SIFT 101

Problem Solving
Fall 2014

Class: Sec 01 Tuesday & Friday 11:30am -12:50pm. Sec 02

Tuesday & Friday 02:30pm -03:50pm
01/20/2015-05/08/2015
Location: Terra 1102
Instructor: MD Baynard
Office: Terra 835
Hours: Tuesdays 1pm 2:15pm, by request
email: mbaynard@uarts.edu, mdb27@drexel.edu
Texts:
1. Effective Problem Solving 2nd ed. By Marvin Levine. Prentice-Hall Inc. A
Pearson Education Co. 1994. ISBN-10: 0132454815
2. The Grace of Great Things. By Robert Grudin Mariner Books. 1991. ISBN-10:
0395588685
3. Additional readings available on-line and through the course reserve and by
photocopies distributed in class.

Optional Texts:

1. The Back of the Napkin. By Dan Roam. Portfolio Trade. 2013. ISBN10: 1591842697
2. Guesstimation 2.0: Solving Today's Problems on the Back of a Napkin. By
Lawrence Weinstien. Princeton University Press. 2012. ISBN-10: 069115080

Program Objectives:

This course is one of the options in the Scientific Inquiry Foundation Training (SIFT).
SIFT was established as a way for students to be introduced to scientific study and
critical thinking. It serves as a foundation both for future studies in the natural and social
sciences, mathematics and life-long learning. To begin, students will explore the basics
of scientific method and research. Students will learn how to frame questions that can
be investigated empirically in the course of their examination of Artists engaging in
science. The results of these inquires will be written up as papers and discussed in
class presentations. The idea of intimate engagement will be introduced to enhance
students ability to problem solve more effectively. SIFT: Problem Solving has the
following objectives.
Successful students will be able to:
1. Frame questions for empirical study and identify appropriate data and analysis.
2. Carry out short-term inquiries and synthesize findings into a coherent written
conclusion or suggestion for further studies.
3. Assess relevant literature (text, media or online) to identify areas in which their work
may intersect the larger scholarly field.
4. Prepare a formal presentation of findings including written and visual or performance
oriented expositions.
Course Components and Weightings:
Artists engaging in Science paper and presentation................30%
Intimate Engagement project presentation with Journal...30%
Written Homework Assignments...15%
Group Work and Presentations.....15%
Class Participation (attendance/quizzes). ......10%
Absences :
Students are allowed 2 unexcused absences during the semester. Any more than two
and a deficiency notice will be sent out and your final grade will be reduced accordingly
(see notes below). If you know you will be taking a course related trip resulting in an

absence in this class, please inform the instructor ahead of time. In the event of an
extended absence or unforeseen circumstances, students should contact the instructor
directly to make appropriate arrangements (i.e. withdrawal or incompletes). Make-up
work and extra help are available from the instructor and from a number of resources
within the university. Students make these arrangements individually.
Class participation will be assessed as follows:
1. Attendance is mandatory. You are allowed 2 unexcused absences. With each
additional unexcused absence, the students overall grade will be reduced by half a
grade, so an A will become an A- with 3 unexcused absences, a B+ with 4 unexcused
absences and so forth.
2. Problem solving homework assignments
3. In class writing assignments/ quizzes and activities

Description of Projects:
I. Artists Engaging in Science
We employ art and science as a means to understand the world around us. At times art
draws inspiration from science. Your task for this project is this: Research an artist
whose work was inspired by science.
Layout of paper
1. Title page name, date, SIFT: Problem Solving
2. Introduction (at least one page)
3. Artist background
4. Artwork being considered
5. The science used as inspiration
6. Works cited (at least one book, 5 references all together) MLA style
7. Optional Image of artwork/science
Paper must be 5-7 pages typed (Title and works cited pages do not count toward page
count)
II. Intimate Engagement Project
This project is designed to strengthen the effective problem solving skills learned in the

second half of the semester. Students will work alone intimately engaging a problem
related to their art. Students must keep a journal of their progress. In the journals
students will note which problem solving skill they applied to their problem and whether
it was effective. The particular problem students chose doesnt necessarily have to be
solved by the end of the semester. The journey in this case is more important than the
final project. The Intimate Engagement Project must follow the following steps:
1. Identify a problem or challenge in your life. Relate it to your art.
2. Describe how you have been approaching it. Has your approach been working? This
will be the contents of your journal. Once the project begins you should be writing in
your journal, at least 5 entries a week.
3. Use scientific method and the idea of intimate engagement to clarify/solve the
problem or challenge.
4. The end result should be a paper (3-5 pages) describing the process. Additionally,
you will present an artistic rendering of the problem or challenge.

A Note on Grading:
It is expected that each assignment handed in be stapled, have your name, course
number, the date and title of assignment. For example:
Jane Smith
Lateral Thinking Homework
LACR 221 02
October 30, 2011
It is also expected that all writing assignments including the 2 major projects be well
copy-edited and written with the correct rules of grammar. A grade of R may be given
to those assignments/projects that need revision. Once the paper has been revised it
can then be re-submitted for a letter grade. These revisions have to be done in a timely
manner.
EMAIL COMMUNICATION
In this class our official mode of communication is through email. All communication
between student and instructor and between student and student should be respectful
and professional. Please use your UArts email for all official communication and
assume a minimum of 24 hours to receive a reply.
Help to improve your writing can be found at:
Academic Support Center Blanca Gonzalez, 215-717-6820 cgonzalez@uarts.edu

1500 Pine St. Anne Egler, 215-717-6819 aegler@uarts.edu

Room 102 Michele Kishita, 215-717-6821 mkishita@uarts.edu
Educational Accessibility
Students who believe they are eligible for course accommodations under the ADA or
Section 504 or have had accommodations or modifications in the past, should contact
the Office of Educational Accessibility at 2157176616 or dathomas@uarts.edu to
arrange for appropriate accommodations and to obtain an accommodations letter, if
applicable. Faculty can provide course accommodations/modifications only after receipt
of an approved accommodations letter from the Office of Educational Accessibility.
Accommodation letters can be provided to qualified students at any time during the
semester, but grades earned before the letter is received by the faculty cannot be
changed.
CONTACTING ME
I am best reached by Email for quickest response please send mail to both
mbaynard@urats.edu and mdb27@drexel.edu
Before or After Class- I can be reached in my office 30 minutes before class and directly
following lecture in the classroom
Appointments: Please set these up individually. There is a 15 minute grace period to
cancel or be late to and appointment.