hein

Arielle Dispenza recognized for excellence in teaching

Anonymous — Mon, 10 Jan 2022 19:23:42 +0000

Arielle Dispenza recognized for excellence in teaching Anonymous (not verified) Mon, 01/10/2022 - 12:23

Arielle Dispenza was honored in December as the recipient of the 2021 Charles A. Hutchinson Memorial Teaching Award from CU ��«��Ƶ's College of Engineering and Applied Science.

Dispenza, a teaching assistant professor who joined the College of Engineering and Applied Science faculty in 2016, is director of undergraduate programs for the ATLAS Institute, where she oversees the Creative Technology and Design program. Alongside her administrative duties, she teaches web design and development; physical computing; 3D design; and senior capstone projects.

An alumna of CU ��«��Ƶ with a major in environmental design, Dispenza completed a minor in Technology, Arts & Media, the forerunner of the CTD program. After earning a master’s degree from NYU’s Interactive Telecommunications Program, Dispenza returned to CU ��«��Ƶ to teach at the ATLAS Institute, where she's helped shape the major she wished existed when she was a student.

As a creative technologist and educator, Dispenza consistently shares her passion for emerging technologies and design, including user research, experience design, physical computing, universal design, computation and art. She also encourages out-of-the-box thinking, creative problem solving and empowering students to be active creators of technology. Dispenza also distinguishes herself as a tireless advocate for student welfare, skill acquisition and professional development.

In the interview that follows, Dispenza discusses how she implements her core values into her teaching practice.

What is your teaching philosophy?
My teaching philosophy is guided by five core values that are deeply integrated with one another—making, initiative, inclusion, collaboration and self-reflection. My goal is to empower students by not only requiring that they master academic content in the abstract but to also apply it in practical, creative ways.

Can you elaborate a little on what you mean by inclusion?
When I was in high school, I was diagnosed with a learning disability, so I know firsthand the need for inclusive course policies and learning materials that accommodate different kinds of learners. I develop a wide variety of learning materials in my classes—written lessons, recorded videos, a library of code examples and live-technical demos—and I am available for individualized support when necessary. My goal is to give students all the resources they need to succeed. The pandemic has made this harder, necessitating a wider range of resources, support and compassionate understanding for unique student circumstances.

How do you go about putting your core values into action?
I believe my role as an educator is to provide a container in which students can freely explore. This approach contradicts the traditional schooling system in many ways, but I believe it is the foundation for cultivating excitement and initiative in the learning process. I typically frame each lesson with a topic that we build understanding around. I then challenge students to apply and integrate the topic through a hands-on project or activity. It’s an open-ended way for them to practice what they have learned, demonstrating both technical and conceptual understanding.

Can you give a specific example?
For the Creative Technology and Design major, students take a class we call “Object.” It’s an introduction to physical computing using microcontrollers, and we spend time each week discussing high-level concepts and ideas, after which, students have the opportunity to apply the concepts discussed through building actual circuits and interactive technologies in response to open-ended prompts and an end-objective. Students must independently devise a way to demonstrate what they’ve learned by coming up with a way to use the knowledge to solve a problem or create a delightful experience.

What do your students think of this approach?
This approach can be disorienting for students. At the start of the semester, students sometimes push back. Having been told what to do in most classes in the past, it can be disarming to be given unlimited freedom to create. However, by the end of the class students have gained confidence with both the material as well as the creative process, and over and over I receive feedback on how much they’ve loved the class and on how much they learned.

In terms of reflection as a core value, how is it implemented in your classes?
Students in my classes are required to reflect on what they’ve learned and their class performance. For each major project, they are also required to submit self-reflection documents where they comment on their process, including where they were successful and where they were challenged. These written reflections often provide meaningful context on how to improve the course or better support students, while reminding students that they are ultimately responsible for their own learning experience.

You clearly care about your students’ future success. What do you hope they carry from your classes throughout their lives?
I hope my students become lifelong learners. Especially in the technology space, my goal is to empower them to become innovative leaders and active participants and creators, not just passive consumers.

