FINAL PDF IS PLACED 38 This assignment is easily adaptable to any course or situation. For example, Kristin recently used a modified form of this assignment during an outreach event for high school students, and refocused the headlines to “Civil Engineering in the News.” In addition, she has shared this assignment with colleagues at Drexel University and the University of Wisconsin-Platteville. At Drexel, the assignment was successfully implemented in Geologic Principles for Infrastructure and Environmental Engineering with sophomore students. At the University of Wisconsin-Platteville, the activity was modified to “Soil Mechanics in the News” for a junior-level course, Introduction to Geotechnical Engineering. ACTIVITY: in the News General Directions: Form groups with four to five people in each group. You may use any device (smartphone, laptop, etc.) to perform internet research for this activity. At least one group member should keep notes summarizing the conclusions for each step. 1. Investigate: News headlines often feature stories related to . As a group, investigate and discuss the stories behind the headlines you have been assigned. Each group has been assigned two headlines. (Note: You do not need to find these actual articles. Find information that explains the headline.) 2. Summarize: As a group, choose one of the headlines to focus on and summarize the story/topic in one paragraph. You will be asked to share this summary with the class later. 3. Identify opportunities: Evaluate the information you have found for your topic to identify opportunities for improvement, to solve a problem, and/or to address a common need. The following may be used to help guide group discussion: • Does this seem like a legitimate concern, founded on science? • If yes, are there opportunities to prevent, mitigate, or solve this issue? To better prepare? To find an alternative? • If no, why is there this misconception? Is there an opportunity to better inform the public or media? As a group, identify opportunities related to your topic. 4. Brainstorm: Now that you have identified opportunities, brainstorm as many solutions as possible. Think outside the box! Keep a running list. The goal is to come up with as many ideas as possible (do not worry about how feasible they are). Once you have a list of at least five ideas, look for similarities and then pick a favorite. 5. Present & Pitch: Prepare a pitch for your idea. This should be a quick, under two-minute verbal description that includes: the summary of your headline (step 2), the opportunity identified (step 3), and your favorite creative idea (step 4). Designate a group member to share the pitch with the class. He/she may use notes during the pitch and draw on the white board as well to help pitch your idea. 6. Discuss & Vote: Discuss within your group which ideas and pitches you liked the best and would consider investing in. As a group, choose a favorite and list the Group number and idea below. You may not choose your own group! GROUP MEMBERS: . OUR GROUPWOULD INVEST IN: . “Deep Ocean Trenches Found To Contain High Levels Of Pollution” MAKE IT YOUR OWN!