Community-based Teaching in a Wicked World: Preparing Students for Messy InquiryOffice of Community Engagement, Grand Valley State University (2015)
In contrast to static, disciplinary problems, many of the issues we face in the world today can be characterized as “wicked,” dynamically complex, interdependent, high stakes issues with no simple or obvious definition (let alone any simple or obvious solution). These wicked problems confront us with high levels of uncertainty in situations where both action and inaction carry serious long-term consequences. Current top-down, siloed, and abstract pedagogical strategies do not provide students with the tools for collaboratively managing such problems.
How can we prepare students within our own fields to tackle large-scale wicked problems?
What pedagogical methods can be used to address interdependent, high-stakes systemic problems?
This colloquium suggested that we need to pursue an experiential, collaborative learning model in the classroom: working across networks, disciplines, and institutions in order to tackle our social messes. Methods for employing such a model were put into practice. Participants of this session discovered strategies for better preparing students to collaboratively tackle the wicked problems.
- community engagement,
- wicked problems,
- liberal studies,
- general education,
- service learning
Publication DateMarch 20, 2015
Citation InformationDanielle L Lake and Anna K Sluka. "Community-based Teaching in a Wicked World: Preparing Students for Messy Inquiry" Office of Community Engagement, Grand Valley State University (2015)
Available at: http://works.bepress.com/danielle_lake/19/