What are Curricular Activities?

Although the Hive doesn’t offer courses for credit of its own, we are thrilled to partner with many faculty members who already do work that supports our goal of accelerating the creative development of students across the 5Cs.  The Hive has supported existing courses through grants that helped faculty develop experiential, collaborative or exploratory aspects to their classes, through sharing expertise, and through drop-in sessions where we’ve shared ways of working that students can use in their classes.  Below are a few examples of the ways we’ve engaged with curricular activities during the last few semesters.  If you would like to work with us in any way, just let us know.

Drop-in Sessions

Class Title: E4 -Introduction to Engineering Design and Manufacturing

Faculty: Kash Gokli (Harvey Mudd)

  • Students in the E4 class use mindmapping to explore an issue that matters to them.

Professor Kash Gokli wanted his students to be able to come up with really creative solutions to the challenges they face in their E4 class, and had already incorporated several exercises to get them to flex their creative muscles.  He was gracious enough to invite Hive staff to give his students a quick overview of two ways to ideate. The first introducced students to a generative mindset using the “yes, and…” tool so commonly used in improv.  The second method was a way for individuals to sort through ideas on their own outside of team brainstorms: mindmapping.  We quickly introduced this technique and then gave students 5 minutes to use it to think through a real problem they were facing.  Students shared a range of challenges from choosing a major to being more connected with friends to moving a cumbersome desk.

Class Title: Domain-Specific Languages

Faculty: Ben Weidermann (Harvey Mudd)

Students from CS111 used open-ended questions to learn about how some students at Scripps understood their relationship to computers and devices.

In the class Domain-Specific Languages, students solve problems with code they create.  But are the problems they solve the most pressing – or at least the most interesting – ones they could address?  Professor Ben Wiedermann wanted to introduce his students to needfinding methods that would deepen and enrich their engagement with his semester-long project assignment, so he asked Hive staff to give a mini-lecture on empathetic listening.  After 15 minutes of instruction and demonstration, students jumped right into an experiential challenge to interview 5C peers about their relationship to technology.  Twenty five minutes later, folks were back in class to debrief what they’d learned about deferring solutions – something that’s really challenging with such smart, talented students – and instead listening to their (potential) users’ needs.