Charles Wynn

 

Charles T. Wynn, Ph.D., Professor of History and History Education
Chuck Wynn joined the History and Philosophy Department at KSU in August 2012. He teaches history education courses, including Methods of History Education (HIED 4550), and Approaches to World History (HIST 4488), and supervises secondary history education candidates during their year-long experience (HIED 4650-Year-Long Clinical Experience I, HIED 4660-Year-Long Clinical Experience II). He also teaches Modern Europe (HIST 3371) and America since 1877 (HIST 2112). His primary area of research is in the cognitive dynamics of teaching and learning history in survey course, first-year learning community, and secondary (6-12) settings.

Recent refereed journal articles/papers:

Wynn, C. T. (2022). Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model. Journal of Problem-Based Learning in Higher Education, 10(1), https://journals.aau.dk/index.php/pbl/issue/view/455. 

Wynn, C. T. , Ray, H. , Liu, L. (2019). The Relationship between Metacognitive Reflection, PBL, and Postformal Thinking among First-Year Learning Community Students. Learning Communities Research and Practice, 7(2), Article 3. Available at: https://files.eric.ed.gov/fulltext/EJ1240095.pdf 

Wynn, C. T. (2018). Problem-Based Learning and Teacher Training: A Case Study of the Impact of PBL on Candidate Perceptions during their Field Experience. Paper Presented at the meeting of the PBL2018 International Conference, Santa Clara, California. Published by Pan PBL Association: http://pbl2018.panpbl.org/wp-content/uploads/2018/02/Problem-Based-Learning-and-Teacher-Training.pdf

Wynn, C. T., & Okie, W. T. (2017). Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during their Field Experience," International Journal for the Scholarship of Teaching and Learning, 11(2), Article 16.
Available at: https://doi.org/10.20429/ijsotl.2017.110216

Wynn, C. T., Mosholder, R. S., Larsen, C. A. (2016). Promoting postformal thinking in a U.S.history survey course: A problem-based approach. Journal of College Teaching and Learning, 13(1), 1-20.  Available at: https://clutejournals.com/index.php/TLC/article/view/9567

Wynn, C. T. (2015). A Cognitive Rationale for a Problem-Based US History Survey. Teaching History: A Journal of Methods, 40(1), 28-42. Available at: https://openjournals.bsu.edu/teachinghistory/article/view/689 

Wynn, C. T. , Mosholder, R. S. , Larsen, C. A. (2014). Measuring the Effects of Problem-Based Learning on the Development of Postformal Thinking Skills and Engagement of First-Year Learning Community Students. Learning Communities Research and Practice, 2(2), Article 4.
Available at: https://files.eric.ed.gov/fulltext/EJ1112494.pdf

Wynn, C. T. (2010).  Promoting cognitive growth through problem-based instruction in a first-year learning community. Journal of Learning Communities Research, 5(2), 5-16.

Recent refereed conference papers/presentations:

Wynn, C. T. (2022, October). The Failure of Reconstruction: What should have been done? A Problem-Based Model and Lesson. Annual Conference of the Georgia Council for the Social Studies, Athens, Georgia (State).

Wynn, C. T. (2021, October). Improving Students' Thinking Skills in the College Survey Course: Can Problem-Based Learning Make It Happen? Research on Teaching and Learning Summit, Kennesaw, Georgia. (National). 

Wynn, C. T., & Bullard, T. (2019, November). National Learning Communities Conference, Stepping into America's Past-What would you do? A Problem-Based LC, Indianapolis, Indiana. (National).

Wynn, C. T. (2018, November). Using Problem-Based Learning and Metacognitive Reflection to Promote Advanced Thinking Skills among First-Year Learning Community Students. National Learning Communities Conference, Bay City, Michigan. (National)

Wynn, C. T. (2018, February). Problem-Based Learning and Teacher Training: A Case Study ofthe Impact of PBL on Candidate Perceptions during their Field Experience. Paper Presented at the meeting of the PBL2018 International Conference, Santa Clara, California. (International) 

Wynn, C. T. (2017, February). Promoting Postformal Thinking, Student Engagement, and Content Relevance in the College Survey Classroom: A Problem-Based Model. Conference on Higher Education Pedagogy, Blacksburg, Virginia. (International)

Wynn, C. T., & Mosholder, R. (2016, March). Facilitating Advanced Thinking Skills through Problem-Based Learning. SoTL Commons Conference, Savannah, Georgia. (National)

Wynn, C. T., McKenzie, J., & Reeve, K. (2015, March). Encountering ConflictingVisions of Peace: Constructing the Versailles Treaty. Annual meeting of the National Council for History Education, St. Augustine, Florida. (National)

Wynn, C. T., & Mosholder, R. (2014, November).Teaching to Scaffold Higher Level Thinking. National Learning Communities Conference, Bay City, Michigan. (National)

Wynn, C. T., & Mosholder, R. (2013, November). The Effect of Problem-Based Learning and Metacognitive Reflection on the Development of Postformal Thinking Among First-Year Learning Community Students. National Learning Communities Conference, Corpus Christi, Texas. (National)     

Wynn, C. T. (2012, October). The Bill of Rights: Origins and Applications. Annual meeting ofthe Georgia Council for the Social Studies, Athens, Georgia. (State)

Wynn, C. T., & Leslie, S. (2012, April). Promoting Cognitive Growth among First-Year College Students: A Problem-Based Approach. 23rd International Conference on Teaching andLearning, Jacksonville, Florida. (International)

Wynn, C. T. (2010, November). Problem-Based Learning: Promoting Cognitive Growth and Meaningful Learning among First-Year Learning Community Students. The 15th Annual National Learning Communities Conference, Bay City, Michigan. (National)

Wynn, C. T., & DeAngelo, A. (2010, October). Utilizing Concept Development Strategies to Teach World Area Studies. Annual meeting of the Georgia Council for the Social Studies, Athens, Georgia. (State)