Single Point Rubrics are a more accessible style of rubric for faculty and students. Faculty do not have to spend time developing analytic rubrics when they may not accurately represent what the students has or has not done. Feedback that is given to students is of higher quality since they are making direct comments on specific criteria and standards. Since there are only two columns, (areas for improvements and evidence of exceeding expectations, it is easier for students to read.

Below is an example of a single point rubric that could be used for a podcasting assignment:

Read how to use Single-Point Rubrics for Student Self Reflection

Bring your class to the Digital Learning Lab! Our one class orientation introduces students to the free resources available to them for academic assignments, research, and personal projects. Your students will learn about the possibilities that the DLL affords them and see project examples. Your class will also participate in a lo-fi, hands-on activity focused on design thinking that solves a real-world problem. 

The real-world topic can be changed to meet the needs of your content and align with your course objectives. The activity can also be substituted with a general introduction to an equipment hosted within the DLL. You can set up a consultation to discuss your needs further. 

Makers will:

Ideate

1. Identify the need to invent, design, fabricate, build, repurpose, repair, or create a new derivative of some “thing” in order to express an idea or emotion, to solve a problem, and/or teach a concept

   • recognize unmet needs that may be filled by making

   • tinker and hack to learn how things are made and how they work

   • evaluate the costs and benefits of making as an alternative to buying or hiring

   • investigate how others have approached similar situations

2. Analyze the idea, question, and/or problem

   • define the idea, question, and/or problem

   • break the idea, question, and/or problem into its constituent parts

   • question assumptions

3. Explore the idea, question, and/or problem and potential solutions

   • garner input from stakeholders and peers

   • research existing relevant products and ideas

   • brainstorm a variety of solutions and pursue the most promising one

   • evaluate the costs and benefits of using off-the-shelf parts or kits as opposed to making from scratch

Create

1. Operate safely

   • seek training and information on dangerous equipment and materials

   • ascertain applicable technical standards and safety codes

   • wear personal protective gear when appropriate

   • reinforce safety precautions with others

   • accustom self with location-specific emergency procedures, egress and disaster plans

   • observe safety procedures in the event a person(s) is impaired or injured

   • transfer safety principles gleaned in training to broader contexts

2. Assess the availability and appropriateness of tools and materials

   • research various equipment and materials to determine limitations and suitability for a specific application

   • choose the most appropriate tools and materials (physical, digital, and rhetorical) for the job

   • acquire the necessary tools and materials

   • investigate alternate tools and materials when a desired tool or material is not available

   • fabricate necessary tools, reimagine material choices, develop alternate workflows, and/or revise project scope when alternative tools or materials are not available

3. Produce prototypes

   • determine the method of creation most suited to the project

   • gain confidence with technologies and processes required for creation

   • specify functional requirements for prototype vs desired finished product

   • divide design into individual components to facilitate testing

   • document design process

4. Utilize iterative design principles

   • apply measurable criteria to determine whether creation meets needs

   • revise and modify prototype design over multiple iterations

   • gather prototype feedback and input from stakeholders and mentors

   • rework design to include insights from feedback

   • take intelligent risks, use trial and error, and learn from failures

Manage

1. Develop a project plan

   • identify who the relevant stakeholders are

   • specify actionable and measurable project goals and requirements

   • utilize time management and project management tools

   • outline project milestones, including sequential action items

   • anticipate time for multiple prototype iterations

   • work effectively within project constraints, be they financial, material, spatial, and/or temporal

2. Assemble effective teams

   • recognize opportunities to collaborate with others who provide diverse experiences and perspectives

   • gauge the costs & benefits of “Doing-it-Yourself” (DIY) or “Doing-it-Together” (DIT)

   • recruit team members with diverse skills appropriate for specific project requirements

   • join a team where one’s skills are sought and valued

   • solicit advice, knowledge and specific skills from experts

3. Collaborate effectively with team members and stakeholders

   • listen to others

   • learn from and with others

   • communicate respectfully and clearly with team members and stakeholders

   • follow through on team commitments and responsibilities

   • practice accountability both personally and with team members

   • appraise contributions to the success of the team

4. Employ effective knowledge management practices

   • restate technical and maker jargon for the layperson

   • document steps clearly with sufficient detail for others to follow and replicate workflows

   • use version control to manage project outputs and documentation

   • preserve project outputs and documentation for long-term access

Share

1. Apply knowledge gained into other disciplines, workforce, and community

   • teach skills and share insights with other makers

   • recognize and cultivate transferrable skills

   • transfer knowledge, skills, and methods of inquiry across disciplines and activities

   • familiarize self with skillsets of others

   • connect those seeking to learn something with those who have relevant experience

2. Be mindful of the spectrum of cultural, economic, environmental, and social issues surrounding making

   • express awareness of diversity and inclusion when identifying unmet needs

   • consider sustainability when making, including upcycling and recycling materials

   • scrutinize the ethical implications of making

3. Understand many of the legal issues surrounding making

   • demonstrate an understanding of intellectual property rights and protections

   • weigh the costs & benefits of seeking intellectual property protections v. making project outputs open and freely available to others

   • examine the potential viability of both proprietary and open source systems to adopt/adapt

   • respect the intellectual property rights of other makers

4. Pursue entrepreneurial opportunities

   • perform thorough market research for competing products and capacity for monetization

   • identify project outputs that may be protectable by trade secret, patent, trademark or copyright

   • project costs of mass production and requisite economies of scale for return on investment

   • refine financial plan for variable scenarios

Dispositions & Values

Makers:

• Construct knowledge and understanding through doing.

