Fostering Student Engagement
Fostering Student Engagement:
2015 CELT Vol. VIII celt.uwindsor.ca Creative Problem-Solving in Small www.stlhe.ca Group Facilitations
Patricia L. Samson University of Windsor
Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.
Introduction
and the person’s perspective toward change reative Problem-Solving (CPS) is a powerful (Treffinger et al., 2008). In CPS, participants work in teaching method that can support a pedagogical C groups to creatively solve a task or situation that is shift in the classroom and foster both student based in reality, but generally has no known or engagement and motivation to learn. Caswell (2006) predetermined solution (Caswell, 2006). describes it as an approach to finding workable CPS as a teaching method incorporates answers to problems that exist in real life. Treffinger, active learning strategies to engage students in Selby and Isaken (2008) define CPS as a ‘well- working with complex situations. The overarching established circular framework involving four central question for this study is “how can Creative Problem- components that include: understanding the Solving as a teaching method be used to motivate challenge, generating ideas, preparing for action and students and engage them in a process of active planning the approach’ (p. 392). Treffinger et al. learning within the context of a challenging social (2008) view CPS as a systematic process involving policy course?” To answer this question, student linkages among the characteristics of both the engagement and motivation for learning will be individuals involved in the creative problem-solving examined and then linked to CPS as a teaching process as well as the environment in which it occurs. strategy by highlighting a specific example in a course Key influences on this process include a person’s way through a small-group facilitation assignment. of processing information, how decisions are made,
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Student Engagement in Learning • there are multiple and varying indicators and measures for student engagement This concept of student engagement has risen to the • activities targeting higher-order cognitive forefront in the arena of teaching and learning, where skills promote engagement a trend of decreasing levels of satisfaction in education • engagement increases with multiple and has been identified (Delialioglu, 2011). Robinson varied forms of interaction between teachers and Hullinger (2008) describe student engagement as and students an important factor in the quality of education • increased student interest in an assignment students are receiving. The more students are engaged promotes deeper levels of thinking in the classroom, the more willing they are to actively • activities involving collaborative participate and contribute to an effective learning investigations and incorporate activities such environment. Additionally, the more students’ as observation, guided inquiry, socialization believe the course work is ‘interesting and important’, and interaction with experts, peers and the more motivated and engaged they are in the teachers enhance student engagement in learning process (Pintrich & DeGroot, 1990). Thus, learning (Delialioglu, 2011; Dixson, 2010; students’ engagement in learning and their sense of Goldberg & Ingram, 2011; Hayden et al, satisfaction in this process can be seen as being 2011; Robinson & Hullinger, 2008). reciprocal. Factors identified as ways to promote student satisfaction include the addition of activities These key findings are further supported by that capture students’ attention, are relevant to their what are referred to as the “Seven Principles of Good goals and needs, and promote confidence that they Practice in Undergraduate Education” which include can be successful in the course (Goldberg & Ingram, increased interaction between teacher and student, 2011). opportunities for allowing students to work Student engagement has been defined as cooperatively, utilization of active learning strategies, ‘efforts of the student to study a subject, practice, timely student feedback, requirements for students to obtain feedback, analyze and solve problems’ spend time working on academic tasks, having high (Robinson & Hullinger, 2008, p. 101). Delialioglu standards for academic work, and teaching that (2011) defines student engagement as a process that recognizes different learner needs (Delialioglu, 2011; involves students in activities that are considered Robinson & Hullinger, 2008). ‘academically meaningful’ that contribute to both It is important for teachers to integrate active learning and personal development. A key way to learning strategies into the classroom in order to engage students is to incorporate active learning effectively engage students in the learning process. strategies into the curriculum (Delialioglu, 2011; Dixson (2010) suggests that increased and multiple Goldberg & Ingram, 2011; Hayden, Ouyang, forms of communication and interaction between Scinski, Olszewski, & Bielefeldt, 2011). Studies that teachers and students may be connected to higher look at the concept of student engagement find that levels of engagement. An important component to • teaching practices that incorporate active student engagement is the concept of motivation for learning activities are positively related to learning, of which self-directed learning is an essential levels of engagement consideration. Self-directed learning is an essential • instructional environments and practices component for problem-centred approaches to influence student motivation and learning and captures the ingredients necessary to engagement motivate and engage students in the learning process.
