Hi Rinaley, I am happy that you share my conviction that the role of a teacher is to be a good facilitator and enabler of academic conversation and class discussions. Thank you for your comment.

Thank you, Akshay for your comment. I am glad that you find the influences of our (both students and teachers) diverse background an important aspect of learning and in becoming independent thinkers.

Julie, thanks for your comment. I like that you share in the concept that knowledge creation is a binary and iterative process with contributions from both teachers and students.

Thanks for the post! I like the concept of the group and their break down on various teaching strategies used in various field. I believe it is possible for academia to adapt all these strategies gotten from Paulo Friere and Bell Hooks ideas to improve the world if there are good intentions.

Whoops! I updated it with the correct discipline! Thanks for telling me!

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I never thought about it from that perspective… Before I read this, I would say that my work is not political and that I had extended that to everything else in computer science. But thinking back, I realize that my work is far more political than I realized… For example, many of the entities who help fund my lab’s work are government-related, making many of our tools at least applicable to national security issues, which is of course political. There’s numerous other examples besides of how political my work is… Now that I see it, I can’t believe I DIDN’T see it before…. Thank you for helping me realize this!

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This is a unique teaching strategy adopted by table 5 to explain critical pedagogy. Good job!

On the engineering pedagogy, you’ve raised several important points. The discussion around problems is one of the best points because too often material is framed as right answer/wrong answer without the nuance that one finds when working in the field or for a client with real problems that have multiple solutions with different tradeoffs. Thank you for raising these points this week.

Efon- spot on with the description of teachers and students as “knowledge creators”. I think about the research process and how much more invested and involved we are, how critical and creative we are, the way that new ideas beget new ideas. This is a powerful vision for what our classrooms and campuses could be. Thank you for your post this week.

The Environmental Engineering example is great, and from my background extremely relate-able. During my MS, my professors weren’t researchers, they were technical practitioners. The type of learning that happens beyond the page, and problem set, can be taken into the world and used heuristically when viewing projects and decisions. Getting students to think about the other implications of their work — the community considerations — is vital. This goes beyond teaching engineering ethics, but can reorient the subject matter completely to a more triple-bottom line approach or towards what students may find when trying to meet NEPA and SHPO rules for a project.