C3 Education

 

We are uncovering better ways of teaching and learning by doing it and helping others do it.

Through this work we have come to value:

 

Adaptability over prescriptive teaching methods

Collaboration over individual accomplishment

Achievement of learning outcomes over student testing and assessment

Student-driven inquiry over classroom lecturing

Demonstration and application over accumulation of information

Continuous improvement over the maintenance of current practices

 

While we believe there is value in the items on the right, we value the items on the left more.

 

Michelle Cosmah, John Forren, Amber Franklin, Jerry Gannod, Doug Havelka, Andrea Hulshult, Tim Krehbiel, Gabe Lee, Eric Luczaj, Jeffrey Merhout, Dana Miller, Caryn Neuman, T.M. Rajkumar, Al Ryan, Pete Salzarulo, Doug Troy

The above authors are all affiliated with the Miami University Agile Initiative.

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The Manifesto may be freely copied in any form, but only in its entirety through this notice

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Adaptability Over Prescriptive Teaching Methods

 

As educators, we should value the ability of students to operate in an environment of uncertainty. Learning is a process of discovery that evolves as the participants are exposed to different contexts and experiences. Thus, if we are rigid in our expectations, then we lose the opportunity to create new knowledge. As such, we should ensure that we are flexible in meeting the needs of students rather than blindly enforcing a strict adherence to a syllabus. Likewise, we should aim to develop students that can navigate in the midst of ambiguity and thrive in a dynamic world.

 

Collaboration Over Individual Accomplishment

 

As educators, we should value a collaborative approach where all participants assist in a joint effort to accomplish an outcome. Collaboration requires transparent communication among all parties, including the ability to listen effectively and to provide positive feedback. As faculty, we should facilitate meaningful group interactions requiring engagement, cooperation, and contributions from all. We believe that a collaborative approach generally produces better results than any individual could have achieved alone.  Experience with collaborative work also prepares students to work effectively in teams in their professional and personal lives.

 

Achievement of Learning Outcomes Over Student Testing and Assessment

 

Regular assessment is an essential element of instructional improvement and curricular development.  Yet assessment is not an end in itself.  Rather, as educators, we should strive to use assessment primarily as a tool to advance student learning and student mastery of disciplinary knowledge and skills.   We should aim to move students from a short-term focus on doing what is needed to achieve a grade to a longer-term focus on how course material can be applied in each individual’s future endeavors.  As educators, we see great value in encouraging our students to be learning-driven rather than test-driven. We should strive to nurture self-motivated, lifelong learners.

Student-driven Inquiry Over Classroom Lecturing

 

Educators across the span of disciplines recognize that learning happens best when students are interested, engaged, and motivated to learn. We also understand that the motivation to learn often comes in response to questions and problems that students encounter along their journey and are inclined to explore. As teachers, we should cultivate student empowerment and individuality by assisting them with active-learning assignments and real-world experiential opportunities. Deep learning occurs when students consider contexts, develop new questions and utilize their own voices as they engage material and develop applicable skills.

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Demonstration and Application Over Accumulation of Information

 

As disciplinary experts, we know that knowledge within our specific fields is constantly evolving and expanding.  As educators, we want to create ongoing opportunities for students not only to master disciplinary content but also to demonstrate their knowledge and skills as they attain them.  When students produce tangible evidence of their achievements, they build self-confidence, learn more deeply, retain that learning for a longer period and adapt more readily to changing needs and demands.  We can celebrate our success when our methods have increased graduate recruitment, employment, and salaries, when faculty deploy our techniques, and when other institutions seek to replicate our results.  Success is the joy of discovering that we have helped our students accomplish more than they had thought possible.  

 

Continuous Improvement Over the Maintenance of Current Practices

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As educators, we should strive to foster learning environments that encourage risk-taking, creativity and innovation. For faculty members, pursuit of this goal requires constant evaluation of current teaching practices and a willingness to try new things.  For our students, this involves an environment in which students feel safe to try new things, fail, and keep on trying.  Faculty and students alike can learn a great deal from their mistakes and from frequent assessment and formative feedback. We believe that a high-quality education makes meaningful connections from the present to the future and is based upon the trial and error skills that develop confidence and a willingness to innovate.