Grant Recipient
Kelly Anthony, School of Public Health Sciences
Project Summary
There is an expanding literature demonstrating the impact of students’ self-censoring in the classroom amid fear of speaking out. When students are fearful of ‘making mistakes’ or ‘saying the wrong thing,’ the very foundation of learning is significantly hindered largely because student engagement is reduced. In this mixed methods study, we are currently conducting an empirical investigation into the impact of a psychology-based educational tool for fostering constructive dialogue on student learning experiences. Over the course of the last year, we have collected quantitative survey and qualitative reflective journaling data. Overall, we have concluded that the CDI module does helps foster deeper learning by aiding students in cultivating intellectual humility, welcoming and exploring diverse perspectives and worldviews, managing emotions and obtaining mastery in difficult conversations. Our final step is to write an article to be submitted to a peer-reviewed journal.
Questions Investigated
- How effective is the CDI ‘Perspectives’ module in fostering constructive dialogue on student learning experiences?
- How do students perceive the CDI ‘Perspectives’ module in fostering constructive dialogue on their learning experiences?