TY - CHAP
T1 - Future change agents
T2 - Emotional interactions in the challenge-based classroom
AU - Overend, David
AU - Choi, Seongsook
AU - Cross, Andy
AU - Winter, M
PY - 2024/9/9
Y1 - 2024/9/9
N2 - ● This chapter analyses the emotional experience of students on Students as Change Agents – a challenge-based, interdisciplinary undergraduate course with Edinburgh Futures Institute at the University of Edinburgh.● A mixed method approach is used to categorise emotions and map these against group interactions throughout the course.● A detailed picture emerges of an emotionally charged environment, which places specific demands on students as they encounter unfamiliar contexts and navigate unpredictable processes. ● The chapter argues that with careful, responsive planning and delivery, challenge-based education has the potential to prepare students for futures that, while challenging and complex, can also be rewarding and fulfilling.● It concludes with a series of recommendations, which are offered to interdisciplinary educators to consider when designing and delivering challenge-based learning programmes.● The chapter argues that emotional interactions and group dynamics should be recognised as integral to the experience of interdisciplinary, challenge-based learning.
AB - ● This chapter analyses the emotional experience of students on Students as Change Agents – a challenge-based, interdisciplinary undergraduate course with Edinburgh Futures Institute at the University of Edinburgh.● A mixed method approach is used to categorise emotions and map these against group interactions throughout the course.● A detailed picture emerges of an emotionally charged environment, which places specific demands on students as they encounter unfamiliar contexts and navigate unpredictable processes. ● The chapter argues that with careful, responsive planning and delivery, challenge-based education has the potential to prepare students for futures that, while challenging and complex, can also be rewarding and fulfilling.● It concludes with a series of recommendations, which are offered to interdisciplinary educators to consider when designing and delivering challenge-based learning programmes.● The chapter argues that emotional interactions and group dynamics should be recognised as integral to the experience of interdisciplinary, challenge-based learning.
UR - https://ethicspress.com/products/interdisciplinary-learning-and-teaching
M3 - Chapter
SN - 9781804410608
BT - Interdisciplinary Learning and Teaching
A2 - Kemp, Ida
A2 - Scott, Simon
PB - Ethics Press
ER -