Building the Foundations of a Curious Student
How can we as faculty faculty turn time spent responding to questions like, “Will this be on the test?” into time spent diving deeply into critical issues that capture their and our imaginations? In this conversation we explore what obstacles students might have in engaging their own curiosity, and our role in helping students remove them.
John Pijanowski, Ph.D., studies the ways in which we teach and prepare people to be more likely to move from making a decision about what they should do, to actually doing it.
Originally published at science.nd.edu.