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Self-directed learning and student linked to student motivation for learning (Pintrich & motivation DeGroot, 1990) and is an important consideration when looking at the process of engaging students in
active learning. Self-directed learning has been defined as ‘a process These core principles of adult learning in which individuals take the initiative in diagnosing encapsulate the social context of learning and the their learning needs, formulating learning goals, construction of knowledge through dialogic identifying human and material resources for interaction. Constructivists posit that knowledge is learning, choosing and implementing appropriate bound to the context, and people make meaning of learning strategies and evaluating learning outcomes’ their experiences through a process of constructing (Knowles, 1975, p. 18). Students assume ownership their own reality (Marquardt & Waddill, 2004). of their learning and thus have an increased According to Schunk (1996), constructivist commitment to their overall education and related approaches to learning share some components with academic achievements. cognitive and behavioural theories and emphasize the Central components of theories related to social context of learning through such mechanisms adult learning principles revolve around the concepts as collaborative group work, peer feedback and of self-actualization, motivation and self-directed dialogic interactions. learning. Self-actualization is described as a sense of The key tenets of constructivist learning realizing one’s full potential (Maslow, 1954). theory are that knowledge is built from within by According to Marquardt and Waddill (2004), the thinking, social interaction is important in the humanist perspective sees a person looking to achieve construction of knowledge, the nature of cognition is self-actualization through learning and embraces the functional and adaptive, and the purpose of cognition concept of self-directed learning to achieve that full is to help people organize their experience of the potential. The key principles of adult learning include world (Cakin, 2008). People need to integrate new a need to know the why of learning, motivation for information with prior knowledge in order to learning and solving problems, building promote deep learning (Vogel-Walcutt, Gebrim, upon/incorporating prior experience, matching Bowers, Carper, & Nicholson, 2011). Within this learning approaches to the diverse backgrounds of framework, Creative Problem-Solving as a teaching adult learners, and active involvement in the learning methodology supports these processes. Planning process (Bryan, Kreuter, & Brownson, 2009; learning activities for students that incorporate the Knowles, 1975; Knowles, Holton, & Swanson, 1998; key principles of adult learning is critical to an Welty, 2010). Welty (2010) suggests that experience effective course design that promotes deep learning is the most salient feature for adult learners, as it and the attainment of threshold concepts. generates needs, interests and motivation to engage in A review of the literature identifies a shift in learning. pedagogy and viewing students as passive recipients These principles combine to inform the of knowledge, or what Friere (1970) referred to as process of self-actualization and self-directed learning ‘empty vessels,’ to active participants in the learning for adults. The role of the teacher in this process is process. The term Self-Regulated Learning has been that of a facilitator (Knowles et al., 1998). Adult used to describe ‘self-directed learning processes and learning theories combine tenets of both the beliefs that allow learners to transform their mental humanist and behavioural learning theories in terms abilities’ (Zimmerman, 2008, p. 166). According to of self-directed learning being influenced by a Pintrich and DeGroot (1990), self-regulated learning student’s “readiness to learn”, which was originally involves metacognitive strategies that students use to put forth by Thorndike (1932) from the behaviourist learn, recall and understand course material. It perspective of rules which govern the learning involves strategies that foster ‘cognitive engagement’ process. The concept of readiness to learn has been in the learning process that can increase the levels of
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achievement for students (Pintrich and DeGroot, epistemological beliefs impact their motivation, the 1990). All of these processes can be brought to life cognitive strategies they use, and the learning through CPS and enhanced when incorporated into outcomes that will be achieved. Finding mechanisms a small-group facilitation assignment for students. to tap into these beliefs may be an entry point for In the field of social work, social policy enhancing a student’s motivation to engage in active analysis is considered a difficult course. Many learning within the classroom, and CPS is one way to students are focused on clinical pursuits, so achieve this. recognizing the relevance and impact of the over- arching legislative and procedural context of practice can be challenging. Social policy can at times be CPS as a way to promote student viewed in a similar vein as statistics, which can engagement and motivation