Date: Friday March 27, 1998
For additional workshop details, please click here.
Barbara Millis, Associate Director for Faculty Development at the US Air Force Academy, Boulder, CO
Students engaged in higher order thinking typically manipulate information and ideas in ways that transform their meaning and implications. Manipulating information and ideas allows students to solve problems and discover new (for them) meanings and understandings. Such higher order thinking occurs when faculty deliberately structure tasks to capitalize on student peer coaching and interactions where they encounter the alternative viewpoints that challenge existing beliefs and assumptions. Writing-to-learn activities embedded in course objectives involve peer responses, an audience beyond the faculty member, and relevant, meaningful activities. In this workshop, faculty will experience at least three specific activities that promote higher order thinking.
Co-sponsored by the University Teaching Fellows Program.