[pccgrads] FW: Meet, Greet, Teach (MGT): Teaching Failure, May 28

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Tue May 27 16:57:02 PDT 2014


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Meet, Greet, Teach (MGT):
Teaching Failure

An Informal Conversation about Interdisciplinary Teaching on Environmental Issues


<http://washington.us5.list-manage1.com/track/click?u=20867f83bc8d4296d90b992a2&id=8cdb3ad68e&e=d0ab710987> Register Now


Wednesday, May 28, 2014
5:00-6:30 PM
Program on the Environment Commons, <http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=ecfb978677&e=d0ab710987> Wallace Hal <http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=32f8246402&e=d0ab710987> l (ACC) 012

Free to attend. RSVP requested by Friday, May 23.


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Can the failure to teach reaching success from failure become our own teaching failure?

We teach students that science starts with an hypothesis, and ends with a peer-reviewed publication detailing successful experiments. That is, scientists are über-smart people who always know the answer in advance, and never make mistakes.

Really?!?

What happened to exploration of a problem, adaptive management to hone an idea, reflection on whether the approach is appropriate, learning from mistakes. Shouldn’t we teach failure in order to affect success?


Join us for a discussion of how - and why - teaching failure can make a difference to student learning.

Panelists:

* Ginger Armbrust, Professor and Director, Oceanography
* Lauren Buckley, Assistant Professor, Biology
* Juliet Crider, Assistant Professor and Program Director, Applied Geosciences, Earth & Space Sciences
* Dominic Muren, Lecturer, Industrial Design & Interaction Design
* Brian Polagye, Research Assistant Professor, Mechanical Engineering; Co-Director, Northwest National Marine Renewable Energy Center

Teaching failure was a recent topic in the Chronicle of Higher Education. To see how one professor found failure in the classroom more instructive than success, click <http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=60ba0a5a6a&e=d0ab710987> here.

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ABOUT MGT:
MGT is an evening series offering graduate students, postdocs, staff and faculty with an interest in engaging in artful, interactive, innovative teaching a chance to interact with colleagues from across campus who are willing to share their enthusiasm and experience.
Each MGT focuses on a single “30,000 foot” issue: What is interdisciplinary? The role of facts versus values. Can personalized teaching be objective teaching? Saving STEM.

Over a glass of wine and light appetizers, attendees have a chance to mix and mingle before settling down to a 30-minute "fast panel" of 3-5 faculty, each delivering thought - and conversation - provoking answers. With time for both structured and social interaction, MGT presents an opportunity for everyone to have a say, make a contact, find a shared direction, and learn something new.

Wanting more follow-up? We'll wrap up the session with time for more one-on-one interaction, giving everyone time to grab a speaker for a final comment.



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Sponsored by the College of the Environment and hosted by the Program on the Environment




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