• Reflect on what they have learned by making.

• Convey curiosity about how things work, how things are made, why they have been made that way, and how they might be improved.

• Celebrate opportunities to share skills, knowledge, ideas, and creations to benefit a broader community.

• Practice persistence through the problem solving and iterative design process.

• Engage enthusiastically in opportunities to learn.

• Exhibit appropriate confidence in their ability to ideate, create, and problem solve.

• Embrace risk and innovation.

• Value collaboration and diverse perspective and experiences.

• Appreciate openness and sharing.

• Comprehend that the objects one makes are tangible forms of embodied knowledge.

This a focused list of research on makerspaces within higher education. If you are interested in more specific projects that were completed, please see our "Course Implementation in Action" section. 

Maker Movement Research

Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in education. Harvard Educational Review, 84(4), 495–504. https://doi.org/10.17763/haer.84.4.34j1g68140382063

Hynes, M. M., & Hynes, W. J. (2017). If you build it, will they come? student preferences for makerspace environments in higher education. International Journal of Technology and Design Education, 28(3), 867–883. https://doi.org/10.1007/s10798-017-9412-5

Lakind, A., Willett, R., & Halverson, E. R. (2019). Democratizing the Maker Movement: A case study of one public library system’s makerspace program. Reference & User Services Quarterly, 58(4), 234–245. https://doi.org/10.5860/rusq.58.4.7150

Nay, L. (2020). In good company: Engaging in the Maker Movement alongside campus partners. College & Undergraduate Libraries, 27(2–4), 326–338. https://doi.org/10.1080/10691316.2020.1865859

Pettersen, I. B., Kubberød, E., Vangsal, F., & Zeiner, A. (2019). From making gadgets to making talents: Exploring a university makerspace. Education + Training, 62(2), 145–158. https://doi.org/10.1108/et-04-2019-0090

Vongkulluksn, V. W., Matewos, A. M., & Sinatra, G. M. (2021). Growth Mindset Development in design-based Makerspace: A longitudinal study. The Journal of Educational Research, 114(2), 139–154. https://doi.org/10.1080/00220671.2021.1872473

Wu, K. J., Burg, T. C., & Burg, K. J. L. (2020). Reshaping the higher education makerspace and harnessing current disruptive events. Technology & Innovation, 21(4), 1–10. https://doi.org/10.21300/21.4.2020.6

Faculty: Dr. Carmony Hartwig

Course Description: An introduction to the chemistry of cellular processes, to include protein conformation and function, the generation and storage of metabolic energy, and the biosynthesis of important cellular structures as the main themes. Students choose and manipulate a protein molecule in a 3D modeling software and print them on a 3D printer. Students develop a poster presentation using Canva and enhance it using BlippAR to make their poster presentations with a layer of augmented reality. 

Students look at an example AR poster in Blippar; Dr. Hartwig giving a demonstration on Nanome in VR. 

Student using their protein model during their poster presentation; 3D printed protein before post-processing.

Faculty: Dr. ChaMarra Saner

Course Description: A study of forensic science to include investigation of physical evidence (e.g. petroleum products, accelerant residue, blood, DNA, and glass) encountered at crime scenes. Students developed a rough sketch of a mock crime scene and then reconstructed the crime scene to scale in the technical drawing software called LucidChart.

Student example of a reconstructed crime scene in LucidChart

Faculty: Dr. ChaMarra Saner and Professor Brian Whitson

Course Description: A study of the fundamental principles of chemistry, including liquid/solid states, solutions, kinetics, equilibrium, acids and bases, thermodynamics, oxidation-reduction, and electrochemistry. Students learned about VSEPR geometry, chose a molecule, and modeled it within Tinkercad. Students learned about 3D printing and printer the molecule they created and painted elements and bonds accordingly.

Tinkercad model of molecules; A finished 3D printed molecule. 

Faculty: Dr. Lorraine LaGuerre

Course Description: Students study the theory and practice of modern instrumental methods of analysis. Students designed a fluorometer in Tinkercad and 3D printed on the Ulitmaker S3 3D printers. Students used these devices in combination with an LED light and multimeter to measure the fluorescent light that was emitted.

Fluorometer being used to measure fluorescent light.

Tinkercad model of Fluorometer.

Faculty: Dr. Andrew Jacobson

Course Description: The exploration of the use of drones to capture physical objects and make digital twins from the photogrammetry data. Drone imagery of a specific location was complied to make a 3D model that was then printed. The digital twin was then uploaded to SketchFab where you can interact and experience the model in VR.  

Poster presentation showing the process of scanning the Smokestack; 3D printing it and experiencing the model with a VR headset. 

