Category: GEDI Central

“I am myself and my circumstance” wrote Spanish philosopher José Ortega y Gasset (1883 – 1955). The circumstance is oppressive, which creates an interaction between the person and the circumstances, turning life into a drama that exists between necessity and freedom. This same struggle is present in almost every college student, who is most likely […]

This week’s readings are mainly about how to push the interest, imagination and creativity of learners while they’re learning. The old way of teaching can’t work anymore. Students now shouldn’t just attend lectures to learn facts that they could learn much more about over the internet. They should learn at schools what the internet cannot teach them. […]

For many of us, the discussion of assessment this week circled around issues of incentive, and motivation (external vs. internal). Several people identified imagination as a key ingredient in all of the above. One of us even noted that the future needed to be imagined before it could be invented. Next week is all about firing up the imagination for […]

Hey everyone, I have taught a few classes and been the GTA for a number of others. It was interesting to reflect on the different types of implementation that assessment received with every different professor and classroom. In architecture the … Continue reading →

Since we first started going to school, we’ve been tested using all kinds of exams in order to determine whether we fail or pass based on the exam’s grade. One could think that this is probably the best way to evaluate a student, but research has shown that it is exactly the opposite, as this […]

The readings this week from Liu and Noppe-Brandon really hit home for me because I feel it is closely related to something that I have been going back and forth with over the past few weeks. Going into this year, I wanted to completely change my mindset in regards to my studies, mainly because I […]

In Riley’s article “What’s wrong with evidence?”, she unpacks the origin and long-term effects of “evidence-based practice” in STEM education. The author begins by describing how the idea of “evidence” is problematic, specifically in engineering education. Riley first presents the semantic difficulty of separating evidence from opinions or beliefs, and questions the qualifications of those making these […]

Pink’s video on motivation starts off by asserting that humans cannot be endlessly manipulated. I have to disagree with this statement. Mass media are unfortunately becoming, for the most part, a great machine for manipulation of people’s minds, keeping them busy at easy-to-reward mechanical tasks. And what does this have to do with grades in our […]

Wesch begins his article by stating “Students are struggling to find meaning and significance in their education.”  Gauged by involvement and engagement. Specifically, Wesch’s students complained about buying textbooks they never open, and feeling apathetic about assigned readings. These are certainly sentiments that are commonly expressed by students in higher education, I have often felt this […]