Ryan Kelty is Associate Professor and Chair of the Department of Sociology at Washington College in Chestertown, MD. He earned his B.A. from Middlebury College and his Ph.D. from the University of Maryland.Bridget A. Bunten is Associate Professor and Chair of Education and Coordinator of the Elementary Education Program at Washington College in Chestertown, MD. She earned her B.A. from Gettysburg College, her M.A. from UMass Boston and her Ph.D. from the Pennsylvania State University.

Opinions abound as to what ails higher education and the way to improve our colleges and universities. This volume begins from the perspective that intellectual risk-taking is central to a transformational education, and should be a central value, not just an added benefit, to an educational experience which can all too often be motivated by performance metrics alone. Authored by those on the front lines of today's college classrooms, the essays in these pages demonstrate that the most effective change will happen classroom-by-classroom, professor-by-professor, student-by-student. As a result, citizens working for the public good, and not just credentialed individuals, will graduate from our campuses. And if we, too, take the risks encouraged in these pages, our students will be energetic, resilient, and thoughtful throughout their creative lives.

• Introduction: The Importance and Challenge of Risk-Taking in Higher EducationRyan Kelty and Bridget A. BuntenSECTION I: SOCIAL SCIENCESChapter 1: Flipping the Risk-Reward Associated with Flipped ClassroomsSarah Raley and Gretchen Kreahling McKayChapter 2: The Importance of Risk-Taking to Moral-Ethical Character DevelopmentArthur Gibb, IIIChapter 3: Falling Through the Looking Glass: Personalizing Privilege to Foster Understanding of the Social Nature of StratificationRyan Kelty and Bridget A. BuntenChapter 4: The Consciousness Raising Classroom: Lessons in Inequality and IdentityJessica Santos, Rachel Steele, and Callie Watkins LiuSECTION II: HUMANITIES & FINE ARTSChapter 5: InterventionsBenjamin Zellmer BellasChapter 6: Disability and Activism in the Engaged ClassroomJulianne GuillardSECTION III: NATURAL SCIENCESChapter 7: From Comfort to Confidence: Modeling Science as a Process of Risk-Taking in the ClassroomAaron R. Krochmal and Timothy C. Roth, IIChapter 8: Risk-Taking in Engineering Instruction (United State Air Force Academy)Kimberly Kays, Andrew Hoisington, John Christ, Don Rhymer, Dan Jensen, and Cory CooperChapter 9: Risk-Taking in Medical Education, Training, and the Practice of MedicineBala AmbatiConclusion: The Risk-Taking ImperativeRyan Kelty and Bridget A. BuntenAbout the EditorsAbout the ContributorsIndex

Ryan Kelty is Associate Professor and Chair of the Department of Sociology at Washington College in Chestertown, MD. He earned his B.A. from Middlebury College and his Ph.D. from the University of Maryland.Bridget A. Bunten is Associate Professor and Chair of Education and Coordinator of the Elementary Education Program at Washington College in Chestertown, MD. She earned her B.A. from Gettysburg College, her M.A. from UMass Boston and her Ph.D. from the Pennsylvania State University.

Opinions abound as to what ails higher education and the way to improve our colleges and universities. This volume begins from the perspective that intellectual risk-taking is central to a transformational education, and should be a central value, not just an added benefit, to an educational experience which can all too often be motivated by performance metrics alone. Authored by those on the front lines of today's college classrooms, the essays in these pages demonstrate that the most effective change will happen classroom-by-classroom, professor-by-professor, student-by-student. As a result, citizens working for the public good, and not just credentialed individuals, will graduate from our campuses. And if we, too, take the risks encouraged in these pages, our students will be energetic, resilient, and thoughtful throughout their creative lives.

