Sustain a faculty community of practice for creative problem-solving pedagogy¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends developing faculty capacity for creative problem-solving teaching through an ongoing faculty group. The monthly CID faculty meetings "served as continual professional development for these faculty in the strategies of creative problem-solving," where faculty discussed teaching challenges, shared successes and classroom strategies, and mentored newer instructors, following Irby's (1996) progression from awareness to general skills to advanced skills through mentoring. Instructors were sometimes invited to the student Innovation Boot Camp and visited programs such as the Stanford d.School.

Design Implications¶

Context¶

Requirements¶

• A cross-departmental faculty group meeting regularly, with senior teachers mentoring those new to creative problem-solving pedagogies

Constraints¶

• The article describes this as implemented in one university's CID context; instructors came from varied backgrounds in design and problem-solving pedagogy

Target Learners¶

• university faculty teaching interdisciplinary design studio courses

Target Learning Goals¶

• teaching creative problem-solving
• design thinking pedagogy

Related Strategies¶

• Foster communities of practice for AI governance instead of rigid top-down policies
• Deploy the LoA repeatedly over time with real-time aggregate reporting within a community that owns the data and process
• Use a co-research and co-design process such as the Collaborative Innovation Studio model

Examples¶

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Key Sources¶

• Warr, M. & West, R. E. (2020). Bridging Academic Disciplines with Interdisciplinary Project-based Learning: Challenges and Opportunities. The Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.14434/ijpbl.v14i1.28590