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</v:shape><![endif]--><![if !vml]><a href="http://washington.us5.list-manage1.com/track/click?u=20867f83bc8d4296d90b992a2&id=8cdb3ad68e&e=d0ab710987" target=""_blank""><img border=0 width=200 height=50 src="https://gallery.mailchimp.com/5801daa38c5d117874e6841fb/images/registerbutton.png" align=right alt="Register Now" v:shapes="_x0000_s1026"></a><![endif]><span style='font-size:21.0pt;font-family:"Helvetica Neue";color:#575757;letter-spacing:-.75pt'><o:p></o:p></span></h2><p class=MsoNormal style='line-height:150%'><span style='font-size:13.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'>Wednesday, May 28, 2014<br>5:00-6:30 PM<br>Program on the Environment Commons, <a href="http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=ecfb978677&e=d0ab710987" target="_blank"><span style='color:#336699'>Wallace Hal</span></a><a href="http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=32f8246402&e=d0ab710987" target="_blank"><span style='color:#336699'>l</span></a> (ACC) 012<br><br>Free to attend.  RSVP requested by Friday, May 23.</span><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'><br>  <o:p></o:p></span></p><div class=MsoNormal align=center style='text-align:center;line-height:150%'><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'><hr size=2 width="100%" align=center></span></div><p style='line-height:150%'><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'>Can the failure to teach reaching success from failure become our own teaching failure?<br> <br>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.<br> <br>Really?!?<br> <br>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? <br> <br><br>Join us for a discussion of how - and why - teaching failure can make a difference to student learning.<o:p></o:p></span></p><p style='line-height:150%'><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'>Panelists:<o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='color:#505050;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;line-height:150%;mso-list:l0 level1 lfo1'><strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Ginger Armbrust, </span></strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Professor and Director, Oceanography<o:p></o:p></span></li><li class=MsoNormal style='color:#505050;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;line-height:150%;mso-list:l0 level1 lfo1'><strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Lauren Buckley, </span></strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Assistant Professor, Biology<o:p></o:p></span></li><li class=MsoNormal style='color:#505050;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;line-height:150%;mso-list:l0 level1 lfo1'><strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Juliet Crider,</span></strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'> Assistant Professor and Program Director, Applied Geosciences, Earth & Space Sciences<o:p></o:p></span></li><li class=MsoNormal style='color:#505050;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;line-height:150%;mso-list:l0 level1 lfo1'><strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Dominic Muren</span></strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>, Lecturer, Industrial Design & Interaction Design<o:p></o:p></span></li><li class=MsoNormal style='color:#505050;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;line-height:150%;mso-list:l0 level1 lfo1'><strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>Brian Polagye</span></strong><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif"'>, Research Assistant Professor, Mechanical Engineering; Co-Director, Northwest National Marine Renewable Energy Center<o:p></o:p></span></li></ul><p class=MsoNormal style='line-height:150%'><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'>Teaching failure was a recent topic in the <em><span style='font-family:"Arial","sans-serif"'>Chronicle of Higher Education</span></em>.  To see how one professor found failure in the classroom more instructive than success, click <a href="http://washington.us5.list-manage.com/track/click?u=20867f83bc8d4296d90b992a2&id=60ba0a5a6a&e=d0ab710987" target="_blank"><span style='color:#336699'>here</span></a>. <o:p></o:p></span></p><div class=MsoNormal align=center style='text-align:center;line-height:150%'><span style='font-size:10.5pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'><hr size=2 width="100%" align=center></span></div><p style='line-height:150%'><strong><i><span style='font-size:9.0pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'>ABOUT MGT:</span></i></strong><i><span style='font-size:9.0pt;line-height:150%;font-family:"Arial","sans-serif";color:#505050'><br><em><span style='font-family:"Arial","sans-serif"'>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.  </span></em><br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><br><br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em><br><br><em><span style='font-family:"Arial","sans-serif"'>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.</span></em></span></i><em><span style='font-size:9.0pt;line-height:150%;font-family:"MS Gothic";color:#505050'>

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