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Placemats?

A case study of self-determination theory in history course


to obtain.....

student efficacy

Ambrose et. al, (2010) How Learning Works: 7 Research-based Principles for Smart Teaching


to obtain.....

student’s must........

student efficacy

Ambrose et. al, (2010) How Learning Works: 7 Research-based Principles for Smart Teaching


to obtain.....

student’s must........

find value

student efficacy

Ambrose et. al, (2010) How Learning Works: 7 Research-based Principles for Smart Teaching


student’s must........

find value

student efficacy

& believe in....

Ambrose et. al, (2010) How Learning Works: 7 Research-based Principles for Smart Teaching


student’s must........

find value

student efficacy

& believe in.... possibility of success

Ambrose et. al, (2010) How Learning Works: 7 Research-based Principles for Smart Teaching


Underpinnings


Self-Determination Theory Sustained Motivation

what motivates us.....?


Self-Determination Theory Sustained Motivation social contexts that foster or undermine human potential


Self-Determination Theory Sustained Motivation social contexts that foster or undermine human potential

Stone, Deci, & Ryan, 2009


History Project Application Style identification Recall and application

Competence

Sustainable Motivation

Autonomy History Project Application Goal setting Applying for Roles Selecting buildings Sustained Motivation Selecting “themeing�

Relatedness History Project Application To community-engagement To each other-collaboration To purpose -educating the public Stone, Deci, & Ryan, 2009

Adapted from Stone, Deci, and Ryan, 2009


History Project Application Style identification Recall and application

Competence

Sustainable Motivation

Autonomy sense of choice

History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing�

Sustained Motivation

Relatedness History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


History Project Application Style identification Recall and application

ability to influence outcomes

Competence

Sustainable Motivation

Autonomy History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing�

Sustained Motivation

Relatedness History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


History Project Application Style identification Recall and application

Competence

Sustainable Motivation

Autonomy History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing�

Sustained Motivation

Relatedness

History Project Application social connections

To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


History Project Application Style identification Recall and application

Competence

Sustainable Motivation

Autonomy History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing�

Sustained Motivation

Relatedness

longterm motivation

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


Methods


Historic Preservation Month National Trust for Historic Preservation


Previous town celebrations walking tours brochures calendar


Normal’s Gems

project kickoff


History Project Application Style identification Recall and application

Sustainable Motivation

Competence

Autonomy History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing”

Relatedness Sustainable History Project Application Motivation

Autonomy

Autonomy

History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing”

Objectives

To community-engagement To each other-collaboration To purpose -educating the public Relatedness

Adapted from Stone, Deci, and Ryan, 2009

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


History Project Application Style identification Recall and application

History Project Application Style identification Recall and application

Competence Competence

Competence Sustainable Motivation

Autonomy

Relatedness

Sustainable History Project Application Motivation

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

Goal setting Applying for Roles Selecting buildings Selecting “themeing�

Autonomy

Objectives

History Project Application

Adapted from Stone, Deci, and Ryan, 2009

Relatedness History Project Application

Stone, Deci, & Ryan, 2009


Style identification Recall and application

Competence

History Project Application Style identification Recall and application

Competence

Sustainable Motivation

Autonomy

History Project Application Goal setting Applying for Roles Selecting buildings Selecting “themeing”

Objectives

Sustainable Motivation

Autonomy

Relatedness

History Project Application Goal setting History Project Application Applying for Roles To community-engagement Selecting buildings Selecting “themeing” To each other-collaboration

Relatedness

Relatedness

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

Stone, Deci, & Ryan, 2009


Roles Editor-in-chief (1)

charged with ensuring highest design quality and content accuracy oversee both groups to help develop standards determine protocol for reviews set interim deadlines maintain contact with client (Town Planner) works with graphic and copy editors to maintain standards

TYPICAL TEAM STRUCTURE

Graphic Editor (2)

find inspiration graphics to share with class work with other graphic editors to design placemat iterations work with copy editors to format information in design standards work with other graphic editor to design map and input locations

Copy Editor (1)

determine standard content template review both draft and final versions of all text ensure no content errors or omissions ensure consistancy of format and description length work with information scouts to obtain required information deliver information to graphic editors in timely manner

Information Scouts (4-5)

work with all information scouts to obtain building information work in teams of 2 to photograph buildings determine location and address of each building obtain building history and facts


