The Project-Based Learning (PolyX) Experiences

Prepared by Joanne Sohn

Introduction

LTD is an initiative that aims to:

Provide EVERY Cal Poly Pomona student with at least one signature polytechnic experience (Poly X)
Enable EVERY student to articulate their signature polytechnic experience.
- Through collaborative learning and intense mentoring, PolyX engage students beyond the classroom. Though this module based on project-based learning, a PolyX does not have to exist in a form of a project. Please refer to our PolyX Inventory (https://www.cpp.edu/polyx/). This module is designed to work concurrently with other FYE content. Many of the activities and assignments will be performed by students in groups outside of class time. On average, you will need to dedicate 4 in-class hours for the assignments. This time can be modified as needed to fit in with the rest of the FYE course content.

Learning Objectives

Students will collaborate in a group (SLO 2)
Students will formulate a question and propose a solution (SLO 1)
Identify and address a community problem (SLO 2)
Students communicate results to a wider audience (SLO 1)

Teaching Strategies

This module is designed to work concurrently with other FYE content. Many of the activities and assignments will be performed by students in groups outside of class time. On average, you will need to dedicate 4 to 6 in-class hours for the assignments.

You may choose to integrate other FYE modules for some of your assignments. In particular, the “Information Literacy Module”, “Team Work” module and the “Critical Thinking Skills” modules contain valuable tools, information and assignments that can be used to complement the class. For information literacy, some FYE classes invite a librarian to present this material in class, or you can use the module. The Team Work Module can be used to help create groups as well as guide students how to function as a team, and the Critical Thinking Module can be used to help form a project question.

This module makes use of a Peer Learning Assistant (PLA), who is a student with experience in research and/or project-based learning. PLA’s can act as a bridge between the instructor and the students, and can play a powerful role in the PBL experience.

Readings

The Mark Rober Squirrel video: an example of how a project develops: https://www.youtube.com/watch?v=hFZFjoX2cGg. Students can watch this before class or during class, as time allows.
Information on the project: Project FAQ

Lecture and Content

During class lecture and content

Activities

First class (in-class)
- One to two hours to introduce project-based learning. Students will be placed in breakout rooms and be given a mini-project. The time needed depends on how many students are in the class.
  1. In-class mini-project: place students into temporary groups. They will be doing an activity “Welcome to your project experience”, where students will come up with a project idea. You can choose any topic that is relevant to your class. The topic included here is based on our major’s focus on animals. Students answer the questions, propose a project and then present it to the rest of the class.
  2. Show examples of previous projects
Rest of the Semester (with student groups, not in class)
1. Form groups: (Resource Team Module:)
  - Students will eventually be placed in groups. In general, try to place students in groups where they share other classes and can form study groups or otherwise engage as a community. Though it would be nice for them to form a social connection, they can also form an academic connection. Group work is one way for students to feel connected to CPP. The Team Work module has resources that can help build the groups and navigate team dynamics. Students should come up with a team contract that delineates how they will interact with one another as one of their first assignments.
  - Students will be required to meet in groups throughout the semester. The instructor should meet with each group at least once, preferably more, during the semester. PLAs should meet them several times throughout the semester and give the instructor feedback. PLAs are especially useful in helping with group dynamics.
2. Form project idea (Resource: Critical Thinking Skills Module)
  - This is typically the most difficult part of the assignment. Students often start out with very broad ideas. For instance, students will want to solve the climate crises. Part of their development is to develop a defined, workable question and base a project around that question. A good website that can help students think of community problems is the UN Sustainability Development Goal website: https://sdgs.un.org/goals. Almost any project can be formed from the topics on this website.
3. Research (Resource: Information Literacy Module)
  - A visit from a librarian or to the library is highly recommended. Students can be encouraged to perform much of their research during this session, when a librarian is on hand to as questions. If that is not feasible, then the FYE module listed above is an excellent resource and can be performed outside of class time.

Present project idea to class
Present draft poster presentation to class
Present Final Poster Presentation at FYE Showcase

Resources

Visit from a librarian or to the library is highly recommended. Encourage students to perform much of their research during this session, when a librarian is on hand to as questions. Otherwise, the three modules listed above are very helpful.
The instructor can choose any website for project ideas, but a good one is the UN Sustainability Development Goal website: https://sdgs.un.org/goals
PLA should meet with group to facilitate project, assess group dynamics and report back to instructor on a biweekly basis, if possible.

Assignments and Assessments

Assignments

Group formation and group contract
Individual reflection paper
Group reflection paper
Present draft project idea to class
Present draft poster presentation to class
Present final poster at FYE Showcase
Have students take 5 selfies of them working together. This will be due at the end of the semester.
Here is an example of grade breakdown:
1. 3 Individual reflection papers -25%
2. Final poster – 25%
3. 3 Group papers – 15%
4. 2 Group presentations- 15%
5. Group formation (questionnaire, team contract, asset map) 10%
6. Group meetings – 10%

Assessments

Poster presentation rubrics:

Scientific Poster Rubric
WPI Poster Rubric
Group rubrics available in Team Module

How to Complete This Module (Instructions for students)

Form groups
Identify a community problem
Define a question
Propose a solution to that problem and create a project to test the proposal
Create a poster presentation with your methods and results
Present the poster in a public forum such as the FYE Showcase
Upload poster onto BroncoScholar

How to Teach This Module (for Instructors)

Lead students through group project exercise
Form student groups (use Team Module)
Meet with students to help define project question and scope (PLA can also meet with students). Use Critical Thinking Skills Module
Introduce information literacy (use Information Literacy Module or invite librarian to class)
Grade draft student presentations and provide feedback
Provide feedback on final poster presentation
Attend FYE Showcase with students and assess presentations