Teaching a tolerance for ambiguity as a response to crisis learning contexts

dc.contributor.author	Long, Jennifer
dc.date.accessioned	2023-11-14T16:48:43Z
dc.date.available	2023-11-14T16:48:43Z
dc.date.issued	2021
dc.description.abstract	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.
dc.identifier.citation	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
dc.identifier.doi	https://doi.org/10.1007/978-3-030-74088-7_11
dc.identifier.uri	https://hdl.handle.net/20.500.14078/3245
dc.language.iso	en
dc.rights	All Rights Reserved
dc.subject	tolerance for ambiguity
dc.subject	design thinking
dc.subject	COVID-19
dc.subject	resilience
dc.subject	Boyer’s definition of scholarship
dc.title	Teaching a tolerance for ambiguity as a response to crisis learning contexts	en
dc.type	Book Chapter

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