generate anxiety for some students. A problem- centred approach to teaching and learning in this Problem-solving activities within the classroom have light can aid students embarking on a social policy been found to be effective mechanisms to engage analysis project to develop the necessary skills in students in active learning. According to Yen and Lee problem identification, research, critical analysis and (2011), problem-solving activities shift the focus of synthesis of information to make effective policy the class to a student-centred orientation, which change recommendations to address social issues provides the setting for students to engage in more impacting vulnerable populations in our society. The creative and interactive ways. These problem-solving added layer of facilitating small peer group activities in a course give students the chance to build discussions and engaging them further in the needed skills in working collaboratively with their problem-solving process helps promote deeper peers (Memory, Yoder, & Williams, 2003) and this learning for these students by incorporating group process of collaborative learning has been associated work that mirrors what could happen in the real with increased levels of course satisfaction among world. students (So & Brush, 2008). The task for teachers lies in engaging those Shea and Bidjerano (2010) note that group students who may be resistant to active learning, settings support the construction of knowledge preferring the “traditional” education model that through the social interaction opportunities that these displays Friere’s (1970) banking concept of types of forums present and the negotiation that education. Some research studies related to student occurs within the group processes. In a study assessing motivation for learning suggest that students who the impact of Problem Based Learning (PBL) in a believe they are capable engage in more large classroom setting, Klegeris, Bahniwal and metacognition, use more cognitive strategies that Hurren (2013) found a 13% increase in the test scores include things such as rehearsal, elaboration and of those students who were taught PBL when organizational strategies, and are more likely to keep compared to those who had not received this working at a task than students who do not believe instruction. A central tenet of PBL is the context of they can do the work (Pintrich, 2003; Pintrich & the problem being addressed and one of the main DeGroot, 1990). advantages of this instructional method over what Teachers face an ongoing challenge of might be considered a more traditional classroom encouraging students to be active and motivated model is the ability for students to develop skills in learners. Research pertaining to student motivation to problem-solving, though the overall effectiveness and learn demonstrates that the motivational beliefs of transferability of these skills is still a question under students have a direct influence on academic debate (Klegeris et al., 2013). performance (Paulsen & Feldman, 1999; Pintrich, According to Delialioglu (2011), active 2003; Pintrich & DeGroot, 1990). According to learning strategies, student work that incorporates Paulsen and Feldman (1999), students’
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Fostering Student Engagement collaboration to address tasks that are challenging, develop value in the work of the group, support peer and timely feedback help increase both learning and learning, aid in holding members accountable, and academic achievement. In a study assessing student enable regular assessment of progress toward group engagement in blended learning environments that goals, all of which influence the overall motivation for included PBL and lectures, findings indicated that group members to achieve their goals (Springer et al., levels of student engagement were significantly higher 1999). This social interaction between members in a in the Problem Based Learning portions of the course group project provides a venue to create and enhance (Delialioglu, 2011). While being identified as motivation for students who are participating and something that is difficult to define, PBL has been learning in this process (So & Brush, 2008). Creative identified as a type of experiential learning in “real Problem-Solving is one type of group activity that life” situations and is reported to help students engage incorporates a problem-centred approach to learning in an active learning process (Hmelo-Silver, 2004). for students that integrates those components of Pease and Kuhn (2011) noted that a key feature of collaborative learning, problem-solving skills, this approach to learning is the contextualization of dialogic interaction, and the social construction of learning via a problem that is presented to students meaning through group processes that can bring a who have no prior preparation on the topic. subject within the context of course to life for Generally, the problem is both the stimulus and students who are participating in this process. context for learning, where small groups of students To reiterate a brief definition of CPS, it is are given a problem to address by identifying what described as a group problem-solving process that they need to determine a course of action to solve the addresses “wicked” problems