Speed Dating Across the Curriculum: Fostering Critical Thinking — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

Speed Dating Across the Curriculum: Fostering Critical Thinking

Name: Patricia Rieman
Department: Education
Type of research: Independent research

Abstract

Speed Dating Across the Curriculum: Fostering Critical Thinking

When students role-play, their learning is personalized (Joyce & Calhoun, 2014) and the effects of Vygotsky’s social learning are enhanced. Add the challenge of finding compatible partners in history, and students are fully engaged as they infer the connections between themselves and their “dates”. Mix in the final element of limiting the opportunity to interact with potentially compatible partners, and students must quickly determine importance, synthesize, and then verbalize the details of their personas. Additionally, students must analyze their partner’s message to identify connections to their own, infer hidden identities, and describe their cognitive processes. In each encounter, they engage in metacognition as they revise their brief introduction to make it as comprehensive as possible. In this example of using speed-dating to teach history, all of these actions come together to create a unique and memorable learning experience.

This SoTL project is influenced by the work of Linda Christensen (2000), and is currently in the piloting stage of implementation with junior and senior level content area majors who are minoring in secondary education.

Poster file