Teaching, research, and outreach comprise a unified whole that is foundational to any scholars’ craft. The trichotomies of teaching, research, and outreach are misleading, resulting in failure to prepare a strong and highly competitive national workforce. All courses, pop-up events, workshops, seminars, community outreach, and industry outreach events are driven by three specific pedagogies, comprising several teaching styles and activities in the partnership with students:
- Paideia Method (Adler, 1982): Phase shifts are important during the act of teaching so whether just-in-time or pre-planned, Socratic Seminar(deeply challenging critical thinking and reasoning), Intellectual Coaching(intellectually coupling with students to catalyze skills and encourage integration and synthesis), and Didactic Instruction(using creative and organized ways to transfer knowledge directly via various communication tools).
- Inclusive Pedagogy (see summary by Hockings, 2010):Differences in information processing, knowledge acquisitions, and skills acquisition and transfer are important. All learners are valued and all teaching-learning partnerships should uphold equity and fairness. This drives how we engage, translate, and develop knowledge and skills of partners in teaching and learning.
- Social Constructivism:(Vygotsky, 1978): Lived experience and social engagement must characterize the deductive and inductive frameworks we use to present complex ideas. Society and social interaction provide tools and contexts to advance learning and mastery.
· Paideia Method (Adler, 1982): Phase shifts are important during the act of teaching so whether just-in-time or pre-planned, Socratic Seminar (deeply challenging critical thinking and reasoning), Intellectual Coaching (intellectually coupling with students to catalyze skills and encourage integration and synthesis), and Didactic Instruction (using creative and organized ways to transfer knowledge directly via various communication tools).
· Inclusive Pedagogy (see summary by Hockings, 2010): Differences in information processing, knowledge acquisitions, and skills acquisition and transfer are important. All learners are valued and all teaching-learning partnerships should uphold equity and fairness. This drives how we engage, translate, and develop knowledge and skills of partners in teaching and learning.
· Social Constructivism: (Vygotsky, 1978): Lived experience and social engagement must characterize the deductive and inductive frameworks we use to present complex ideas. Society and social interaction provide tools and contexts to advance learning and mastery.
References:
Adler, M. (1982). The Paideia Proposal: An Educational Manifesto.New York: Simon and Schuster.
Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. EvidenceNet:https://www.heacademy.ac.uk/system/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf
Vygotsky, L. (1978). Mind in Society.London: Harvard University Press.