Teams

Editor-in-chief (1) CLASS STRUCTURE

Team 1

Team 2


Application

Position applying for _______________________________________________________ Qualifications __________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Level of excitement for this position (1 low | 10 high) ______________ Why I want this position __________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Second choice position ________________________________________________________________________ Why you want this position _______________________________________________________________________ ______________________________________________________________________________________________


week

Timeline

1

intro meet client

2

3

4

5

6

location vote scout town develop themes

scout information develop graphics develop copy

7

photography edits

8


Outcomes


national historic preservation month

]MAY]

T o celebrate National Historic Preser vation Month

the Illinois State University Department of Family and Consumer Sciences researched Normal’s buildings and neighborhoods to develop informational placemats.

This year ’s placemats feature the Illinois State University Campus, Uptown, and Broadway districts.

Please take a moment to read the information on placemats in participating restaurants.

]

]

Campus & Uptown Broadway


[Normal, Illinois]

The homes of beautiful broadway Sitting on a large corner lot in the Cedar Crest Historic District this Queen Anne home is an expansive piece of history to take in. Built in 1890 it remained a home until the 1940s, when it was converted into apartment units. In 1994, after 50 years, the homeowners decided it was time that 5 Broadway Place be restored to its original glory as a single family residence.

[ 5

[ 1005

Attr ibutes of the Queen Anne Style •Absence of symmetry •Large verandas and gables •Variety of shingles and clapboards •Ornate milled woodwork

Built in 1921 this two story American Foursquare inspired home sits on a large lot with a picturesque white picket fence. The arched entry, awnings and shutters add charm to this quaint Broadway home.

705

1105

This home, built in 1927, most certainly has a different look than its neighbor at 1005 Broadway. A unique aspect of this house is that it features two architectural styles. The base of the home features American Foursquare characteristics, while the roof is a typical Bungalow style.

This Queen Anne styled home, built in 1916 by Orson Leroy Manchester, is quite a sight to see amongst Normal’s historical homes. Manchester, once a dean at Illinois State University and mayor of Normal, was deeply inspired by the Victorian era and his home captured this essence.

[

[

[ 905

Built in 1913, the home at 905 Broadway Avenue features squared columns and halftimbering that surrounds its exterior. Some countries in which half-timbering is frequently seen include England, Germany, and Norway. Many half-timbered homes in the Midwest were built by German settlers that brought both the technique and their own cultural heritage. These homes often include open planned spaces and energy efficient, enclosed spaces.

Attr ibutes of the Half Timber ing Style •Exposed wood framing •Spaces filled with plaster, brick or stone •A popular type of ornamentation in the United States •Featured in Queen Anne, Victorian, Swiss Chalet, and Tudor style houses

Illinois

State

University's

History

of

interior

Attr ibutes of the Foursquare Style

•Massive and conservative •Boxy shape with hipped roof •Wide porch •Large windows •Simplified ornamentation

design

[

class

presents

National historic preservation month


This classic one room schoolhouse, called the Rose Hill School, was originally located on Hovey Road. Built in 1899 after a windstorm destroyed the former brick building, the schoolhouse had separate boys and girls playgrounds and held class for children in grades 1-8. In May 1965, the Rose Hill School was dedicated in the honor of Miss Laura Eyestone, who began her teaching career in a one room schoolhouse in McLean County and then became an outstanding teacher in the Laboratory School at ISU.

1899

Style: Vernacular one room schoolhouse. Williams Hall opened in 1940 and was named after Arthur R. Williams, the first head of the Business Education Department and the second teacher hired for the Business Department. Featured on the Discovery Channel for paranormal activity, Williams Hall was the first library at ISU until 1976. The current Milner Library at ISU was named after Ange V. Milner, the first librarian at Williams Hall from 1890 to 1928.

1940

Style: Red brick Georgian exterior with sandstone columns. Gray marble foyer with double winding stairs in the interior.

Old Main, though no longer standing, was the first building on ISU’s campus. At the time, the school’s name was Illinois State Normal University. The corner stone with a time capsule was laid by W.H. Powel and Jesse Fell on September 29, 1857, and the last brick was put in place in November 1859. The building stood for 98 years and had many renovations before it was torn down on June 16, 1958.

