(most recent posts first)
# Vertical-unity—a bio for the person behind the creative project

# Vertical-unity—a listing of possible elements
# Vertical-unity and the 4Rs (respect, risk, revelation-> reengagement)

# Vertical, horizontal, and strategic planning process
# Vertical/unity and Horizontal/change II
# Vertical/unity and Horizontal/change
# Future Ideal Retrospective, a new variant incorporating silent clustering by the group
# Why do participants become more invested in a facilitated process and the outcomes when their voice is heard?
# Ethics of participatory process, in relation to linking environment, science, and action
# The impact of problem-based learning in interdisciplinary graduate studies: Some thought-provoking appreciations II
# Open spaces teaching
# Why are Open Spaces workshops appealing and necessary?
# The schema of open spaces workshops, extended
# Distinction between open spaces workshops and open source projects
# Tangible and Experiential Objectives for an Open Spaces Workshop
# Open Spaces between Activism and Academic work IV
# Open Spaces between Activism and Academic work III
# Open Spaces between Activism and Academic work II
# Open Spaces between Activism and Academic work
# Teacher-Student-Subject interactions (schema)
# bias versus Bias
# Voter registration laws can devalue a vote on average
# Guided tour of my service and institutional development work VIII: New England Workshop on Science and Social Change
# Guided tour of my service and institutional development work VII: Transdisciplinary Development–A Context for ISHPSSB and Related Contributions
# to be filled in

# Discussions in which participants take turns to connect the reading to their own work and questions
# Themes, Practices, Resources for Faculty-initiated Mentoring
# Some practices and principles that help an academic department be supportive, collegial, and congenial
# An example of a generative, reflective meeting
# Unsettled by the dialogue process (as used in classroom discussions)
# Group meetings that are reflective and generative
# Changing Research, Teaching and Society: A one-day “open spaces” workshop
# Daily writing: From a worthy discipline to a self-sustaining experience
# On reviewing: An alternative to the gate-keeping, standards-upholding, highlight-weaknesses model
# A scheme to facilitate spousal/ partner hiring
# A scheme to improve equity & diversity in faculty appointments
# Journeying to develop critical thinking: Coda
# Journeying to develop critical thinking 5: Translocal knowledge in participatory settings
# Journeying to develop critical thinking 4: Opening up questions
# Journeying to develop critical thinking 3: Understanding by placing things in tension with alternatives
# Journeying to develop critical thinking 2: Critical thinking as journeying
# Journeying to develop critical thinking 1: Becoming aware of the forces that hold us or release us
# We know more than we are, at first, prepared to acknowledge: Journeying to develop critical thinking
# Guided tour of my teaching ’05-’09: community-building, wikis & documentation
# Guided tour of my teaching ’01-’05: cross-fertilization of science in society interests & work on reflective practice
# Guided tour of my teaching ’98-’01: Teaching portfolio, critical thinking journey, etc.
# Guided Tour of my teaching (1998-2009)
# Future Ideal Retrospective Activity to Reflect on a program’s Strategic Directions
# Graduate Program in Critical and Creative Thinking: Preamble to a periodic review
# Icebreaker: Getting to know people bingo
# A thought-provoking integration of inquiry, empathy—somatic as well as emotional—, relationship counseling, memory, story-telling, and silence
# Guidelines about specific situations and specific ways in which specific technologies are of significant pedagogical benefit
# More notes on the use of educational technology
# Teachers should not simply assume that computers and other new technologies are good for education
# COMPUTERS in education vs. computers in EDUCATION
# Probe—Create Change—Reflect: A spin-off blog
# Desirable Qualities of our Service in an Academic Institution
# Truth and reconciliation in academic units? (A response to shortcomings in evidence-based development of practice and commitment to social justice)
# Tweets, Wikis, Podcasts
# Author
# About the blog
# Cycles and Epicycles of Action Research: Elaboration and Useful Tools
# Action Research: A cycles and epicycles framework
# Making connections and respecting differences: Reconciling schemas for learning and group process
# One-on-one consultations within a group that meets over an extended period
# How organizations and institutions respond to innovative information when making natural resource and environmental decisions—some contributions of Denise Lach
# Problem-Based Learning (PBL): A guided tour
# Gallery Walk (ice breaker activity)
# Teaching dialogue process on the spot: A shared meaning that emerges from a group through listening, inquiry and reflection
# Creating a book index using a “pseudo-book”
# The critique of science during the 1970s
# Calhoun’s Action research versus a cycles-and-epicycles framework
# From Social Theory to enactable, contingent social theorizing
# How did race play a role in the electoral swing from ’08 to ’10?: Some teachers’ ideas
# Intersecting processes combined with Historical scan to generate enactable, group-specific praxis
# Diagramming of Intersecting Processes (a teaching activity)
# Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science? II
# Mapping: Can scientists become interpreters of science and bring the interpretations to bear on their science?
# Why a blog?  Why this blog?
# Historical Scan: Review a group’s evolution or set the scene in which a project is to be undertaken
# Future Ideal Retrospective: Collaboratively generate a practical vision for future developments
# The responsibilities that accompany the power of an academic administrator
# Developing Critical Thinking is Like a Journey
# Assessment and Learning with a minimum of distraction from grades and grading
# The Rs of personal, professional, and intellectual development through a program of studies
# Open Spaces for Changing Science and Society
# Four R’s of developing as a collaborator
# Uses of wikis: More and less than expected
# Setting limits in academic life
# E-etiquette: An evolving set of guidelines for our email-mediated interactions
# Opening wide and focusing in: A tension in teaching research and writing
# Teaching/Learning: Making space for taking initiative in and through relationships
# Consensus–emphasizing the process, not the outcome
# Conditions for a successful workshop (or “organized multi-person collaborative process”)
# Collaboration among diverse participants
# Critical thinking, Creative thinking & Reflective practice
# Why emphasize collaboration in environmental research?
# Intersecting Processes, autobiographical note

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