in the real world problem (Hmelo-Silver, 2004; Parton & Bailey, (Caswell, 2006; Treffinger et al., 2008). Wicked 2008; Pease & Kuhn, 2011). According to Hmelo- problems are viewed as real, unsolved problems that Silver (2004), students formulate and analyze the have no known nor pre-set answers; they are problem assigned, gain an understanding and considered to be ‘vague’ and require ‘creativity’ to generate hypotheses surrounding possible solutions, resolve them (Caswell, 2006). As noted by Caswell and identify areas where knowledge is lacking relative (2006), in CPS, the real problem may not even be to the problem; these gaps in knowledge then become known or clear at the start and may emerge through the focus of the student self-directed learning process. the process of trying to solve an issue. Caswell (2006) Creative Problem-Solving, as a teaching methodology identifies three triads related to Creative Problem- that incorporates these components of Problem Based Solving that are seen as revolving around the concept Learning but going well beyond, can be seen as an of wicked problems. The first triad identified is the effective way to engage students in learning. Fundamental Triad which includes familiarization, where students start to develop an awareness of the problem they are working on resolving; functionality, The Key Components of that involves clarifying the real issue to be addressed and how to proceed with its resolution; and testing, Creative Problem-Solving where effectiveness of the proposed solution is examined (Caswell, 2006). The second triad is Small group formats have been shown to promote identified as Harmonizing Structure, which learning for students, and findings from a meta- encompasses the tools of communication, analysis on this topic by Springer, Stanne and visualization, and collaboration in understanding the Donovan (1999) indicated that different forms of problem and generating possible solutions to address small group learning activities are effective in it (Caswell, 2006). The third triad, Theoretical generating improved academic achievement and Environment incorporates the concepts of narrative, more positive attitudes toward learning overall for participation, and inquiry in telling the story and students. Small group forums allow students to engaging students in creating new knowledge in
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Collected Essays on Learning and Teaching, Vol. VIII developing unique solutions to the problems posed learning cycle. These key components of experiential (Caswell, 2006). The role of the student in this learning can be brought to life through the process of process is one of active participation where personal students engaging in a Creative Problem-Solving assumptions and biases can be challenged and the exercise within the classroom. views of others can be acknowledged and considered Experiential learning is a key ingredient that in the problem-solving process; students come is incorporated into the context of many professional together and work collaboratively toward resolutions programs of higher education, including fields such of problems or issues (Caswell, 2006). as social work, nursing, medicine and education, to Within this framework teachers need to aid in the development of skilled practitioners. It move beyond the traditional classroom and take on supports the use of critical reflection in practice and the role of facilitator and coach to encourage students contributes to the learning environment for students, to participate in knowledge creation through the particularly as it relates to the field practicums, problem-solving process (Caswell, 2006). According internships and residencies in professional education to Caswell (2006), teachers need to work at drawing programs. This is the realm that combines theory to out the knowledge and experience students bring practice and may be the most appropriate with them and support a safe atmosphere in the environment to assess the level and capacity of classroom that allows students the ability to explore students to think critically. and develop their own resolutions. Such an approach Problem-centred learning activities, such as fosters those central tenets of both the humanist and CPS, can provide students with opportunities that are constructivist learning theories, combined with key based in reality and promote processes that include components of Problem Based Learning and ‘active exploration and knowledge sharing among the supported within a framework of experiential participants’ (Yen & Lee, 2011, p. 139). Yen and Lee learning, that are all operationalized in the classroom (2011) identify four major pieces involved in the through this specific teaching methodology. process of problem solving and these include resources, heuristics, control in relation to these two components, and beliefs. For teachers, part of the Incorporating experiential learning process needs to include spending time in class to explicitly go over the knowledge and skills needed to According to Kolb (1984), learning is best generated engage in working collaboratively with peers to solve in an atmosphere where there is a dialectic tension problems (Memory et al., 2003). This work will help and conflict that can promote a learning environment frame an