Teaching the Inevitable: Embracing a Pedagogy of Failure

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dc.citation.volume11en_US
dc.contributor.authorEckstein, Lydia E.
dc.contributor.authorFinaret, Amelia B.
dc.contributor.authorWhitenack, Lisa B.
dc.contributor.avlauthorEckstein, Lydia E.
dc.contributor.avlauthorFinaret, Amelia B.
dc.contributor.avlauthorWhitenack, Lisa B.
dc.contributor.departmentBiologyen_US
dc.contributor.departmentGeologyen_US
dc.contributor.departmentGlobal Health Studiesen_US
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2023-06-01T15:53:21Z
dc.date.available2023-06-01T15:53:21Z
dc.date.issued2023-05-12
dc.description.abstractFailure is often taken as a given in higher education, as an inevitable part of learning new things. Yet, it remains a part of learning that students tend to fear, and faculty tend to neglect. As faculty, we do not always strategize with or leverage our students’ struggles and failures for improved learning. Instead, we hope that students learn from their mistakes and study harder or try harder the next time, because moving on with material in class is necessary to meet learning objectives. In this article, we outline several strategies for using failure advantageously for promoting student growth and learning, and to minimize the stigma of struggle in academia. We make concrete suggestions and outline strategies and resources for faculty to incorporate a “pedagogy of failure” into their work with students and we describe structural barriers to using failure strategically in higher education.en_US
dc.description.versionPublished articleen_US
dc.identifier.citationEckstein, Lydia E., Amelia B. Finaret, and Lisa B. Whitenack. 2023. “Teaching the Inevitable: Embracing a Pedagogy of Failure.” Teaching & Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.16en_US
dc.identifier.doi10.20343/teachlearninqu.11.16
dc.identifier.issn2167-4779
dc.identifier.issn2167-4787
dc.identifier.urihttps://dspace.allegheny.edu/handle/10456/56936
dc.language.isoen_USen_US
dc.publisherInternational Society for the Scholarship of Teaching and Learningen_US
dc.relation.ispartofTeaching & Learning Inquiryen_US
dc.relation.isversionofhttps://doi.org/10.20343/teachlearninqu.11.16en_US
dc.rightsCC-BY-NC License 4.0 This is an Open Access article distributed under the terms of the Creative Commons – Attribution License 4.0 International which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly attributed.en_US
dc.subjectfailureen_US
dc.subjectstigmaen_US
dc.subjecttraditionally underrepresented studentsen_US
dc.subjectanxietyen_US
dc.subjectalternative grading schemaen_US
dc.titleTeaching the Inevitable: Embracing a Pedagogy of Failureen_US
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