Creating Wicked Students: An Idea for Class Discussion

Meaningful Connections I began reading Creating Wicked Students by Paul Hanstedt (2018) some time ago. While my progress has been slower than I’d hoped, but passage inspired me to think of a novel idea for class discussion: Consider the following: Three students are assigned a book chapter. The first one reads the chapter carefully then […]

CPLC Season 2: Opening Reflections

Shockingly, although I had taken part in discussions of interdisciplinarity before, I had not really considered my own disciplinary affiliation in those discussions. At least, I had hitherto failed to contend with the fundamental question Do I even have a discipline? Watching Matt Cheney’s ID video a couple times woke me from my dogmatic slumber. […]

A Year in Practice: Synthesis & Vision

“To fill a gap in my teaching I hadn’t realized was there.” Personal Connections A fringe benefit of my CPLC involvement has been the happenstance connections I’ve made with other faculty and staff. I’ve met several interesting and talented people from diverse disciplines and far flung places. During that first session on June 4, when […]

Peer Instruction: Right for Wicked Problems?

Peer Instruction is a teaching method invented in 1991 by Eric Mazur, a physics professor at Harvard University. Mazur found that, in spite of his award-winning lectures and his students’ high test scores, the students failed to grasp the concepts he was teaching. They could crank out formulaic answers by rote, but couldn’t explain the […]

Natural Pedagogy and the Social Classroom

“Place our social natures as human beings front and center in the learning process” Eyler, Joshua. (2018). How Humans Learn. In his book How Humans Learn (2018), Joshua Eyler devotes one chapter to each of five attributes he says are key to human learning: Curiosity Sociality Emotion Authenticity Failure In a couple of previous posts, […]