ABSTRACT
This chapter explores the inward perspectives and dynamics of risk and uncertainty for faculty in higher education. Trying new things in (and out) of the classroom takes courage. A specific example of working with students on a project-based learning assignment is discussed to reveal many of the dynamics at play in risky teaching. Three stages of uncertainty with faculty are defined and explored: intellectual uncertainty, social uncertainty, and self uncertainty. In particular, fear is examined as a central obstacle to taking more risks in teaching. The chapter concludes with a discussion of how faculty can work with fear and accept a degree of vulnerability in their teaching in order to achieve more impactful outcomes for students and themselves.