1857

Style: Architect George P. Randall classified the style as modified Renaissance, but the building was said to be an unclassifiable mixture of styles.

illinois state university's history of interior design class presents:

]

National historic preservation month

]

Cook Hall was named after John W. Cook , the fourth president of the school. Built in 1898, it was originally used as a gymnasium and today serves as rehearsal hall for the School of Music. The building was designed by Miller & Fisher, who were local architects.

1898

Style: Architect George Miller classified the building as Richardsonian style mixed with a Gothic Castle style using rusticated Bedford limestone and designed to be fireproof.

Hewett House was built in the 1860s by Edwin C. Hewett, who was one of the first professors at ISU. He then moved on to serve as the school’s third president from 1876 to 1890. The Hewett House, located on College Avenue, now serves as the Ecology Action Center. This house has a reputation of being one of the finest Italianate/ Greek Revival houses in Normal.

1860

Style: Greek Revival Italianate. The Normal Theater, built in 1937, was said to be very avant garde for a small Illinois town. It featured plush, coral colored seating and blue, maroon, and salmon colored walls with aisle lights and multi-layered colored neon lights on the ceiling. This building represented luxury and glamour in Normal. The building closed in the early 1990s and reopened in 1999.

1937

Style: Sleek art-deco style with artmodern architecture.


Analysis


Data N=14 collection at project end

anonymous likert-type survey AGREE

statistical average


Data N=14 collection at project end

anonymous likert-type survey

+

named reflective responses I think that.......

axial coding


The purpose of this survey is to understand your perceptions of motivation regarding the history placemat project. The survey will remain anonymous and the instructor not be able to identifyyour youperceptions from your answers. Pleaseregarding respond regarding your level ofproject. agreement the following questions. The purpose of thiswill survey is to understand of motivation the history placemat The to survey will remain anonymous and the instructor will not be able to identify you from your answers. Please respond regarding your level of agreement to the following questions. The purpose of this survey is to understand your perceptions of motivation regarding the history placemat project. The survey will remain anonymous and the instructor will not be able to identify you from your answers. Please respond regarding your level of agreement to the following questions. circle regarding the most appropriate This project……. The purpose of this survey is to understand your perceptions ofPlease motivation the history placemat project. The survey will remain anonymous Strongly disagree Disagree Somewhat disagree Somewhattoagree Agree questions. Strongly agree PleasePlease circle the most appropriate and the instructor will what not beI’m able to identify you from your answers. respond regarding your level of agreement the following helped me to relate learning to what I’ll be This project…….

r

History Project Application Style identification Recall and application

r

Competence

c c

Sustainable Motivation

M Relatedness

omy

ct Application etting for Roles buildings themeing”