• Introduction: The Importance and Challenge of Risk-Taking in Higher EducationRyan Kelty and Bridget A. BuntenSECTION I: SOCIAL SCIENCESChapter 1: Flipping the Risk-Reward Associated with Flipped ClassroomsSarah Raley and Gretchen Kreahling McKayChapter 2: The Importance of Risk-Taking to Moral-Ethical Character DevelopmentArthur Gibb, IIIChapter 3: Falling Through the Looking Glass: Personalizing Privilege to Foster Understanding of the Social Nature of StratificationRyan Kelty and Bridget A. BuntenChapter 4: The Consciousness Raising Classroom: Lessons in Inequality and IdentityJessica Santos, Rachel Steele, and Callie Watkins LiuSECTION II: HUMANITIES & FINE ARTSChapter 5: InterventionsBenjamin Zellmer BellasChapter 6: Disability and Activism in the Engaged ClassroomJulianne GuillardSECTION III: NATURAL SCIENCESChapter 7: From Comfort to Confidence: Modeling Science as a Process of Risk-Taking in the ClassroomAaron R. Krochmal and Timothy C. Roth, IIChapter 8: Risk-Taking in Engineering Instruction (United State Air Force Academy)Kimberly Kays, Andrew Hoisington, John Christ, Don Rhymer, Dan Jensen, and Cory CooperChapter 9: Risk-Taking in Medical Education, Training, and the Practice of MedicineBala AmbatiConclusion: The Risk-Taking ImperativeRyan Kelty and Bridget A. BuntenAbout the EditorsAbout the ContributorsIndex

Ryan Kelty is Associate Professor and Chair of the Department of Sociology at Washington College in Chestertown, MD. He earned his B.A. from Middlebury College and his Ph.D. from the University of Maryland.Bridget A. Bunten is Associate Professor and Chair of Education and Coordinator of the Elementary Education Program at Washington College in Chestertown, MD. She earned her B.A. from Gettysburg College, her M.A. from UMass Boston and her Ph.D. from the Pennsylvania State University.

Opinions abound as to what ails higher education and the way to improve our colleges and universities. This volume begins from the perspective that intellectual risk-taking is central to a transformational education, and should be a central value, not just an added benefit, to an educational experience which can all too often be motivated by performance metrics alone. Authored by those on the front lines of today's college classrooms, the essays in these pages demonstrate that the most effective change will happen classroom-by-classroom, professor-by-professor, student-by-student. As a result, citizens working for the public good, and not just credentialed individuals, will graduate from our campuses. And if we, too, take the risks encouraged in these pages, our students will be energetic, resilient, and thoughtful throughout their creative lives.

• Introduction: The Importance and Challenge of Risk-Taking in Higher EducationRyan Kelty and Bridget A. BuntenSECTION I: SOCIAL SCIENCESChapter 1: Flipping the Risk-Reward Associated with Flipped ClassroomsSarah Raley and Gretchen Kreahling McKayChapter 2: The Importance of Risk-Taking to Moral-Ethical Character DevelopmentArthur Gibb, IIIChapter 3: Falling Through the Looking Glass: Personalizing Privilege to Foster Understanding of the Social Nature of StratificationRyan Kelty and Bridget A. BuntenChapter 4: The Consciousness Raising Classroom: Lessons in Inequality and IdentityJessica Santos, Rachel Steele, and Callie Watkins LiuSECTION II: HUMANITIES & FINE ARTSChapter 5: InterventionsBenjamin Zellmer BellasChapter 6: Disability and Activism in the Engaged ClassroomJulianne GuillardSECTION III: NATURAL SCIENCESChapter 7: From Comfort to Confidence: Modeling Science as a Process of Risk-Taking in the ClassroomAaron R. Krochmal and Timothy C. Roth, IIChapter 8: Risk-Taking in Engineering Instruction (United State Air Force Academy)Kimberly Kays, Andrew Hoisington, John Christ, Don Rhymer, Dan Jensen, and Cory CooperChapter 9: Risk-Taking in Medical Education, Training, and the Practice of MedicineBala AmbatiConclusion: The Risk-Taking ImperativeRyan Kelty and Bridget A. BuntenAbout the EditorsAbout the ContributorsIndex