Arts & Innovation

Applied experiences with and reflection on art, performance, STEM fields, and entrepreneurial activity can have a profound impact on students' creativity and critical thinking skills. DCAL sponsored the following experiential learning projects in arts and innovation.

A Materials Library for Experiential Learning at Thayer

Expertly advised by Thayer faculty, paid undergraduate teaching assistants manage a materials library that links technology tools with physical materials and products. The library empowers Dartmouth students to grasp concepts and understand “materials thinking” while turning materials into technical solutions to complex engineering problems, art, or both. The library engages over 300 students and supports several project-based courses, including ENGS 3 “The Substance of Civilization,” ENGS 14 “The Science and Engineering of Music,” ENGS 21 “Introduction to Engineering,” ENGS 24 “Science of Materials,” ENGS 73 “Materials Processing and Selection,” and ENGS 171 “Industrial Ecology.”

Term: Ongoing

Project Leader: Ulrike Wegst (Associate Professor of Engineering)

Architecture, Art, and Public Space in the 21st Century

In this Studio Arts course, students traveled to New York City to experience and document a series of public spaces. While in New York, the students participated in a forum on the course theme, co-organized by the American Institute of Architects and the Center for Architecture in New York. Upon their return to campus, students designed an architecture/art project intervention to improve the conditions and experiences of communities in a public space.

Term: Fall 2016

Project Leader: Zenovia Toloudi (Assistant Professor of Studio Art)

CLST 10: The Ancient Book: Introduction to Paleography, Papyrology, Codicology, and Textual Criticism

This course covered a history of the book from Antiquity to the Renaissance, as well as paleography - the study of ancient and medieval scripts, papyrology - the study of scrolls, and codicology - the study of ancient and medieval books. Students experienced a hands-on introduction to these disciplines by making actual scrolls and codices (in collaboration with the Book Arts Workshop), and by learning to write in ancient scripts. As a final, investigative project, students used the skills of textual criticism to reconstruct a lost archetype and make a critical edition.

Term: Spring 2016

Project Leader: Thomas Hendrickson (Visiting Assistant Professor of Classics)

COCO 3.01: Dave the Potter: Slavery Between Pots and Poems

The Spring 2017 College Course, "Dave the Potter: Slavery Between Pots and Poems," examines the work of David Drake, a South Carolinian slave who made some of the largest ceramic storage vessels in America during the 1850s, signing them and etching sayings and poems into them as well. The course will include several experiential components, including re-printing couplets in the Book Arts Workshop, creating pottery in the ceramics studio, and an excursion to the Museum of Fine Arts in Boston to explore material objects associated with the course.

Term: Spring 2017

Project Leader: Michael Chaney (Associate Professor of English and Chair, African and African American Studies)

Experiential and Inquiry-Based Enhancement of the Undergraduate Neuroscience Curriculum

Students engaged in new laboratory activities using experimental techniques, state-of-the-art technologies, and hands-on experience with human brains, which were integrated into three existing core courses in the undergraduate neuroscience curriculum.

Term: 2017-18

Project Team: Robert Maue, Ann Clark, Jeffrey Taube, Kyle Smith, Matthjis van der Meer, and Michael Hoppa (Psychological & Brain Sciences), Erin DeSilva (Instructional Design)

FILM 7: Mass Media and Democracy, Power of the Press

Students in the FILM 7 "Mass Media and Democracy" course participated in a hands-on book arts workshop with Amos Kennedy, a letterpress poster artist. Kennedy's work is world-renowned for asking “uncomfortable questions about race and artistic pretension.” Students learned about Kennedy’s journey and watched the documentary called “Proceed and Be Bold” before his campus visit. After his visit, students reflected on how this experience influenced their own course projects. Members of the Dartmouth community were invited to share and reflect on these experiences.

