Wicked Problems Through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching

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Published: Apr 3, 2020
DOI: https://doi.org/10.14434/josotl.v20i1.24879
Keywords:
wicked problems, active learning, solutions-oriented

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Katherine Elizabeth Bishop-Williams
University of Guelph, University of Waterloo

Abstract

Abstract: Wicked problems are large, complex problems involving multiple perspectives that present substantial future challenges. These challenges can be overwhelming for learners and pose difficulties in teaching for instructors. Herein a solutions-oriented teaching strategy that amalgamates proven active learning strategies is presented along with a step-by-step guide and materials list. Evidence of student learning is provided. This strategy provides students the opportunity to view complex, wicked problems from multiple perspectives and to visualize their role in future solutions.

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How to Cite
Bishop-Williams, K. E. (2020). Wicked Problems Through a New Lens: Combining Active Learning Strategies for Solutions-Oriented Teaching. Journal of the Scholarship of Teaching and Learning, 20(1). https://doi.org/10.14434/josotl.v20i1.24879
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Vol. 20 No. 1 (2020): Journal of the Scholarship of Teaching and Learning
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Author Biography

Katherine Elizabeth Bishop-Williams, University of Guelph, University of Waterloo

Kate is a PhD Candidate in Epidemiology at the University of Guelph and a Sessional Lecturer in Ecological Determinants of Health at the University of Waterloo. She completed a Masters of Science in 2014 in Population Medicine. Kate’s work applies an EcoHealth paradigm. Currently, Kate is working on a project in Bwindi, Uganda, identifying seasonal and temporal patterns in acute respiratory infections and access to healthcare, with a particular interest in the ability of clinical data to represent vulnerable populations. Kate is deeply invested in teaching students about wicked problems and the value of collaborative and participatory solutions. Further, Kate is passionate about applying the Scholarship of Teaching and Learning to her courses from development through to implementation.

References

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