Physicists at Stanford and the University of British Columbia have found that encouraging students to repeatedly make decisions about data collected during introductory lab courses improves their critical thinking skills. Read the article here.
Worth reading this CHE article, especially those of us interested in re-engineering the curriculum to better serve society’s needs. It’s all about values and attitudes rather than knowledge, confirming we should do more of the first than the latter in education.
From the Chronicle of Higher Education, January 26 2012, by Dan Berrett
“Stanford University is unveiling a set of 55 recommendations to place a priority on teaching undergraduates a set of skills in addition to requiring them to take courses in specific disciplines. The changes, which were drafted by a 17-member committee (chiefly from the faculty), are in a report that is being presented to the Faculty Senate for review.
It is the first top-to-bottom revision to Stanford’s undergraduate curriculum since the 1993-94 academic year. The focus on core skills in addition to disciplinary content reflects the idea that Stanford should develop students’ abilities to continue learning throughout their lives and adapt to a changing world after their formal education has ended.”