Term: Spring 2016

Project Leader: Michael Evans (Neukom Fellow in Film and Media Studies)

First and Second Year Portfolio

This experiential project engages first-year students in the process of building digital portfolios that include samples from first-year writing courses as well as reflections on their writing and learning experiences. Additionally, students in their second year will be encouraged to continue building their portfolios, including drafts and polished projects from at least two general education courses, and written reflections at the end of the fall and spring terms. Finally, students will participate in portfolio-related events during the Sophomore Summer.

Term: Ongoing

Project Leaders: Christiane Donahue (Director, Institute for Writing and Rhetoric and Associate Professor of Linguistics), Megan McIntyre (Lecturer and Assistant Director for Program Development in the Institute for Writing and Rhetoric)

Graduate Learning Fellows for Mathematics

In partnership with faculty from the Mathematics department, graduate students trained in the best practices of teaching and learning formed pedagogical and mentoring teams to provide skills training, project support, and research assistance to small teams of undergraduate students in five mathematics courses.

Term: 2017-18

Project Team: Scott Pauls, Ann Gelb, Feng Fu, Peter Doyle, Rosa Orellana, and Eugene Demidenko (Mathematics), Adrienne Gauthier (Instructional Design), Cindy Tobery (DCAL)

Luso-Hispanic Film Festival

This year-long film festival was integrated into the basic language sequences in Spanish and Portuguese and included public screenings, panel discussions, content-based student projects, and interaction with the broader Spanish-speaking community.

Term: 2017-18

Project Team: Roberto Rey Agudo (Spanish & Portuguese), Scott Millspaugh (Instructional Design)

Preparing Students to be Arbiters of New Scholarship: Editing, Reviewing, and Publishing in the 21st Century

This project through the Dartmouth College Libraries engages student journal editors, reviewers, and authors in educational programming on all aspects of authoring, editing, reviewing, and publishing. Students also participate in a Dartmouth-hosted conference for college student journal editors, developed by and for students.

Term: Ongoing

Project Leaders: Barbara DeFelice (Program Director for Scholarly Communication, Copyright & Publishing, Dartmouth College Library), Laura Barrett (Director of Education & Outreach, Dartmouth College Library)

Rauner Special Collections Library Student Research Fellowship

Students took on in-depth research projects within the Dartmouth Library’s special collections and culminated the experience with a final journal article, work of literature, artistic performance, conference paper, or similar accomplishment.

Term: 2017-18

Project Team: Morgan Swan, Jay Satterfield, Peter Carini, and Sara Holston (Rauner Special Collections Library), Adam Nemeroff (Instructional Design)

Senior Design Challenge

This two-term, project-based capstone experience engaged seniors from 12 different academic majors in design thinking methodology with interdisciplinary groups of their peers and faculty mentorship to design applicable solutions to a real-world problem.

Term: 2017-18

Project Team: Peter Robbie, Ashley Manning, and Eugene Korsunskiy (Thayer School of Engineering), Mike Goudzwaard (Instructional Design)

 

The Theater Department's Experiential Learning Term (E-Term)

The Experiential Learning Term (E-Term) provided Dartmouth students with an authentic and rigorous immersion into the world of professional theater through a practical, dynamic, and intense internship at Northern Stage and Off-Broadway productions. Combined with professional and academic mentorship, the E-Term was a structured system for learning and reflection in a nonprofit setting.

Term: Ongoing

Project Leaders: Carol Dunne (Senior Lecturer in Theater), Peter Hackett (Professor of Theater), Jamie Horton (Associate Professor of Theater)

VoxFest: An Alumni Theater Festival

VoxFest is a 10-day residency in which four to five new theatrical works are developed, rehearsed and presented by accomplished Dartmouth theater alumni (as well as other selected professionals) in close collaboration with current students enrolled in the Department of Theater’s THEA 65, "Drama in Performance." Dartmouth students participate as they would in a professional workshop environment, serving as actors, assistant directors, dramaturges, stage managers and observers. They have meaningful interaction with alumni professionals in the field who can offer invaluable insight and perspective on the journey from Dartmouth into the professional theater world.

Term: Summer 2016

Project Leader: Dan Kotlowitz (Professor of Theater)