Teaching a tolerance for ambiguity as a response to crisis learning contexts
Author
Faculty Advisor
Date
2021
Keywords
tolerance for ambiguity, design thinking, COVID-19, resilience, Boyer’s definition of scholarship
Abstract (summary)
Using insights from the changes made to a workshop developed before, but occurring after the pandemic, I describe the usefulness of design thinking activities and approaches to education in the post-COVID teaching era. I argue that design thinking techniques help build awareness around tolerance for ambiguity as an opportunity to inspire creative teaching solutions. This transferable skill is important for our students as soon-to-be graduates, and for faculty looking to build resilience in this uncertain time. Using Boyer’s framework for scholarship, I explore opportunities to connect the teaching and learning goals of students and faculty.
Publication Information
Long, J. (2021). Teaching a Tolerance for Ambiguity as a Response to Crisis Learning Contexts. In: Fayed, I., Cummings, J. (eds) Teaching in the PostCOVID-19 Era. Springer, Cham. https://doi.org/10.1007/978-3-030-74088-7_11
Notes
Item Type
Book Chapter
Language
Rights
All Rights Reserved