Engaging Students In Wicked Problems: Strategies For Inspiring And Preparing Students To Tackle Messy, Place-Based Challenges, Danielle Lake
Jul 2015
Engaging Students In Wicked Problems: Strategies For Inspiring And Preparing Students To Tackle Messy, Place-Based Challenges, Danielle Lake
Danielle L Lake
The following webinar featuring Dr. Danielle Lake from Grand Valley State University – Engaging Students in Wicked Problems: Strategies for inspiring and preparing students to tackle messy, place-based challenges.How can we prepare students to tackle wicked problems? What pedagogical methods can be used to address interdependent, high-stakes systemic problems in our communities?This webinar will suggest we need to pursue an experiential, collaborative learning model: working across networks, disciplines, and institutions in order to tackle our social messes. Participants will discover strategies and explore possible methods for better preparing students to collaboratively tackle the wicked problems within their field.
"Big History: The Ultimate Multidisciplinary Course" For A Panel On The Topic: The Interdisciplinary Means Of Approaching Careers In Microbiology, Cynthia Taylor
May 2015
"Big History: The Ultimate Multidisciplinary Course" For A Panel On The Topic: The Interdisciplinary Means Of Approaching Careers In Microbiology, Cynthia Taylor
Cynthia Taylor
No abstract available
Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer
Feb 2015
Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer
Chris C. Palmer
This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the …
Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake
Dec 2014
Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake
Danielle L Lake
This presentation provides a number of strategies for instructors interested in a more participatory, transdisciplinary, and experiential educational model in order to foster real-world change around our high-stakes, complex public problems. By utilizing soft system’s thinking in addition to a feminist pragmatist methodology students can successfully collaborate with community partners and integrate across their disciplinary expertise in order to co-develop and implement action-plans with community stakeholders. Given the value of this work, but also the challenges, this session also highlights the potential pitfalls of working to prepare students for a messy, iterative process of collaboratively learning-by-doing in a “wicked” world.
Faculty Spotlight, Danielle Lake
Dec 2014
Faculty Spotlight, Danielle Lake
Danielle L Lake
GVSU Faculty Spotlight
Using Mendeley To Support Collaborative Learning In The Classroom, Tehmina Khwaja, Pamela L. Eddy
Dec 2014
Using Mendeley To Support Collaborative Learning In The Classroom, Tehmina Khwaja, Pamela L. Eddy
Pamela L. Eddy
The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved collaborative critique of an article, finding and annotating additional relevant literature, synthesizing all group articles, and creating individual policy briefs. We investigated how students used the software, tracking individual contributions and reviewing final student projects. We used survey data to gauge student experience with Mendeley. …
