“Plays Well with Others”: Can Games Achieve Learning Outcomes?

Posted on July 15, 2017

“Let’s kill Jesus!”

Such words are not often heard from evangelical students at Christian colleges, and such playfulness is not usually associated with the sort of serious academic encounters that are expected in higher education. Yet, I listen to my devoutly religious students utter words like these every semester in the context of “The Jesus Game,” an elaborate role-playing game in which students encounter the familiar story of the Gospel of Matthew in a new light.

Democracy and Higher Education in Indonesia and the United States

Posted on June 9, 2017

I was a visiting research and teaching scholar at the Graduate School of the Universitas Pendidikan Indonesia during the fall semester of 2014. I co-taught 50 students in four graduate-level courses, including a Ph.D. seminar that explored whether an undergraduate Liberal Arts curriculum would empower Indonesian higher education and enhance Indonesian democracy.

We started our seminar with a discussion about cultural differences between Americans and Indonesians. I suggested, “Americans smile a lot.” My students objected, “Indonesians smile a lot” and “joke often.” As an example, my students joked that Indonesian higher education offered more “freedoms” than American higher education did: “Americans have copyrights; Indonesians have the right to copy.” I asked, “What are major differences between Indonesian and American cultures?” Without hesitation, my students responded, “Americans have rights. We have values.” I protested, “Americans have values, too.”

Reflection: Higher Education and the Public

Posted on May 5, 2017

I agree with Eric’s observations and will just add a few of the lasting impressions the seminar made on me. As a doctoral student in the Philosophy of Education who focuses on higher education and spends a considerable amount of time reading critiques of higher education, I found the seminar both illuminating and heartening. It was illuminating because I am not privy to what goes on in faculty and administrator meetings, nor have I had extensive conversations with many faculty and administrators about their views on the current state of higher education and their work. Eric and I weren’t sure how many people would attend, so we were delighted that the seminar was filled to capacity (we even had to turn people away). More importantly, it was clear from the enthusiastic participation of nearly everyone in the room that the issues we were discussing are a pervasive concern among faculty and administrators from a variety of institutions. I sensed that the participants were hungry for a space to not only voice their frustration and discouragement but also to work toward solutions. A number of people came up to us afterward, expressing deep gratitude and an interest in working with us to continue the conversation.