5 Matching Annotations
  1. Feb 2019
    1. teaching practices that establish boring, soul-sucking, uninformative classrooms

      I'm crying on the inside for all engineering students right now.

    2. With few exceptions, engineering instruction at the university level focuses almost entirely on solving idealized, glorified math problems and simply renames “solving real problems” to “engineering design”. We then spend in the ballpark of 120 out of 128 credit hours solving ‘idealized’ math problems, and only bother with ‘real’ problems in a generally-final-year-long “design capstone” involving little actual instruction.

      This sounds like landscape architecture: 3 or 4 years to learn fundamentals of design thinking, theory and practice. 1 year to show the culmination of that learning in a capstone project. The tension you describe in engineering is different than what I think most experience in landscape architecture, however. Within our discipline, studio pedagogy is almost entirely case study and (real world) problem-based. We never design fictitious sites for imaginary people; from the first design lab to the capstone, there has to be a real site and client, with all the opportunities and constraints that come with it--exception: budget. We don't make students adhere to a budget in studio courses, we encourage them to dream and design big!

  2. Oct 2017
    1. The internet was invented to empower collaboration and augment human intellect. The web has made these possibilities available to a staggeringly diverse global citizenry. Let's shutter our "learning management systems" and build "understanding augmentation networks" instead, moving away from educational assembly lines toward intellectual ecosystems of interest and curiosity.

      This kind of thinking is something we need a lot more of these days.

  3. Sep 2017
    1. Notice also that I do not count whether a lecture is inspiring or not. No doubt many lectures are inspiring, but being inspired and being taught are not the same thing, and just having one’s thoughts provoked doesn’t mean that one has interacted with the lecturer in any real way.

      Very interesting distinction. This is going to spark a lot of debate among those who are trying to create better course content in education.

    1. But on a deeper level, the courses allow students to make connections across cultural barriers, develop confidence, and enhance awareness for others. I never got to sit in on a class, but from what the students told me, every session was full of high energy activities that pushed them out of their comfort zones while also helping them feel connected to their fellow classmates.

      Communicating Science is an awesome course! I'm taking it this semester and YES, it is unlike any class I have ever taken and I truly believe it will do more for me in one semester towards improving my skills in one-to-one, small and large group presentations, and written communication. I would recommend it to anyone!