Students do not magically know how to work in a studio environment. Asking good questions, knowing when to ask instructors for feedback, figuring out which instructor to ask about what topic, articulating how you need an instructor to help you on a particular topic -- these are all learned skills. My intent in these handouts is to start making them more explicit and to scaffold students into mature studio-learning behavior, very, very fast.
I'm experimenting with making hand-drawn handouts for my college-level teaching. Rich Dionne and Davin Huston have been super-gracious about letting me jump in and help coach teams through the PPI design lab's end-of-term push, and to get myself up to speed on the students -- and vice versa -- I decided to... draw things.
It occurs to me that these sheets may see more general usage in the future, so here's the two-page handout -- it's designed for undergraduate (STEM) studio courses I teach. The first page is a manual on "how to utilize the Mel," including accessibility considerations and a starting list of my skillsets. The second page is a group status check-in document. Feedback/edit-suggestions for future versions is quite welcome. And yes, Olin students, you'll be seeing this sort of thing if you take any of my classes.