Abstract

What dimensions of our discipline may sometimes seem at odds with one another, particularly to students who are new to the discipline? In the discipline of philosophy, for example, students are usually encouraged to suspend judgment and explore questions from different points of view. On the other hand, students are also encouraged to take a position and make a well-reasoned argument in support of it. In other words, the discipline values flexibility and openness but also insists on making a judgment and arguing for it. In this session the presenter will describe how he has designed teaching and assessment with this tension in mind and what he has learned from student performance. Participants in the session will consider tensions in their own disciplines; review teaching and assessment practices in relation to disciplinary tensions; discuss issues in research on teaching/learning in relation to disciplinary tensions.

Location

Room 1908

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Mar 9th, 2:00 PM Mar 9th, 2:45 PM

Teaching Tensions in the Disciplines

Room 1908

What dimensions of our discipline may sometimes seem at odds with one another, particularly to students who are new to the discipline? In the discipline of philosophy, for example, students are usually encouraged to suspend judgment and explore questions from different points of view. On the other hand, students are also encouraged to take a position and make a well-reasoned argument in support of it. In other words, the discipline values flexibility and openness but also insists on making a judgment and arguing for it. In this session the presenter will describe how he has designed teaching and assessment with this tension in mind and what he has learned from student performance. Participants in the session will consider tensions in their own disciplines; review teaching and assessment practices in relation to disciplinary tensions; discuss issues in research on teaching/learning in relation to disciplinary tensions.