From the Field
Teaching Undergraduate Science
A Guide to Overcoming Obstacles to Student Learning
by Linda C. Hodges
We only think when confronted with a problem.
- John Dewey
If we are to achiever things never before accomplished, we must employ methods never before attempted.
- Francis Bacon
Insanity is doing the same thing over and over and expecting a different result.
- Benjamin Franklin or perhaps Albert Einstein
With these three quotations, Linda Hodges, Associate Vice Provost for Faculty Affairs & Director of the Teaching Learning Center at the University of Maryland Baltimore County, introduces her book by stating the problem:
Many of us complain year and. year about the problems we have with our students: they don’t read the text, can’t solve the problems or write lab reports, and lackadaisical study habits. We often assume these probably are intractable and carry on with our teaching as usual.
From the Archives
The Spatial Constructs of Creative Situations
Many questions woven through the 2016 LSC Roundtables were about the learner, about the experience of learning, about how spaces influence the learning experience. These questions are similar to those that were addressed in the earliest day of the Learning Spaces Collaboratory. A small cadre of national leaders set the stage for the LSC’s focus on questions with extensive thinking about the fundamental question that planners must ask. From these discussions, the LSC Guide Planning for Assessing 21st Century Spaces for 21st Century Learners (2013) was developed, making the case that the fundamental question is “what should our learners become?”
Also from the LSC archives is a paper on The Spatial Constructs of Creative Situations by Meredith Bostwick-Lorenzo Eiroa (SOM) as part of an LSC project funded by the Sloan Foundation. This paper is complemented by a wonderfully illustrated catalogue of spatial types. (These materials are resources for the LSC Roundtable on Spaces for Making on March 26, in Washington DC.)