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Intimate, Familiar and Strange, or Why I Don’t Teach a Class on Sleep

This article is part of the series:

One of the insights into teaching provided to me by Donald Morse, one of my undergraduate professors, was to never teach the same class twice. But, simultaneously, not to overburden oneself by developing a new course every year. His model, which I’ve entirely stolen, was to teach one-third texts he knew intimately, one-third texts he was familiar with, and …

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Experiments with pedagogy: Call for contributions

As teachers, we are increasingly called upon to promote student-centered learning and to build stronger links between teaching and disciplinary research in order to foster a culture that allows students “to take a research-based approach to their lifelong educational development” (Sproken-Smith & Walker, 2010). Scholars, academic administrators and institutions increasingly promote “inquiry-based learning”, a term referring to pedagogical …

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From Chicken Sheds to Random Control Trials: A Commentary on the “Bio-Social Methods for a Vitalist Social Science” Workshop

The “Bio-Social Methods for a Vitalist Social Science” Workshop – held at the University of Birmingham on July 16, 2013 –  aimed to reaffirm the role of the social sciences in a time when insights from behavioural science such as social psychology, behavioural economics, environmental psychology, neuroeconomics, and neuroscience are increasing being used to justify new policy mechanisms in the …