M

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

a

Adapted from Stone, Deci, and Ryan, 2009

Quantitative anonymous

a

Strongly disagree Disagree Somewhat disagree doing thetofuture helpedinme relate what I’m learning to what I’ll be Please circle the most appropriate This project……. explain your answer doing in please the future Strongly disagree Disagree Somewhat disagree helped me to relate what I’m learning to what I’ll be Please circle the most appropriate please explain your answer This project……. doing in the future Strongly disagree Disagree Somewhat disagree helped me to relate whatyour I’m learning please explain answer to what I’ll be Strongly disagree Disagree Somewhat disagree helped me to connect to the local community doing in the future Strongly disagree Disagree Somewhat disagree helped me to connect toyour the local community please explain answer please explain your answer Strongly disagree Disagree Somewhat disagree helped me to connect to the local community please explain your answer Strongly disagree Disagree Somewhat disagree helped me to connect to the local community Strongly disagree Disagree Somewhat disagree has helped me to identifyyour historical styles please explain answer Strongly disagree Disagree Somewhat disagree please explain answer has helped me to identifyyour historical styles please explain your answer Strongly disagree Disagree Somewhat disagree has helped me to identify historical styles please explain your answer Strongly disagree Disagree Somewhat disagree has helped me to identify historical styles has increased myexplain teamwork and leadership skills Strongly disagree Disagree Somewhat disagree please your answer please your answer has increased myexplain teamwork and leadership skills Strongly disagree Disagree Somewhat disagree please explain your answer has increased my teamwork and leadership skills Strongly disagree Disagree Somewhat disagree please explain your answer wasincreased a waste ofmy myteamwork time has and leadership skills Strongly disagree Disagree Somewhat disagree please explain your answer answer was a waste of my time your please explain Strongly disagree Disagree Somewhat disagree please explain your answer was a waste of my time Strongly disagree Disagree Somewhat disagree please explain your answer was a waste of my time Strongly disagree Disagree Somewhat disagree Strongly disagree Disagree Somewhat disagree explain your answer I wouldplease consider….. Strongly disagree Disagree Somewhat disagree passionate about this project Imyself would consider….. please explain answer myself passionate about your this project Strongly disagree Disagree Somewhat disagree I would consider….. please explain your answer myself passionate about this project Strongly disagree Disagree Somewhat disagree I wouldplease consider….. explain your answer that I’vepassionate spent a lotabout of time thinking Disagree Somewhat disagree myself this projectabout this course Strongly disagree outside classtime that I’veof spent a lot of time thinking about this course please explain your answer Strongly disagree Disagree Somewhat disagree please explain your answer outside of classtime that I’ve spent a lot of time thinking about this course Strongly disagree Disagree Somewhat disagree please explain your answer outside of classtime that I’ve spent lot of time thinking about this course Strongly disagree Disagree Somewhat disagree pleasea explain your answer outside of classtime Disagree Somewhat disagree that I hadplease an opportunity to express my opinions /ideas Strongly disagree explain your answer Strongly disagree Disagree Somewhat disagree regarding the project that I had an opportunity to express my opinions /ideas explain your answer regardingplease the project Disagree Somewhat disagree that I had an opportunity to express my opinions /ideas Strongly disagree please explain your answer regarding the project Disagree Somewhat disagree that I hadplease an opportunity to express my opinions /ideas Strongly disagree explain your answer regarding the project Disagree Somewhat disagree my contribution to this project improved the project Strongly disagree please explain your answer Disagree Somewhat disagree outcome my contribution to this project improved the project Strongly disagree outcomeplease explain your answer Disagree Somewhat disagree my contribution to this project improved the project Strongly disagree please explain your answer outcome Disagree Somewhat disagree my contribution to this project improved the project Strongly disagree please explain your answer Disagree Somewhat disagree my project role was a good fit for my skills and interest Strongly disagree outcome Strongly disagree Disagree Somewhat disagree please explain your answer my project role was a good fit for my skills and interest please explain your answer please explain your answer Disagree Somewhat disagree my project role was a good fit for my skills and interest Strongly disagree please explain your answer Disagree Somewhat disagree my project role was a good fit for my skills and interest Strongly disagree Strongly disagree Disagree Somewhat disagree this project a poor fit for a history class please explain your answer please explain your answer Strongly disagree Disagree Somewhat disagree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree Somewhat agree

Agree Agree

Strongly agree Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree Somewhat agree

Agree Agree

Strongly agree Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree

Somewhat agree

Agree

Strongly agree


identification

3.93

teamwork/leadership

3.57

competence in.... identification

3.93

autonomy relative to.... teamwork/leadership

3.57 3.73

skills & interest ability to express ideas

3.46

autonomy relative to.... & interest Historyskills Project Application Style identification motivation relative ability to express ideasto.... Recall and application passion for project

3.73 3.46 3.86

Competence thought outside class

3.46

motivation relative to.... 0 strongly

passion for project

disagree

1 disagree

2 somewhat disagree

3 somewhat agree

thought outside class Sustainable Motivation disagree

1 disagree

Relatedness History Project Application Quantitative To community-engagement

ct Application etting for Roles buildings themeing�

4 agree

5 strongly

4 agree

5 strongly

agree

3.46 0 strongly

omy

3.86

anonymous To each other-collaboration

To purpose -educating the public

2 somewhat disagree

3 somewhat agree

agree


identification

3.93

teamwork/leadership

3.57

relatedness to.... autonomy relative to.... career

3.42 3.73 3.8

skills & interest community ability to express ideas

3.46

competence in....

History Project Application Style identification identification motivation relative to.... Recall and application teamwork/leadership passion for project

3.93 3.86 3.57

Competence thought outside class

autonomy relative to.... skills & interest

3.46 0 strongly disagree

1 disagree

Sustainable Motivation ability to express ideas

omy

2 somewhat disagree

3 somewhat agree

4 agree 3.73 3.46

Relatedness

motivation relative to....

