Get serious. Play more.

A quote by a man named Lazer from the 70s got me thinking about science education today.

book coverI love the conversations that happen in The Hub. A few months back, Troy Livingston and I were shooting the breeze and somehow got on the topic of teaching science. Troy recommended a book to me called “Teaching Science to Children” by a guy named Lazer Goldberg. I told him I would read any science book by a guy whose first name is Lazer. The book was first published in 1970, but the content within it feels timeless.

Toward the beginning of the book, a paragraph that jumped out to me as being visionarily prophetic. So much so, I might insinuate that Lazer Goldberg may be viewed as a influencer of science education reform efforts in similar ways that Dr. Martin Luther King was influential to the civil rights movements. The following paragraph gets me fired up about science education in ways that remind me of the reasons I entered into the field in the first place.

“What is wanted is the will to organize a climate for children’s science learning. In such a climate children continue their play. The games whose rules they learn elicit their most intense participation. There is no shame attached to error and failure, and fear has been cast out. Interesting errors are admired, and perceptive questions are applauded. Task governs time, and there is freedom to make, to think, to remake, to chat, and to dream a little. It is a place where dissent and independence are honored, where thought is not deprived of feeling nor art of thought. Above all, it is a place of diverse activity—social, intellectual, artistic, manual. It is a place where children transform bits of their environment and in the process transform themselves.”

I believe that the climate of science learning described here could be applied to any discipline and learning level without sacrificing legitimacy. If we are going to be serious about improving, we need our working and learning environments to be open to more playful energy.

It might seem counterintuitive, but let’s get serious and play more.

If we hold on firmly to our ideas, our practices, our ways of living in this world, this is ironically the quickest way to lose them. If we, instead, play with and hold loosely our ideas, practices and ways of living, this is the only way we find them, grow and move forward toward a brighter future.

Why Go Up There?

As I watched the Falcon Heavy successfully pull of its test launch on February 6th, I was spellbound with awe and excitement. I’ve enjoyed sharing the exhilarating human achievement with friends and family in recent days. I can still hardly believe what SpaceX has pulled off and the future they are helping us charter.

I’ve also been randomly connecting with science songs from the 50s and 60s that were part of a 6 LP set called Singing Science. One of the songs is called “Why Go Up There” talking about outer space. I found it particularly fitting for the recent event.

Here, I decided to tie the beautifully animated video of the event with the song in the background.


Active Learning Panel Reflection

.@Rangerdavie, @crmcardle, Cho Weebadde and Danielle DeVoss share their love of teaching and the importance of education. #ITeachMSU

I love educators.

I was thinking the other day about how every person in my life who has had a meaningful impact is an educator in some capacity.

Does that mean each of these people are certified teachers who work in an educative profession? Not at all.

Similarly, as in any occupation, there are certainly teachers in the profession who I would argue are not educators in terms of what Parker Palmer defines as vocation (200#). These are not the people I’m talking about. I could spend my time ranting and raving about the ills and the challenges faced in education, but frankly, I find that to be both depressing and unproductive.

Rather, I like focusing my energy on the people who have looked at the profession with all its challenges, the low pay, the long hours, the misunderstandings, the resistance to the work, the lack of recognition, the ever-growing animosity from private interests against education as a public good, and still see people on the other side who need a learning coach to be successful in life. Despite all the obstacles, they still pursue the work of being a caring educator to people, because they know how essential this is for a thriving society.

So, what was the topic of this blog post again? Oh, right, active learning.

On Friday, October 13th, I had an amazing opportunity to talk to four amazing educators at Michigan State University who have grown over the years in their pedagogical practices to be, let’s say, more student-centered. I’ve seen first hand accounts of the kinds of life and energy they cultivate in their classrooms around the learning that is happening. It was quite a joy to have them sit together at a table in front of peers and get to ask them questions about their teaching practices.

Thank you Kirstin, Casey, Cho & Danielle for the amazing work you do with hundreds if not thousands of students here at MSU. Thank you for giving us a brief peek into your classrooms through the conversation. I hope we can do it again sometime soon, especially since I only make it through a small percentage of the questions prepared. Your responses to my questions and to those raised by those in attendance were insightful and compelling. You touched on themes such as starting with the why, providing space for critical reflection, designing authentic assessment strategies that put the ownership of the learning into the laps of the learner, the increased value of lecture content when in the chunked context of a more active learning environment, and many more. I could have stayed there all weekend with you learning from your experiences and wisdom.

You can watch and listen to it here on the MediaSpace archive video. I apologize about the angle of the video as we missed Kirstin in the frame. We’ll get that fixed next time.

Speaking of which, I’m ecstatic about the upcoming sessions yet this Fall, 2017 semester. Hope to see you there in person to learn more as we explore innovative approaches to using educational technology on behalf of student success. In fact, there is one today on the topic of making your course content well organized and accessible to all! Hope to see you here in the Hub

Fitness Coaching Failure

{ …commentary on the traditional over-emphasis on the pedagogy of lecture… }

“I stood in front of that class each day for six weeks and demonstrated perfect form in my workouts. They all took great notes. Why didn’t they get in shape?” -Hypothetical Failing Fitness Coach

Man lifts cats as weights
LOL Cat Fitness Fail Shared by James at FITBODYBUZZ

It is a common misperception about teaching that the educators job is solely to instruct. Placing this concept in the context of an athletic or fitness coach can help reveal the flaw in thinking here. It isn’t that demonstrating good form or good practices isn’t important. Quite the contrary. But if that is all that happens without space and feedback provided for people to practice on their own or with others, the value of that instruction is prone to be wasted in the ether.

Eric Westervelt and Carl Wieman ascertain in this NPR Interview that:

“…undergraduate Higher Ed still worships at the old false idol called the Big Lecture and doesn’t seem to want to ask whether it’s working.”

It is possible to be incredibly in shape and fail at helping others to do so.

Similarly, it is possible to be incredibly smart and unable to impart it on others without a fundamental understanding of how people learn.

Let’s get smarter together on our shared values of teaching & learning as educators.

Reflection on Two Friday Talks

I have a habit of putting interesting events and talks coming up on my calendar and then forgetting about them until the day of. A few Fridays back (September 15th) was one of those days where not one, but two speaking events were on my calendar. It was a busy day, but I was glad I stuck with my plan to attend them both.

There are many of these kinds of events I attend that I will duck out of if nothing of importance is being discussed or happening and I will forget about them and get back to my work. This Friday was different. It was a bit of an anomaly of a day because it had two events I had previously signed up for. One was in the morning and the other in the afternoon which allowed me attend both. That itself was unique, but what was far more fascinating to me is that both of the events were so good that five minutes after they began, I started recording them on my phone knowing that there was rich content being shared that was worth pausing and reflecting on further.

Hence this blog post.

The events were called:

  1. Knowledge for Sale
  2. STEM Alliance Fall Reception

Dr. Busch shares his book conclusions with a room of peopleKnowledge for Sale

Friday morning I attended “Knowledge for Sale: The Neoliberal Takeover of Higher Education”. This was a talk given by Dr. Lawrence Busch who is a Distinguished Professor Emeritus in the Department of Sociology. In the talk, Dr. Busch discussed the contents and premise of his new book in this same title. Here, Busch espouses that higher education has been taken over by a newer pragmatic and market driven philosophy compared to its more historic roots in pursuing knowledge for its own sake.  As he spoke, I couldn’t help but make connections to so many instances and efforts globally in higher education and surrounding me in my own context here in Michigan. I wash shocked by the low number of attendees for this talk and wished as I was listening that the whole university was present. Instead, I decided to hit record about 5 minutes into the talk so that I could share it with others who I knew were interested in attending, but who were unable to (see the link below this section). I have added the book to my Amazon wish list and look forward to reading it this Fall. I’m sure it will continue to give me a lot to chew on related to some of the powerful and yet often invisible forces at work behind the scenes in higher education.

The talk was followed up by a couple of commenters who both reinforced some of the things Dr. Busch highlighted and embellished on them in their own experiences shared.  Dr. Alyssa Dunn from the Department of Teacher Education in MSU’s College of Education and Dr. Stephen Gasteyer from the Department of Sociology shared personal accounts of market-driven decisions being made by administrators that were directly effecting the lives and qualities of education they have given their life vocations to. I was particularly struck by the account Dr. Dunn shared of her own experiences at Emory University in Atlanta where entire departments that were reputable for their excellence were eliminated for claimed monetary reasons by administration. These departments included the education program where she earned her masters and doctorate. They also included spanish, liberal arts, and ethnic studies staffed mostly by people of color. Administration further claimed that these programs were not relevant for 21st century education. You can’t make this shit up.

  • Listen to an audio capture of the talk recorded on my phone.

Improving How Universities Teach ScienceSTEM Alliance Fall Reception

Later in the afternoon, I walked over in very hot weather for Michigan to the Kellog Hotel and Conference Center to hear Carl Wieman speak. Dr. Wieman was the 2001 Nobel Prize winner in Physics and has done extensive experimental research in atomic and optical physics. What I was more interested in hearing from him on was with his more recent intellectual focus which is on undergraduate physics and science education. Here, he has been a pioneer for the use of experimental techniques for evaluating the effectiveness for particular teaching strategies in the STEM fields. Among other accomplishments, Carl also recently served as the Associate Director for Science in the White House Office of Science and Technology.

Dr. Wieman spoke on “Taking a scientific approach to the learning and teaching of science.” The focus of his work draws on research on how people learn informing more effective ways to learn, teach, and evaluate learning than what is in use in the traditional college class. He shared his slides freely where he points to examples of some of his work with places such as MSU, U. Cal. San Diago, Univ. of British Columbia, Stanford and others. He pointed to a meta analysis of approximately 1,000 research studies from undergraduate science and engineering classrooms comparing traditional lecture with “scientific teaching” approaches. He went on to explain that the more scientific approaches to teaching consistently demonstrate greater learning outcomes, lower failure rates, and how these benefits extend to all, but most notably to at-risk students. None of these findings were surprising to me in any way, still it is always helpful to have people in the room who are hopefully being persuaded of these things further by evidence.

  • View his slides.
  • Listen to audio of his talk recorded on my phone.

What about you? Have you attended any meaningful talks or workshops lately? Please share your reflections as a follow-up here. I believe that good things were always meant to be shared. 

learn. design. reflect. – a podcast

Conversations about learning, design and the immeasurable value the practice of reflection provides for both.

Dave Goodrich
Dave Goodrich at the Jackson Young Professional’s New Years Party, 2017

Hello, my name is Dave and you are listening to the first ever learn, design, and reflect podcast.

I get to help create engaging online, hybrid and technology enhanced courses with smart and caring instructors.

This podcast is an attempt to further connect with a rich and growing professional learning network on the topics of learning, design and the immeasurable value the practice of reflection provides for both.

My goal is to not waste your time. If you are like me, you are subscribed to a rich and growing library of podcasts that far exceed any human capacity to keep up with. In light of this, I want to limit most episodes to under 5 minutes. This is a challenge to myself to get to the point and only share the most valuable ideas and resources I can.

I want to earn your trust as a listener. Honestly, there are so many amazing resources out there to help you connect, learn and grow as an educator or designer. I hope to cultivate a learning dialog here that contributes meaningfully to the larger conversations in the field. Thanks for joining me.

Again, my name is Dave and you’ve been listening to the learn, design, reflect podcast.

finish lines

Dr. Andrea Zellner getting signatures after defending her dissertation.
Dr. Andrea Zellner getting signatures after defending her dissertation.

This past week, I was privileged to witness two amazing PhD candidates I know cross the finish line of defending their dissertations. Congratulations, Dr. Andrea Zellner and Dr. Erik Skogsberg! The hours, days, weeks, months, years, and the perseverance people like you demonstrate toward major life accomplishments like this are an inspiration to people like me. You both finished strong and have so much to be proud of. That goes for you and all the people who have surround you and supported you in this. Celebration is now in store, and well deserved, I might add. I hope you both are able to relax, reflect, and enjoy the feelings of accomplishment you deserve to feel.

Dr. Erik Skogsberg with wife Amy and son Ezra at graduation ceremony.
Dr. Erik Skogsberg with wife Amy and son Ezra at graduation ceremony.

I can only imagine all the reading, writing, pouring over data, late nights, meetings, classes, thinking, discussions, revisions, hurdles, and the many challenges you must have experienced these past years leading up to this monumental week. The sacrifices you’ve had to make and commitment you’ve demonstrated are beyond what people are able to comprehend who haven’t gone before you. In fact, even people who have gone before you can’t fully understand your own unique experiences you’ve had and the difficulties you’ve overcome in a venture like this.  I’m sure there were days where you questioned if it was all worth it. I’m positive there were times you wanted to throw in the towel. But you didn’t. You fought through and you’ve crossed the finish line to a degree that maybe 1 in 500 people in the world have received, if that.

Personally, I’ve been considering the possibility of pursuing a doctorate for some time now. I’m apprehensive. Only recently, since Lindsay and my three boys all began school this past year have I been meeting with folks like you both who have gone before and charted new territories such as these. I’ve been gathering advice and continue to do so. One of the questions I like to ask is:

What is it you wish you had known in the early days when you were deciding to do a terminal degree like this? 

I’d love to hear your thoughts.

Thanks, in advance & congratulations,




hello, world!

Gibson and me at Binder Park Zoo
Gibson and me at Binder Park Zoo in Battle Creek, MI


They say you are a writer if nothing makes you more excited than a blank page.

Maybe that makes me a writer?

I don’t know, I think a writer is someone who writes and writes often because it is in their bones.

I’m excited to start a brand-new writing and reflective practice here in this space. Much of it will be for my own learning and growth as someone considering the prospects of being a PhD candidate, but I also plan to reflect on my life as a husband, a father, a musician, an educator and a learning designer.

I look forward to connecting with those of you who might join me in the practice of writing as reflection as we trod our learning paths together.

Thanks for stopping by!

The rangerdavie blog has retired…

I’ve decided to take my writing endeavors to rebuild a new social presence over at

Well folks, it has been a great ten years or so here at!

I’ve decided to take my writing endeavors to rebuild a new social presence over at

Hope to see you there!

You stay classy, my dear readers.