Chuck Wynn joined the History and Philosophy Department at Kennesaw State University in August 2012. He received his B.A. in history and psychology and M.A. in European history from the University of West Georgia, and his Ph.D. in social studies education from Georgia State University. He teaches history education courses, including Methods of History Education (HIED 4550) and Approaches to World History (HIST 4488), and supervises candidates in the Year-Long Clinical Experience (HIED 4650/HIED 4660). He also teaches Modern Europe (HIST 3371) and America since 1877 (HIST 2112). His primary area of research is in the cognitive/learning dynamics of problem-based learning in a variety of classroom contexts. His most recent articles are listed below.
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.
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), Article 2.
Wynn, C. T. (2015). A cognitive rationale for a problem-based U.S. history survey. Teaching History: A Journal of Methods, 40(1), 28-42.
Wynn, C. T., Mosholder, R. S., Larsen, C. A. (2014). Measuring the Effects of Problem-Based Learning on the Development of Post formal Thinking Skills and Engagement of First-Year Learning Community Students. Learning Communities Research and Practice, 2(2), Article 4.