Wible's Pedagogy Research Featured in Cs

March 20, 2020

Wible's article, "Using Design Thinking to Teach Creative Problem Solving in Writing Courses," builds on a residency at Stanford University's Teaching and Learning Studio Faculty Workshop and a CLCS "Beyond the Classroom" grant.
 

Image: Scott WibleAbstract CCC 71:3 (February 2020), 399-425:

Integrating design thinking methodology into writing courses can help students to develop creative approaches to problem definition and solution development. Tracing how students work with and through written genres common to design thinking reveals the possibilities and potential of learning new patterns of inquiry and argumentation. Developing these creative habits of mind empowers students to explore and invent solutions to complex, multidimensional problems across the broad range of their disciplinary, professional, and civic lives.

College Composition and Communication "publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field." Produced by the National Council for Teachers of English, it is the premier journal in the field of composition studies.