This is an archive of the website for the Cluster Pedagogy Learning Community, a grant-funded faculty development project at PSU from 2019-2022. While all of the content has been preserved here, some features may no longer work and some links may be broken.

Cluster Pedagogy

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CoLab Home » CPLC » CPLC 3 Practices » Green House card game

Green House card game

Group Members: Elisabeth Johnston, Suzanne Gaulocher, Alison Buccholz, Jonathan Couser, Rebecca Noel, Kelsie Eckert

Value: Student agency and equity

How does this practice/idea reflect Cluster Learning?

The game is based on project-based learning. It gives them an entry point into thinking about a more complex aspect of the process. This game is to be played in a TWP section, so it is already interdisciplinary, and it could be used in pretty much any disciplinary or interdisciplinary setting. It builds community and group problem approaches. It scaffolds student knowledge construction by starting them with pre-built knowledge but giving opportunities for them to activate that knowledge in new ways.

Why did your group choose this idea to feature/explore?

We believe this idea cross-cuts a lot of disciplines, levels of students, and problem scenarios. It could be a great game for INCAP too. It exemplifies multiple values that we all held–imagination, equity, community-building, problem-solving, and taking part in larger issues in the world. It’s gamification but only as a momentum-starter.

How could you generalize this idea into a practice that is applicable to as many different kinds of participants in the CPLC as possible?

It seems naturally extendable, both as a specific game and as an idea for an activity. In order to feel as though people have agency or can tackle complex problems, sometimes they need a safe place to enter the conversation to build knowledge to be able to do more complex things. it doesn’t have to be with a game, but anyone needs a safe entry point to complex problems. It offers a range of ways to practice and experience leadership roles. It softens the experience of being dropped in the deep end and builds confidence to get started. Other courses, programs, offices, and initiatives could try short activities, either an existing game or a quick problem to solve, to get them started.

Identify anything that the University or the CoLab could do to help advance or support this practice.

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Wednesday: Additional in-person hours from 4:30-6:00
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