereotyping concerns, workload distribution issues, and so much more. How can institutions provide support to students and faculty to help them successfully navigate and make the most of team-based PBL experiences, and to be sure that these experiences are equitable? In this session, we will discuss the genesis and operations of the SWEET Center, a campus resource dedicated to Supporting WPI through Effective and Equitable Teamwork. We’ll discuss WPI’s team consultation model and other tools to help support more equitable and effective team dynamics in PBL.
Institutional Support
Workshop description:
In this session frameworks for institutional transformation will be discussed. Participants will have time to evaluate where they are along the change pathway. We will together identify key challenges, share triumphs and identify some ideas to move our institutions further along the path. Strategies and materials for institutional level change will be shared.
Workshop material
PBL 101; Teamwork; Justice, Equity, and Transformation
Meeting ID: 9973925069
Workshop description:
Assessment in project work is a perennially vexing process. Finding the right balance between individual and team-based assessments, types of assessment to use, how often to assess during the project, and in what ways to assess, are some of the standard types of questions and issues facing faculty who adopt project-based approaches in their classrooms. In this workshop, we will explore these questions and look at practical examples of assessments used in project-based approaches at WPI at all levels and a variety of classroom contexts. We will also discuss emerging pedagogies around “ungrading” practices and ways of inviting students themselves into the process of assessment both in designing assessment tools and in collaborative self-assessments. Participants will leave the workshop with examples of specific assessment tools and strategies that can be employed in their own classes and modified to their own contexts.
Folder of resources
PBL 101
Meeting ID: 886 0931 0973
Passcode: 984161
Workshop description:
As a high impact practice, ePortfolios offer an opportunity to make students’ PBL work visible. ePortfolios can serve as a showcase opportunity to share a final project with a wider community. They can also serve as a platform for seeing what and how students are learning along the way. They are adaptable for individuals or groups and can fit within a course, across courses, or integratively between course and co-curricular work. This workshop will offer a brief introduction to ePortfolios and then focus on the practical considerations for designing ePortfolios for PBL. Workshop participants will have the opportunity to review and discuss exemplar ePortfolios in small groups and contribute to a design checklist for PBL ePortfolios.
Workshop Material