Faculty: Dr. Sarah Jackson

Course Description: A study of a topic selected by the department focusing on an area of particular interest within the discipline. Students demonstrated changes that took place at a location over time using and online software called Thinglink. Hotlinks were used to show narratives, videos, 360 images, and sources. 

Example of a ThingLink project with hotlinks. 

Faculty: Dr. Christina Azmy

Course Description: This course explores instructional design as both a creative and strategic process. Instructional designers leverage learning theories, design methods, technology and communication skills, and a curious nature to create experiences that improve outcomes for others. Students utilized technologies to help them make bulletin boards for educational purposes. 

Students using the Cricut to cut shapes and letter to be used for a bulletin board.

Faculty: Dr. Melissa Tapp

Course Description: Within this course, teacher candidates will learn strategies for developing, implementing, and monitoring Individualized Education Programs (IEPs) and related instructional planning for students with disabilities in grades K-12. Students engaged in a virtual reality simulation of an IEP (Individualized Education Plan) meeting as the role of a note taker. 

Faculty: Dr. Christina Azmy

Course Description: The study of a selected topic from the fields of education focusing on specialized interests within the discipline. Students explored a wide array of technologies that are in education today including VR Headsets and coding robots.

Students evaluating VR apps for potential use in the classroom.

Gamification project using the laser engraver; Coding a Misty robot in the DLL. 

Faculty: Meredith Williams

Course Description: The study of the theory behind the development of instructional materials. Students identified a needs, gained empathy regarding the use of the technology in the DLL, and developed job aids to help future students use the technology.

Student placing job aid above technology; Students critiquing other jobs aids.

An example job aid

Faculty: Dr. Jeremiah Nelson

Course Description: This is a course designed to challenge the student’s creative and innovative abilities. Students explored a wide array of technologies such as 3D Printing, Video editing, Podcasting, and Laser Engraving that can be applicable to many creative entrepreneurial endeavors. Students showcased their skills and innovation by creating a board game on a topic of their choosing. 

Ultimate Housewife game made with the Cricut; Star Wars themed board game developed with the laser engraver and 3D printer.

Card game developed with the Cricut

Faculty: Dr. Ryan Fairall

Course Description: An analysis of human movement patterns including involved musculature mechanical principles, and techniques of improving movement efficiency. Students attended a video creation workshop hosted by the DLL. Then students in groups chose a muscle group and developed a series of videos addressing SMR techniques, various stretches, and resistance training exercises that would then be uploaded to the Exercise Science YouTube Channel. 

Screenshots of videos created by students

Faculty: Various

Course Description: FYS is designed to help students make a smooth transition from high school to college. The course introduces students to the academic values of the Catawba College community. Students learn about the design thinking process and apply it to a real-world mini challenge. These valuable problem solving skills are useful inside and outside the classroom. 

Student using lo-fi materials and tools to develop a prototype of a real-world problem.

A student presenting their solution to the class.

Faculty: Dr. Pam Thompson

Course Description: Students learn fundamental concepts and uses of information systems for business and beyond including management information systems, programming, cloud computing, mobile technologies, digital marketing, big data, and ethical issues. Students learned about the history of VR/AR/XR  and had the opportunity to evaluate VR apps developed for business and productivity. Students the proposed their own app for a business situation.  

Student using a VR headset 

DLL student worker presenting on the history of VR/AR/XR

Faculty: Dr. Jennifer Klebaur

Course Description: A survey of the anatomical, physiological, biochemical, and pharmacological processes of the nervous system as these influence behaviors. Students were to teach a concept using a physical artifact that they created using any combination of technologies in the Digital Learning Lab. 

Brain diagram developed on the laser engraver; 3D printed hands, spine section, and brain wired to LEDs and batteries to simulate functioning and non-functioning nerves.

Faculty: Dr. Barry Sang

Course Description: An introduction to documents, developments, literature, structures, and origins or the New Testament and Far Eastern Religions. Students we exposed to a variety of religious locations (past and present) through the lens of immersive virtual reality experiences.

Students receiving VR Training and exploring different locations around the world. 

Faculty: Rev. Kendra Joyner-Miller

Course Description: An introduction to the academic study of the books of the Old Testament (Hebrew Bible), their historical setting, and their religious and theological content. Students chose a talisman that was important to them, printed it using the 3D Printers, and wrote a reflection describing its role in their lives.

Students project examples

Faculty: Professor David Loudermilk

Course Description: An in-depth study of the fundamental necessities of self-management for the actor to include finding and developing your brand, creating marketing and business plans, networking, and developing strategies for auditioning for stage, film, and television. Students used the greenscreen video studio and microphones to develop short clips and commercial voiceovers for mock submission. 

Students using the 4K camera in the video studio.

Faculty: Professor David Pulliam

Course Description: A practical study of the fundamentals of stage managing. Students interviewed cast members in a podcast style and released episodes publicly before productions. 

Students learning to use the microphones with Anchor FM on the iPads. 

Faculty: Professor David Loudermilk

Course Description: A practical study of the fundamentals of directing. Students utilized VR headsets to watch a 360 production of Hamlet. 

Students using Oculus Quests 2 to view a production