Full Description
Risk-taking is foundational to the structure and goals of higher education. Encouraging students to consider new, diverse, even uncomfortable ideas is needed to develop a critically informed view of the world and establish one's own values and beliefs. Yet, students and parents are increasingly averse to risk-taking in higher education; a shift evidenced by calls for colleges and universities to provide an education that shelters students from diverse and potentially controversial ideas and topics. This tension over the necessary role of risk-taking in higher education represents a critical moment for American education.
This volume includes authors from numerous academic disciplines to emphasize both the importance of risk-taking across higher education and to highlight the varied approaches to incorporate risk-taking into classroom practices. The authors' collective works in this volume reaffirm the critical need to reject intellectual coddling and commodification in the college classroom, and to promote intellectual risk-taking as an essential aspect of higher education. Sustained, systematic emphasis on risk-taking in higher education is key to promoting innovation, critical thinking, life-long learning, and moral-ethical development.
Contents
Introduction: The Importance and Challenge of Risk-Taking in Higher Education
Ryan Kelty and Bridget A. Bunten
SECTION I: SOCIAL SCIENCES
Chapter 1: Flipping the Risk-Reward Associated with Flipped Classrooms
Sarah Raley and Gretchen Kreahling McKay
Chapter 2: The Importance of Risk-Taking to Moral-Ethical Character Development
Arthur Gibb, III
Chapter 3: Falling Through the Looking Glass: Personalizing Privilege to Foster Understanding of the Social Nature of Stratification
Ryan Kelty and Bridget A. Bunten
Chapter 4: The Consciousness Raising Classroom: Lessons in Inequality and Identity
Jessica Santos, Rachel Steele, and Callie Watkins Liu
SECTION II: HUMANITIES & FINE ARTS
Chapter 5: Interventions
Benjamin Zellmer Bellas
Chapter 6: Disability and Activism in the Engaged Classroom
Julianne Guillard
SECTION III: NATURAL SCIENCES
Chapter 7: From Comfort to Confidence: Modeling Science as a Process of Risk-Taking in the Classroom
Aaron R. Krochmal and Timothy C. Roth, II
Chapter 8: Risk-Taking in Engineering Instruction (United State Air Force Academy)
Kimberly Kays, Andrew Hoisington, John Christ, Don Rhymer, Dan Jensen, and Cory Cooper
Chapter 9: Risk-Taking in Medical Education, Training, and the Practice of Medicine
Bala Ambati
Conclusion: The Risk-Taking Imperative
Ryan Kelty and Bridget A. Bunten
About the Editors
About the Contributors
Index