assignment for a course that incorporates a through a process of inquiry and understanding. group problem-solving process as a major component Experiential learning theory has been described as a to successfully complete the course requirements. The practice theory that combines ‘experience, role of the teacher as facilitator and coach is an perception, cognition and behaviour’ (Kolb, 1984, p. important ingredient in framing problem-centred 21). The centrepiece of Kolb’s (1984) theory of learning activities within the classroom, and teacher experiential learning is the identification of four presence in collaborative group experiences has been modes of learning through which new knowledge, shown to demonstrate a positive relationship to skills or attitudes are achieved. These modes include improved self-efficacy and cognitive presence for concrete experience, reflective observation, abstract students (Shea & Bidjerano, 2010). So and Brush conceptualization, and active experimentation (Kolb, (2008) also found that a feeling of connection that is 1984). Kolb (1984) describes the learning process as generated in collaborative learning activities positively a holistic cycle that integrates all of these components. affects students’ motivation. Collaborative learning The acquisition of knowledge is viewed as a activities increase students’ interactions with each transformative process that is continually being other, and indications are that this allows for more recreated (Kolb, 1984; Mezirow, 1990) in this dialogue, interaction and engagement in a course (So
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& Brush, 2008). Hence, collaborative problem- • Pose a “wicked problem” in relation to the solving activities within a course can promote active issue identified, and engage as a group in the engagement and motivation to learn among students. problem-solving process to develop unique Through a problem-centred approach to solutions to the problem posed learning, students are given a forum to generate • Facilitate a 60 minute small group discussion knowledge through a process of negotiating meaning with their peers in class on the social issue with others in their group (So & Brush, 2008). they have chosen, providing an overview of According to Memory et al. (2003), students tend to the issue and current/related policy response work better on problem-solving activities when they to set the stage for the group dialogue to are involved in choosing the problem the group is follow going to work on. They also report that students then • Facilitate the group discussion in class by are able to give enhanced presentations on their own using thoughtful questions based on their group projects and are better able to apply the skills scholarly research, critical analysis and they have learned in new activities moving forward incorporation of course readings and (Memory et al., 2003). In this vein, Creative concepts, with an aim to engage their Problem-Solving can be integrated into a small group classmates in further problem-solving facilitation process for students, where they can activities to generate more possible solutions discover and implement new skills in working to the original social problem identified through a real life problem scenario in a specific • Be encouraged to be creative and integrate course. life experience and current events as they facilitate this process with their peers, to ground the learning from this assignment. Sample assignment: small group facilitation Learning Outcomes In order to better conceptualize how CPS can operate within the context of a specific course, a practical Upon successful completion of this assignment, example is described in what follows. The example is students will be able to: framed within a Social Policy Analysis course in the • Identify relevant social issues and problems field of social work and outlines the purpose, key impacting vulnerable populations in society learning outcomes and a sample grading rubric. The • Express their own thoughts, feelings, values purpose of the assignment is to aid students in and judgements in an atmosphere that learning about social policy analysis and develop skills incorporates respect for the diversity of all in the assessment and recommendation of changes in students participating in the group process current policies, programs or services to meet the • Critically analyze the social problem needs of vulnerable people in our society. identified, integrate course concepts and
generate possible solutions by applying the
knowledge and skills learned through a CPS assignment: in groups of 3-5 collaborative group problem-solving process • Synthesize all of the information and Students will: experiences of the group process and • Identify a social problem facing a vulnerable facilitate a group discussion with the class population and the social policy response that integrates the key issues and possible currently in place to address this issue. solutions
