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W214·Special Session: Zui Quan Pedagogy: The Art of Risk Taking in the ClassroomPanel · Educational Research and Methods Division
Wed. June 17, 2015 8:45 AM to 10:15 AM
Room 304, Washington State Convention Center
The term “Zui Quan” refers to a style of Chinese martial arts that is loosely translated as “drunken fist” or “drunken boxing.” The style is characterized by its fluidity of movement and its reliance on momentum and body weight, characteristics that, to the untrained eye, make the practitioner look uncoordinated, untrained, intoxicated, and vulnerable. However, those trained in Zui Quan are capable of powerful attacks and require a significant amount of balance and coordination that allow them to be relaxed and proceed with an ease of flow from one movement to another.
The same may be said for those practicing innovative pedagogies in the classroom. We propose that implementing innovative practices in the classroom requires a similar style of practice. From the outside, the instructor’s innovative practices may appear as haphazard, care-free, risky, ineffective, and unplanned. However, to the practitioner, there is a focused balance and a fluid plan that can have a powerful impact on their students from their knowledge of pedagogical techniques, content knowledge, and their knowledge of the context.
Dr. James J. PembridgeEmbry-Riddle Aeronautical Univ., Daytona Beach
James Pembridge is an Assistant Professor in the Department of Engineering Fundamentals at Embry-Riddle Aeronautical University. Dr. Pembridge’s research focuses on modeling pedagogical change and the adoption/diffusion of evidence-based instructional practices. His current work is supported by the National Science Foundation and will guide several components of the special session. His work towards incorporating innovative practices in his own classroom has been recognized by the National Academy of Engineers, through is participation in the 2013 NAE Frontiers of Engineering Education Symposium.
Dr. Matthew A. VerlegerEmbry-Riddle Aeronautical Univ., Daytona Beach
Matthew Verleger is an Assistant Professor in the Department of Engineering Fundamentals at Embry-Riddle Aeronautical University. His research focuses on practice-ready research. His most recent efforts have been focused on flipping a traditional programming classroom into a self-navigated, asynchronous, problem-based inquiry design through the use of a concept network. This was a project he undertook after a Zui Quan-based discussion with Dr. Pembridge about how lock-step classes may permanently hinder students who may struggle with only a single concept.
Dr. Stephanie CutlerPennsylvania State University, University Park
Stephanie Cutler works at the Rothwell Center for Teaching and Learning Excellence (CTLE) at Embry-Riddle Aeronautical University as a research specialist. Dr. Cutler’s research also focuses on faculty adoption of innovative practices. Within her role in the CTLE, she aids faculty with the implementation of inquiry-based learning in their classrooms and has worked with hundreds of faculty to develop strategies for using this specific technique. Her experience with innovative pedagogies and working with faculty will add a faculty development perspective to the session.
Dr. Kari L. JordanThe Carpentries
Kari Jordan is Postdoctoral Research Associate in the Department of Engineering Fundamentals at Embry-Riddle Aeronautical University. Dr. Jordan is currently the lead research associate on a National Science Foundation-supported project with Dr. Pembridge to examine the pedagogical change characteristics of faculty when adopting evidence-based instructional practices.
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