User menu

Login
Menu

Main menu

You are here

Home ›

Digital Scholarship Team, Featured Projects

Editing of major production "LUVEME".

Edit multi camera production of Spring 2020.The program includes two LUVME (Lehigh University Very Modern Ensemble) concerts.

CEE 202 - CEE Planning and Engineering Economics

This course focused on the planning and management of civil engineering projects to include: Modeling and optimization methods; project management techniques; financial decision-making among alternatives; present value and discounted cash flow analysis; incremental analysis and rate-of-return criteria.

Students created slideshows, witha CITL staff developed application, associating images with an audio recording describing a civil engineering project that they also wrote a written report on as part of a larger assignment. Required elements included: Project engineering and non-engineering aspects, its stakeholders, its values, challenges, and their relation to local population, generation of support for the project within your intended audience. Topics included: Long Island Rail Road Project – East Side Access; Alaskan Way Viaduct; Allegiant Stadium; Oculus World Trade Center Station; Path to Prominence – Lehigh University; Glen Canyon Dam. Assessed as part of the larger project with grade averaged in to the assignmnet portion of the student grade.

For information on the audio slideshow application, please see this tutorial.

Example student project:

Documentary Storymaking Capstone - DOC 370

This course is required to complete the Documentary Storymaking Minor and the Graduate Certificate in Documentary. The capsone is a workshop-based experience that guides students through the design, planning, field research, production, and completion of a substantial documentary media project that results in a public presentation of students' most advanced work. Production is informed and enhanced by class discussion of selected readings, screenings, relevant theories and practices in documentary. Students were asked to choose from video, audio, and/or web publication. Student projects were completed remotely.

Example of student capstone project:

Calling Bullshit SOC 197

From our politics to business, social media to our personal relationships, we are up to our eyeballs in the stuff. But how do we identify specific cases of bullshit when we see it? And, perhaps more importantly, how do we call out bullshit in ways that are effective and constructive? This course aimed to answer these questions and give students the tools to identfy and call out bullshit.

For the final project, the 57 students in this course were diveded into groups of 3-5 students. Students were to choose a good example of bullshit out there in the world, then call out that bullshit in a 5 minute presentation and include concepts learned from class. Because of the Spring 2020 switch to remote teaching, student were unable to present in person presentations. Instead, they collaborated remotely to divide sections of the presentation, and recorded and embedded audio using Zoom or recorded and embedded audio in Google slides. This final presentation was work 10% of the students' grade.

Student group project examples:

The Doing and Undoing of Racism - PSY 326/AAS 326

In this course, students first identifed why and how racism occurs and is maintained, and then analyzed various social-psychological interventions that have been designed to reduce racism, specifically. For the Midterm, students used the faculty's educator subscription to Pixton (https://edu.pixton.com/educators). Students were tasked with designing a cartoon strip that details a particular psychological, social-psychological, historical, and/or legal process that has contributed to racism today.

Comic Strip Midterm - Documenting Historical and Social Psychological Processes of Racism: Using the Pixton software, students were asked to pictorially explain a (or a set of) historical and/or social psychological process(es) that have contributed to our understanding of how racism is constructed, reinforced, and/or maintained in our society. Aspects of the project include the creation of a storyboard/script, the production of at least 2 characters that engage with each other to discuss, describe or act out a particular process, 2 different backgrounds/scenes, and 15 to 20 panels. This assignment was completely remotely and accounted for 20% of the students' grade.

Student Example:

ART 195 Museum Controversies

Museums are consistently ranked among the most trusted of public institutions, yet they are often immersed in political and ethical controversies. Where and why did the concept of the public museum emerge, and how have its functions changed over time? How do museums continue to shape our definition of culture? How have they responded to recent critiques of the self-described ‘universal' museum and to claims for the ethical display of ill-gotten art and artifacts? And why is the Euro-American art museum so compelling a model that it has spread around the globe? This course interrogates what museums are, who they serve, and how they influence contemporary culture-making. Students were asked to produce audio assignments related to LUAG's upcoming "Doing Democracy" exhibit. This included researching the photograph, writing a script and producing an audio guide. Projects were completely remotely and were 20% of the students grade.

Here are examples of students' selected photograph and accompanying audio commentary:

 

Marketing 366 - Service Marketing and Innovation

While manufacturing giants all consider themselves service-related companies, services are moving to the forefront of industry value proposition offerings. This course focuses on issues related to service design and marketing on a broad basis, and its implication to retailing in particular. The course enables students to gain an understanding of the special challenges evident in marketing services and to acquire a unique set of knowledge and skills beyond the traditional strategies designed for product goods. Illustrative topics include fundamental differences.

The students were asked to collaborate with the Department of Transportation and the Office of Sustainability on campus to design a virtual interactive map that clearly shows bike-sharing locations, bike rack locations, and bike comfort locations throughout campus. The map would be used as part of a larger marketing campaign to revive the bike sharing program on campus. The project accounted for 22.5% of the students overall grade and was completed during the Spring 2020 remote semester coursework.

Example of group project: