Nuggets from our discussion: re benefits of CIQ research

How does this relate to fostering a mindset of critically reflective work?

It asks us all as users of the CIQ to work to bring things that have past into the present moment for our consideration.

Potential article title: Bullshit and Busywork: Naming Student Stasis Points

We both seem to be interested in figuring out how to accomplish a more authentic dialogue about what's working in class as a way to improve, among other things, our ability to challenge students appropriately and to get them to really understand the value of what we're asking them to do (an in exchange so they can give us a sense of whether we need to modify what we're asking them to do in order for it to be more valuable)

And to be able to enter the conversation where students are inclined to write us off and lump our approaches under a static negative category like bullshit or busywork