A SoTL Collaboration on Teaching the Habits of Critical Inquiry. Rachel Nisselson, Nancy Chick, Lily Claiborne, Andrea Hearn, & Catesby Yant Vanderbilt University. www.uwlax.edu / sotl / lsp. Who Are We?. Initially, 6 members
Rachel Nisselson, Nancy Chick,Lily Claiborne, Andrea Hearn, & Catesby Yant
Initially, 6 members
Later: Nancy Chick, Center for Teaching
March 27-29, 2013 Savannah, GA
What are the important habits of mind that are necessary for academic inquiry?
think / pair / share
Before the study, our group came up with the following:
You have been assigned two texts for class. Read them not just for the content of the articles (What are they about?) but also for their discursive strategies and effects (What and how [well] do they argue?).
Use the two questions below to guide your reading and annotate them in the article:
Instructor introduces lesson on “academic inquiry.”
For small groups, assign roles: note-taker, time keeper, reporter, task-master.
Write a one- to two-page take-home reflection that addresses these questions:
Based on today’s class, how would you define or explain academic inquiry?
Which of the two texts do you find a stronger example of academic inquiry and why?
Pedagogical Goals (Anthropology)
Why This Worked
Pedagogical Goals (Philosophy)
Why This Worked (not an exhaustive list)
Pedagogical Goals (Geology)
Why This Worked
“Creating curricula that help students to develop an awareness of their inquiry process and an ability to reflect on it could enable students to improve their learning expertise while also acquiring subject matter expertise.”
(White & Frederiksen, 1998, p. 4)
Collins & Ferguson, 1993
White & Frederiksen, 1998
Bransford, Brown, & Cocking, 2000
Looking at the student quotes, consider the following question:
What are some of the teaching & learning issues that emerge from your analysis of these student responses to the lesson about AI?