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Fostering Critical Thinking & Mature Valuing Across The Curriculum

Sophistication in thinking is prerequisite to many of the goals of liberal and professional education. We will examine two major frameworks for fostering critical thinking: cognitive science (mental models and misconceptions, novice v. expert distinctions, models for thinking about thinking) and intellectual and ethical development (especially Belenky et al. (1997) Women's Ways of Knowing), and explore the implications of each for classroom practices. An underlying theme will be that, often, critical thinking can be fostered best by increasing the ratio of support offered for a given level of challenge.

The workshop will involve mini-lectures alternating with writing and small- and whole-group discussions of applications to your own teaching.

Workshop presenter: Dr. Craig E. Nelson, Indiana University

    When:  Saturday, February 17, 2001, 9:00 AM to 3:00 PM 
           Continental breakfast at 8:30 AM 
           Lunch provided 

    Where:  Library 501 

    Please RSVP to arheins@xula.edu or by calling Arriana at ext. 7512. 

DR. CRAIG E. NELSON is Professor of Biology and of Public and Environmental Affairs at Indiana University. Dr. Nelson has taught introductory biology, evolution and ecology courses, intensive freshman seminars (e.g., Biology, Critical Thinking and Real Life), and several interdisciplinary and honors courses (e.g., Environmental Science and Policy; Ideas and Human Experience; The History of Everything Except Civilization). Dr. Nelson has been a part of a three course liberal arts learning community (Knowing, Knowledge and Their Limits: Literature, Psychology, and Biology).

Dr. Nelson has directed the Graduate Programs in Zoology, and in Ecology, Evolution and Organismal Biology. He was the first Director of Environmental Programs in IU's then new School of Public and Environmental Affairs. Dr. Nelson's biological research is in evolution and ecology. His studies of Latin American amphibians were based on fieldwork in 13 countries and were supported by the National Science Foundation. His research questions include: Do tadpoles die for their siblings? Do amphibians feed or exploit ponds? When, from a male frog's viewpoint, is stealing a mate preferable to persuasion? Why should an orchid scare its pollinators? And, why should hot eggs become females in turtles? Dr. Nelson has over 70 publications and is currently directing 5 Ph.D. theses.

Dr. Nelson has received much acclaim for his teaching, including the Chancellor's Lecture on Great Teaching award from Vanderbilt University and the President's Honor for Teaching from Northwestern University. He served as a Sigma Xi National Lecturer from 1993-1995, and is currently a Carnegie Scholar with the Carnegie Foundation for the Improvement of Teaching. In the 1990's, Dr. Nelson gave over 290 invited workshops at national meetings and other institutions.

Dr. Nelson was IU's nominee for Council for Advancement and Support of Education (CASE) Professor of Year in 1999 and 2000. In November 2000, Dr. Nelson was one of four faculty members selected from out of nearly 500 nominees to receive the "U.S. Professors of the Year" award from the Council for Advancement and Support of Education, which sponsors the prize jointly with the Carnegie Foundation for the Advancement of Teaching. This award is the only national one give to college and university professors in recognition of their teaching. Dr. Nelson won the "Outstanding Research and Doctoral University Professor" award.

Examples of Dr. Nelson's scholarship of teaching include:

"Effective Strategies For Teaching Evolution And Other Controversial Subjects." In: The Creation Controversy and the Science Classroom. National Science Teachers Association (2000).

"On The Persistence Of Unicorns: The Tradeoff Between Content And Critical Thinking Revisited." Chapter 14 in B. A. Pescosolido and R. Aminzade (eds.): The Social Worlds of Higher Education: Handbook for Teaching in a New Century. Pine Forge Press (1999).

"Tools For Tampering with Teachings Taboos." Chapter 4 in W. E. Campbell and K. A. Smith (eds.): New Paradigms for College Teaching. Interaction Book Company (1997).

"Student Diversity Requires Different Approaches To College Teaching, Even In Math and Science." American Behavioral Scientist 40:165-175.

Critical Thinking And Collaborative Learning. Chapter 5 in K. Bosworth & S. Hamilton (eds.): Collaborative Learning and College Teaching. Jossey-Bass (1994).

"Creation, Evolution, or Both? A Multiple Model Approach." Chapter 9 in R. W. Hanson (ed.): Science and Creation. Macmillian (1986).

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