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This assignment engages the students in recommend solutions. Tools such as concept maps, active learning through the process of Creative logic models or other visual representations can serve Problem-Solving in bringing this assignment to life. as effective mediums to organize and categorize large It is meant to cover the entire semester in order to amounts of information. The narrative stories of the allow sufficient time for students to thoroughly people impacted directly by the social problem can investigate their issues. Students have time allotted in serve to enhance this process and builds in that class each week to work on the project, allowing time component of reality in allowing voice to those most and space for both peer and teacher feedback over the directly affected. This can aid students in developing entire course. The assignment requires that students relevant skills in working with people, which is an move through a series of scaffolded learning essential ingredient for professional social work components where the students in a small group first practice. Students can also consult with City or identify the social issue to be addressed, define the Provincial agencies to determine overarching societal problem and engage in research and a critical analysis responses. All of these pieces will help inform the to determine possible courses of action to address the possible solutions that the group will create. social issue, and achieve a sense of problem resolution, The third triad of CPS, Theoretical to the extent that is possible with wicked problems. Environment, that incorporates the concepts of In line with the triads of CPS, the first phase narrative, participatory and inquiry, is enacted by the of identifying the social problem captures the essence group when they engage with the larger class in of the Fundamental Triad, where students become conducting the small group facilitation. This is where familiar with the social problem. They engage in a the group will highlight their work: identifying the critical analysis of all of the factors that are issue, incorporating their critical analysis, contributing to the problem, clarifying the issues and synthesizing the material, and then engaging their how they are impacting the identified vulnerable classmates in further exploration of possible solutions. population. The students then start to test out Rather than just providing a brief power point possible solutions to resolve the problem. Activities presentation to the class on their own experience with students can engage in during this phase include this exercise, the group of students are then expected conducting a comprehensive needs assessment of the to facilitate the learning of their classmates on this community involved that identifies assets, barriers identified social issue using a similar problem-solving and gaps. Students can also spend time getting to process. This subsequent small group facilitation in know the people being affected by the problem and class allows the students to expand this process to the asking their perspective on what could or should be classroom setting where the group can then engage done. This process allows students to develop an their peers in this creative problem-solving process to accurate and authentic picture of all of the issues identify further possible resolutions to the social issue involved. or problem identified. It infuses an active learning Students are encouraged and supported by process into the classroom and fosters ingenuity and the instructor and their peers to employ tools such as creativity for the students, enhancing their concept mapping to visualize the various aspects of motivation through an interactive, dialogical the issue, consult those impacted by the problem exchange that promotes deep learning, critical (narrative), examine societal responses and challenges, reflection and critical thinking. Students engage in and ultimately put forth a possible solution. This working with course concepts with one another and work captures the second triad of CPS, the model what the problem-solving process would look Harmonizing Structure. In the processing of assessing like if they were working as social workers in a the needs of the community involved in the problem, community agency who were tasked with resolving a group members are supported by both their peers in social problem for a vulnerable group of clients. This the group process and the teacher in mapping out all interactive process embodies those concepts of of the factors that need to be considered in order to collaborative inquiry within a constructivist paradigm
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and can support students in challenging their Policy Analysis course for social work students in this assumptions and prior experiences to come up with current study. CPS creates a learning scenario that new ways of seeing things. This whole process of CPS draws on group dynamics, creativity, and can be an effective strategy to weave in the concepts collaboration in shaping both the problem and of experiential learning and promote the development solution. Adding in group facilitation allows students of critical and reflective thinking skills that can to share their learning with their peers in a way that transcend the classroom and help prepare students for further engages the class in a collaborative learning the real world. community. It is a unique learning experience that can help students develop tangible skills needed in the process of social policy analysis, including skills in A student’s experience of