Chuck Wynn joined the History and Philosophy Department at Kennesaw State University in August 2012. He previously taught at Shorter University. He received his B.A. in history and psychology and M.A. in European history from the University of West Georgia, and received his Ph.D. in social studies education from Georgia State University. He teaches history education courses, including Secondary History/Social Studies Methods (HIED 4550) and Approaches to World History (HIST 4488), and supervises candidates in the methods practicum (HIED 4650) and student teaching (HIED 4660). He also teaches Modern Europe (HIST 3371) and America since 1877 (HIST 2112). His primary area of research is in the cognitive dynamics of the teaching and learning of history in survey courses, and in a learning-community setting. He has published a variety of articles on promoting cognitive growth through problem/decision-based learning among secondary (6-12) and college learners, the most recent of which are listed below.
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).
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.
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.