Winter Teaching Symposium
January 10, 2019
8:00 am - 12:30 pm
Don Tyson Center for Agricultural Sciences
January 4, 2019
Registration and Continental Breakfast
Workshop Session I
"Learning to Change, Changing to Learn"
- John Tagg
Can organizations learn to change in ways that fundamentally alter their capacities for the better? Can a university learn to be a better university, no just incrementally, but in ways that enable whole new kinds of engagement with students? In this session we will consider the governing values that make up an organizational paradigm, and how to change them.
Workshop Session II
"Learning from Our Mistakes: Seeking Desirable Difficulties for Ourselves and Our Students"
- John Tagg
We learn from our mistakes, right? Well, sometimes we do, and sometimes we don’t. Sometimes hard tasks lead us to give up, sometimes to try harder. Do we learn more or better from some kinds of mistakes than from others? Do some kinds of mistakes create cognitive dissonance that leads to deeper learning? Do some create disorienting dilemmas that lead to transformative learning? We will explore the extent to which our students learn from their mistakes, and the extent to which we do. We will seek to discover how we can assess our errors, not to avoid them, but to make them productive.
John Tagg is an independent writer and consultant on learning in higher education. His book The Instruction Myth: Why Higher Education Is Hard to Change, and How to Change It will be published in April by Rutgers University Press. His first book The Learning Paradigm College (Jossey-Bass, 2003), describes a research-based approach to redesigning higher education in the service of student learning and provides detailed examples of colleges and universities that exemplify the Learning Paradigm. According to Russell Edgerton, President Emeritus of the American Association for Higher Education, “this remarkable book takes the national conversation about taking learning seriously to a new level.” He has conducted workshops and made presentations at more than 100 colleges and universities and has published in many higher education periodicals including Change, About Campus, Planning for Higher Education, and The International Journal for the Scholarship of Teaching and Learning. He is professor emeritus of English at Palomar College where he taught from 1982 until 2009.