CPS problem identification, scholarly research, collaboration, advocacy, brokerage, critical analysis CPS as a mechanism for learning was powerful for and the integration of practical solutions and this author, who experienced it as a student in a recommendations to complex issues and problems. course on Learning-Centred Teaching in Higher Education. Students were tasked with forming small groups to learn about a specific teaching method that Conclusion we then had to implement in class with our peers. This assignment was tremendously challenging and Strategies that engage and motivate students the most difficult task proved to be generating a promotes deeper learning and fosters the wicked problem. The group members came from a development of effective problem solving and critical variety of backgrounds and disciplines that brought thinking skills. In addressing the overarching in multiple perspectives, which made the process of question posed at the beginning of this paper, achieving consensus on a specific problem to focus Creative Problem-Solving is an effective teaching efforts on quite difficult. The actual process of each method to motivate and engage students in learning. member articulating their perspective, conducting a It provides a forum to integrate real world experiences scholarly review of the literature, and then engaging into the classroom setting and serves as a mechanism in planning and negotiation to map out an approach to engage students in an authentic learning process. to solve the problem actually allowed the key issue to Specific strategies that target scaffolded learning, emerge. Group consensus on the problem to be incorporation of visual concept maps, storytelling, addressed was established, that allowed a sense of and social inclusion through the group experience for ownership to grow, as well as a commitment among all students in the class serve to strengthen this group members to develop solutions to mitigate the experience. problem. The real learning came from the fact that Teachers need to find ways to incorporate the group owned both the problem and the active strategies in a way that sparks interest and subsequent process to resolve it. The instructor did passion for students. Incorporating a constructivist not impose the problem on the group, but rather it framework that supports such an approach may be a emerged through group dialogue, exploration and solution, along with the preparatory work in readying research on the problem. students to engage in such a pedagogical shift, as in This approach to teaching demonstrates some disciplines this teaching method may be those key features of problem-centred learning that considered outside of the norm of what is expected support the key principles of adult learning and for some students in the classroom setting. A key role engage students in a learning experience that goes well for teachers lies in helping students prepare for and beyond a standard research project and served as the embrace a change in teaching and learning precursor to the creation of this Social Policy Project approaches, to tap into that engagement concept and that incorporates a small group facilitation in a Social
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spark some of that interest and motivation to learn in 1-13. Retrieved from http://josotl. a course that can be considered difficult or indiana.edu/article/view/1744/1742 challenging, such as a social policy analysis course. A research agenda that focuses on the pedagogy to Friere, P. (1970). Pedagogy of the oppressed. New York: support such a shift may be of merit. Creative The Continuum International Publishing Problem-Solving as a teaching methodology, in Group. support of learning-centred teaching in a variety of contexts that embraces ambiguity and challenge, may Goldberg, N. A., & Ingram, K. W. (2011). be a starting point for such an agenda, particularly as Improving student engagement in a lower- it relates to the transferability of these problem- division botany course. Journal of the solving skills learned in the classroom to the real Scholarship of Teaching and Learning, 11(2), world environment. 76-90. Retrieved from http://josotl. indiana.edu/article/view/1819
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Appendix Assessment/Evaluation of CPS assignment
During the Presentation (Beginning) Grade • Provide an overview of the social issue/problem and relevant policy response that was addressed in the group process • Demonstrate logic of argument and provide evidence of analytical and critical thinking • Concise, succinct and consistent flow of ideas throughout Small Group Discussion Facilitation Grade • Discussion is grounded in the literature related to the topic under discussion • Critical analysis and synthesis of course concepts is evident • Relevant life experiences, current events, and opinions of others are incorporated into the group facilitation process that demonstrates a collaborative learning environment Overall Grade • The topic is clearly delineated and focused • Demonstration of team work in developing and presenting the material • Thoughtful and provocative group discussion • Solutions presented are well formed, logical and realistic to address the problem(s) identified
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