Through guided research opportunities, students are exploring issues related to COVID-19 and other topicsIn a bold experiment, more than 30 Experiential Learning Project courses are serving nearly 450 graduate and undergraduate Carnegie Mellon University students this summer.
Typically during summers, many students complement their academic experiences through activities such as studying abroad, internships, research experiences at CMU or other institutions or volunteering at theater festivals or community centers, to name a few. But COVID-19 disrupted plans for many students this year.
"Recognizing the important role such experiential learning opportunities can play in our students overall experience, we partnered with faculty and staff across campus to develop creative and scalable alternatives," said Amy Burkert , vice provost for education. The 99-520 courses were provided to create experiential learning and remote research opportunities at no cost to the students. She added that the response from the CMU community members has been inspiring.
"Many faculty shared the sense that they were willing to do what they could to help the students in this unprecedented situation," she said.
Korryn Mozisek, director of integrative learning in the Office of the Vice Provost for Education , said that about a quarter of the experiential learning courses are exploring issues related to COVID-19.
"It’s interesting the way that we’re seeing similar issues that are addressed in different ways," Mozisek said.
The skills that students are learning in those courses will translate into transferrable job skills in the same way a research project or internship would, she added.
Goods, Services and DataSome of the courses, such as "Creating New Economic Data for Decision Making in a Post-COVID-19 World," are wrapping up. The course is being co-taught by Associate Professors Chris Telmer , Rebecca Lessem , Ariel Zetlin-Jones and Laurence Ales.
The research being conducted by the students is part of a larger study looking at creating a data tool to describe the effect of the pandemic on consumer behavior, said Telmer who is head of economics at CMU.
There are many consumer surveys out there trying to measure how the pandemic is affecting people’s purchasing and consuming behavior, Telmer said. Each survey tends to focus on one or two headline goods or services such as haircuts and restaurant meals.
"What distinguishes our team’s work is that we are developing methods to measure how the entire consumption bundle is being affected," he said. "By understanding this, economists can then measure how industries and jobs will be affected, and policymakers can use the information to predict how changes in consumer behavior will affect employment and business activity."
Lessem said that the students are writing a survey to collect systematic data on goods and services.
"The students effectively wrote the questions in the survey with our guidance," she said. "They’re learning how to ask the right questions in order to design an effective survey. These skills are used both in research and by a lot of employers, so what they are learning will hopefully be valuable in the future. We have a great group of students, and they’re doing fantastic work."
Parvathi Meyyappan, a senior in economics and statistics and data science , said the work has been interesting.
"What type of data to include has been a constant battle," Meyyappan said. "We would love to include every question we thought of, but then no one is going to fill out an hourlong survey, so we’ve needed to find that balance."
Zachary Leventhal, a sophomore in economics, said that the course has been a great opportunity.
"I knew I wanted to do research over the summer," Leventhal said. "I was a little worried I wouldn’t be at the same level as other people, but a number of us are rising sophomores. "A lot of what we’ve been doing is less centered around heavy econometrics and model-building and more focused on going through the research process and methodologies."
Ales, who directs undergraduate economics research at CMU’s Tepper School of Business , said the course provides students specific skills that they can to add to their resumes.
"A lot of their work is based on deploying and analyzing a large survey, so they can talk about their skills in tools such as Mechanical Turk or Qualtrics or how to conduct a consumer survey," Ales said. "On the softer side, they are coordinating their teams in at least three time zones and they can explain the challenges and how they handled group work with tight deadlines on structured questions."
Joshua William Gelb, who graduated from CMU with a master’s degree in theater directing in 2012, performs "corners 1 2 3 4 and 5." The work is part of his "Theater in Quarantine" series where he transforms a closet into a digital white-box theater. The dance is choregraphed by Katie Rose McLaughlin and features music by Alex Weston. The piece is among performances being studied in the "Theatre After COVID-19 - Think Tank" course.
Theatrical Think TankWendy Arons , a professor of dramatic literature , and Kyle Haden , assistant professor of acting , are teaching one of two drama courses studying the effects of COVID-19 on the industry.
In the "Theatre After COVID-19 - Think Tank" course, the students are studying what makes for effective virtual performances and how that information can be used to speculate about the future of theater.
"We’ve identified a series of research areas for them to dive into as deep as they can to find out what is happening in that space, what can they learn from it and how it can be adopted for use in the coming year, when our own production work in the School of Drama may also have to be created and presented in a digital or remote manner," Arons said.
Along with teaching, Haden is active as a director and performer and is the artistic director of the Ashland New Plays Festival in southern Oregon. The course, which started near the end of June, has given him ideas for some of his projects.
"There is a flood of digital online things happening because you can do them in as little as a week," Haden said. "I’m still trying to figure out if I like performing and directing online, and whether or not I think it’s an effective form of storytelling, and the only way to find that out is to try things. So there’s a great practical benefit to this work. Some of the ideas our students have already come up with I can directly apply to my upcoming work."
Arons said she typically spends the summer researching and writing reviews of live theatre.
"But that’s not happening this summer; I just don’t think that it’s appropriate to review something that was created in two and half days, where the technology can fail at any moment. My home internet is as glitchy as anyone else’s is. The video or audio doesn’t sync up, and you don’t know where the problem is coming from," Arons said. "Teaching a research course seemed like a way to redirect that ongoing research into what makes a great audience experience, so that I’m not reflecting on what I saw, but rather helping students dig up what could be the best of the best."
By critically evaluating the work for their peers, the students are gaining presentations skills that Haden said could be useful in pitching future professional projects.
"It’s a series of low stakes presentations where they bring back something noteworthy they’ve seen in the past week to share with the class. The repetition of having to do each week will be extremely helpful to their future endeavors," he said.
Arons said that she would love for the research to be in vain because theaters reopen. But if they don’t, there are still avenues for virtual performance.
"There’s opportunity to recreate the sense of an event, and I think the students are really interested in that, to make virtual performance something that is worth ’getting dressed up for,’" Arons said. "People are really creative, and there are some artists starting to crack that."
"[Students] are feeling inundated by COVID-19 and this gives them a feeling that they’re part of the solution."