History Project Application Quantitative passion for project To community-engagement

ct Application etting for Roles buildings themeing�

anonymous To each other-collaboration

thought outside class To purpose -educating the public

3.86 3.46

5 strongly agree


identification

3.93

teamwork/leadership

3.57

autonomy relative to.... skills & interest

3.73

ability to express ideas

3.46

relatedness to.... career History Project Application community Style identification motivation relative to.... Recall and application passion for project

3.42 3.8 3.86

Competence thought outside class

3.46

competence in.... identification

0 strongly

teamwork/leadership

disagree

1 disagree

Sustainable Motivation

autonomy relative to....

omy

disagree

3 somewhat agree

4 agree 3.93 3.57

Relatedness

skills & interest

History Project Application Quantitative ability to express ideasTo community-engagement

ct Application etting for Roles buildings themeing�

2 somewhat

anonymous To each other-collaboration

To purpose -educating the public

3.73 3.46

5 strongly agree


3.93 3.57 3.93 3.57

identification teamwork/leadership teamwork/leadership

autonomy relative to.... autonomy relative to.... skills & interest

3.73 3.73 3.46 3.46

skills & interest ability to express ideas ability to express ideas

motivation relative to.... History Project Application Style identification motivation relative to.... passion for project Recall and application passion for project thought outside class

3.86 3.86 3.46 3.46

Competence thought outside class

0 strongly 0disagree strongly disagree

1 disagree 1 disagree

Sustainable Motivation

omy

Relatedness History Project Application Quantitative To community-engagement

ct Application etting for Roles buildings themeing�

anonymous To each other-collaboration

To purpose -educating the public

2 somewhat 2 disagree somewhat disagree

3 somewhat agree 3 somewhat agree

4 agree 4 agree

5 strongly agree 5 strongly agree


History Project Application Style identification Recall and application

Competence

What did I learn as a result of this project....

Sustainable Motivation

Relatedness

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Qualitative

inductive coding from N=14 from reflective responses


History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

n=6 growth in leadership and/or teamwork Sustainable Motivation

Relatedness

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Qualitative


History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

n=6 growth in leadership and/or teamwork n=6 improved style recognition in built environment

Sustainable Motivation

Relatedness

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Qualitative


History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

n=6 growth in leadership and/or teamwork n=6 improved style cognition in built environment n=7 improved connection from lecture to built environment

Sustainable Motivation

Relatedness

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Qualitative


History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

n=6 growth in leadership and/or teamwork n=6 improved style cognition in built environment n=7 improved connection from lecture to built environment n=3 ability to connect project to future career Relatedness

Sustainable Motivation

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public Adapted from Stone, Deci, and Ryan, 2009

Qualitative


History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

n=6 growth in leadership and/or teamwork n=6 improved style cognition in built environment n=7 improved connection from lecture to built environment n=3 ability to connect project to future career Relatedness n=7 enhanced connection to community

Sustainable Motivation

omy

ct Application etting for Roles buildings themeing�

History Project Application To community-engagement To each other-collaboration To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

Qualitative


omy

ct Application etting for Roles buildings themeing�

History Project Application Style identification Recall and application

What did I learn as a result of this project....

Competence

Sustainable Motivation

n=6 growth in leadership and/or teamwork n=6 improved style cognition in built environment n=7 improved connection from lecture to built environment n=3 ability to connect project to future career Relatedness n=7 enhanced connection to community History Project Application n=8 greater interest in design history To community-engagement

To each other-collaboration To purpose -educating the public

Adapted from Stone, Deci, and Ryan, 2009

Qualitative


“I never realized how much history was in this town. Everyone who ever lives here should educate themselves about its history.� Junior, Information Scout


“I have lived here for 2 years and didn’t realize all of the rich history around me, so I am glad we could bring a little of that to the community.” Junior, Copy Editor


“It really made us look at the town in a whole new light. We had to bring the creativity and essence of Normal all into one piece of paper. Projects like these really help open up your eyes to what is around you and make you notice things that you wouldn’t have paid attention to before.” Junior, Information Scout


Other Outcomes


Lessons Learned


Lessons Learned

20/20

writing & editing proved problematic - potential collaboration with English department enhance team training & goal setting - develop action plan for missed targets timeline implemenation - many students were not able to see placemats in use



Placemats: A Case Study of Self-Determination Theory in a History Class