No kidding, information is NOT power
Exactly, but then how can you convince faculty who are insist that their course doesn’t have real world applications—that that answer is not good enough? Even leaving it open to students to derive the real world connections and making that reflection on where the content can be applied in a real setting an integral part of the course can make all the difference in helping students develop the ability to apply strategies from diverse disciplines to their problem solving. The most annoying part of the curriculum in high school for me was having calculus and physics not only separate courses, but the content taught as disparate and unrelated. Both courses might have made a lot more sense with physics concepts being taught concurrently with the math concepts.
