information about the author,
Craig Rusbult
 


Craig Rusbult - photo

    Until recently, I was teaching part-time in the Chemistry Dept at UW-Madison, but for a decade my full-time vocation was developing a website for whole-person education for the American Scientific Affiliation, which is an organization of scientists — and engineers, and scholars in fields related to science, such as philosophy of science, history of science, and science education — who are Christians.
    Recently, though, I've been investing most of my time developing another website — Using Design Process for Problem Solving and Education (it's an extension of my PhD work) — to share ideas that I hope will lead to full-time collaborations with other educators who want to develop curriculum-and-instruction that will help students learn, think, and perform more effectively.

My PhD dissertation was a unifying synthesis of ideas (mainly from scientists and philosophers, but also from sociologists, psychologists, historians, and myself) into a model of scientific method, and an application of this model for the integrative analysis of a creative classroom in which students solved problems by using science-inquiry.  You can see an overview/summary for both parts — for the model of science, and then using this model to analyze instruction so we can design education that is more effective — in a Table of Contents that may have set a record for the longest T-of-C in a doctoral dissertation.   Also, I juggled during its oral defense (why?), and that may not happen very often.    :<)

BA in Chemistry, University of California, Irvine
MS in Chemistry, University of Washington, Seattle
MA in History of Science, Univ of Wisconsin, Madison
PhD in Curriculum & Instruction, U of Wisconsin, Madison


 
       my academic history (on a road less traveled):
        Intellectually, I've been productive due to inherited intelligence, developing this potential through education (formal & informal), and hard work.*  But professionally, I've followed a "road less traveled" instead of the typical academic path.  What happened?  As a chemistry major, I enjoyed learning and did well (getting the American Chemical Society's "best student" award for all high schools of Orange County, CA, and then for undergrads at U.C. Irvine) and received a fellowship for graduate study from the National Science Foundation.  But for various reasons — mainly academic immaturity (playing too much and not studying enough) and an incomplete mental awakening (I had discovered creativity but not discipline & commitment) and an intellectual preference for generalization (instead of the specialization expected in grad school and in science) — I decided to not pursue a career in research chemistry.
       * This combination has allowed academic awards & fellowships, 800s in GRE for Math & Verbal, and high intellectual productivity.
       After leaving school, I traveled and worked and played, along with lots of reading & thinking, and developed a passion for expressing ideas through writing.  I enrolled in the History of Science program at the University of Wisconsin, but I never felt like a historian, even though I enjoy history and liked the historians at UW;  during our first semester a fellow grad student began a sentence, "We historians think that...", and my internal response was "what an interesting concept, WE historians."  But since high school I had been teaching occasionally, and thinking about the process of thinking, so when I entered the Science Education program at UW the concept of “we educators” struck a resonant chord in me;  it felt natural, was intellectually stimulating, and has provided the freedom and flexibility to pursue my continuing generalist interests.

       teaching experience:  mostly chemistry & physics, but also problem-solving strategies, ESL, tennis, juggling, music improvising & theory, ballroom dancing;  mostly in classes but also in other ways, including summertime "chemistry camps" and by tutoring (in physics, chemistry, and calculus);
        special interests in education:  helping students learn thinking skills (generating & evaluating ideas,...) and the methods used for problem solving in science & design;  visual representations of ideas, and teaching scientific concepts;
        favorite movieIt's a Wonderful Life, partly for its artistic value (plot, dialogue, acting,...) but mainly for the message:  Each of us affects other people, and life is better if we affect others in ways that are beneficial for them, that help them become better people who are developing their full potential, living in ways that are beneficial for others, and enjoying life.
       spiritual foundation:  I'm a Christian, and my overall goal is to love and trust God more fully so I can “live by faith” in ways that are beneficial for others, and for me because I'm moving closer to being-and-doing what God wants.
 
        I have mixed feelings about the results of my road less traveled.
        Intellectually, I've been highly productive.  Professionally, I haven't followed the standard path.  The result of this combination is that, despite developing lots of great ideas in a wide range of areas, so far these ideas aren't widely known or used, and my life doesn't summarize well on a curriculum vitae.*  This is partly because instead of writing for scholarly journals or in books, during the last decade I've focused on writing for the web, which I think can be (when all things are considered) a superior way to communicate ideas, but unfortunately web-writing doesn't get much credit among scholars.  A more general explanation is that, basically, I haven't been a skilled “salesman” for my ideas.  Although the product is strong, the marketing has been weak.  My actual intellectual productivity has been high, but the perception of productivity (by others) has been low.  This contrast between reality and perception is frustrating, but I think it's temporary, and in the future my work will be more widely used.
        * For example, when people see me at UW they sometimes ask “are you a professor” and I answer that “if I had made different decisions earlier in life, I would be, but I didn't so I'm not.”  Being a professor would be a good match for my abilities, work ethic, and interests (because I'm intelligent, hard working, and enjoy teaching & scholarship) but this didn't happen due to my decisions and the resulting life path.
        On most days, when I wake in the morning I'm free to think about ideas that are wonderfully exciting.  I'm thankful that, for more than a decade, God was using me to do full-time volunteer work on a productive ministry project (a website for Whole-Person Education) that was very satisfying.  To make money for food and rent, my paying job — which I've enjoyed, except when I'm thinking about the valuable time it subtracted from working on my main vocation — was teaching chemistry.  But it's time for a change.  During the first 8 months of 2011, and again in 2012, and at the start of 2013, my unpaid main vocation has been working much more than full-time (by reading & listening, discussing, thinking, and writing) to develop ideas for education.  This has been a satisfying experience — because I can wake in the morning and continue working on ideas from the previous day (and week, month,...) which allows “mental momentum” that is useful in many ways — and these have been times of high productivity.  In the near future I hope to get a full-time paid job working cooperatively with other educators in creative collaborations to help students learn more effectively, to actualize our ideas (mine and theirs) for improving education, by converting these ideas into action.
 


My twitter-profile for @DTprocess — "educator (PhD in C&I) using model of creative/critical Design-Thinking Process [DTprocess] for Education + bike, juggle, dance, improv, sport-sci, ESL" — includes an aerial view of Madison.

In addition to developing a website about Whole-Person
Education for Science & Faith
(see end-of-page table)
I've written a variety of web-pages, as described in
Stories about welding, skiing, Cliffs Notes, and more , 
Exploring Education: Learning, Thinking, Teaching , 
Teaching Science-Thinking in Science Labs (examples) ,  
World Views (about reality,...) and Quantum Mechanics , 
Origins Questions (about creation/evolution/design,...) , 
a "quick education" website for whole-person education 
with Accurate Understanding and Respectful Attitudes. 

Using Design Process for Problem Solving & Education
and Ideas for Education and Working with Other Educators
( including a portfolio of my “influences” and some results )

Tributes for My Sister (why we loved and admired her)

Tools for Physics & Musical Improvisation & Theory and
teaching ESL & Ballroom/Swing Dancing & Juggling plus
a Juggling Video-and-Photos.    ( Arts & Sports )    C.V.
A Younger Satchel Paige Age (with physical fitness,...),
and links for a variety of art-science & sport-science topics.

   

 
This page, by Craig Rusbult (craig@asa3.org)(craigru57@yahoo.com)
is http://www.asa3.org/ASA/education/rusbult.htm

The cartoon was by Frank Clark (he also drew skiing and tree-cutting)
who is now Creative Director of Square Tomato Advertising in Seattle.
 


MACS (Madison Area Christian Singles, ActiveThinker,...)


 
 
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