Arielle Dispenza was honored in December as the recipient of the 2021 Charles A. Hutchinson Memorial Teaching Award from CU ��«��Ƶ's College of Engineering and Applied Science. The award annually recognizes one engineering faculty member who has shown consistent dedication to teaching, education and students.

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Spring 2021 Capstone Projects

Anonymous — Mon, 03 May 2021 22:40:00 +0000

Spring 2021 Capstone Projects Anonymous (not verified) Mon, 05/03/2021 - 16:40

CTD Capstone (previously TAM Capstone) is a rigorous, two-semester course sequence required for all Creative Technology & Design majors. Normally taken during the senior year, it involves the completion of a culminating project that goes through multiple rounds of faculty review and iteration. This small collection of project presentations gives a sense of the kind of work students complete in the CTD program.

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Microsoft Research workshop gives new life to old toys

Anonymous — Tue, 20 Mar 2018 19:25:54 +0000

Microsoft Research workshop gives new life to old toys Anonymous (not verified) Tue, 03/20/2018 - 13:25

The assignment is to play with remote control cars. Well actually, break them up and use the parts to build something else. It's an apt assignment for Arielle Hein’s Object class, which meets in the ATLAS Blow Things Up Lab.

Using screwdrivers, pliers and whatever else they can find, students pull engines and drive trains from cars, dump trucks and drag racers, and connect them to micro:bit controllers to create custom sleds or "junk bots," from cardboard and other recycled materials. Instead of soldered circuit boards, they use loose wires and crocodile clips and binders to connect components. As students' creations take shape and come to life, the tempo in the room steps up a notch as the sound of wiring motors blends with laughter and conversation.

The March 2 workshop was led by Peli de Halleux, a principal software development engineer for Microsoft Research, who brought with him dozens of remote control cars purchased from thrift shops in Seattle. De Halleux’s workshops typically involve common classroom materials and scrap electronics for participants to make into interactive electronic devices.

De Halleux uses this approach in middle and high schools to teach circuits because kids usually don’t have the dexterity to work with microcontrollers, soldering irons and breadboards. This workshop was the first time de Halleux had tried the approach with adults.

“It is a chance for students to work with motors without getting in the weeds of breadboards and circuits,” says Ben Shapiro, assistant professor in the ATLAS Institute and the Department of Computer Science.

Juliet Luna and her partner crafted a yellow submarine from cardboard and hot glue, attached markers as legs and then weighted the salvaged DC motor so the submarine shook when the motor was activated, causing the legs to draw on the paper below it. “We do a lot of fun things in the TAM program, but this workshop made me feel like a kid again,” says Luna, who plans to graduate in 2019 with a TAM minor.

For Hein, it was exciting to watch her students use micro:bits for the first time. Some groups made relays using the micro:bit, which allows control of two motors. Other groups incorporated a second micro:bit as a wireless controller using the built-in radio feature of the board.

“They were able to do so much with the materials,” Hein says. “The micro:bit has a lot of built-in sensors and inputs, but the best part is that two micro:bits can be easily configured to communicate with each other over radio signals. This means that one micro:bit can be used to wirelessly control another.”

Luna says students helped each other with their projects. “The BTU lab is such a cooperative environment,” she says. “The space encourages students to take more risks and push boundaries. The people you get inspiration from don't need to be experts. It was a blast. What other class allows you to take apart cars and build cardboard submarines?”

YouTube video (For those who want to try this at home.)
Microsoft workshop photo album

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"A New Way to Measure Time," TEDxMileHigh:Point of Departure

Anonymous — Fri, 30 Jun 2017 18:35:30 +0000

"A New Way to Measure Time," TEDxMileHigh:Point of Departure Anonymous (not verified) Fri, 06/30/2017 - 12:35

Watch TAM Instructor Arielle Hein's talk, "A new way to measure time," delivered at TEDxMileHigh 2017: Point of Departure on July 8, 2017.

[Video:https://youtu.be/SzSVIJERQQg]

Watch ATLAS TAM Instructor Arielle Hein's talk, "A new way to measure time," delivered at TEDxMileHigh 2017: Point of Departure last summer.

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