Textron Veterans Info Session

Chick-fil-A provided during the event

Introduction

The faculty of the Extended Campus of Embry Riddle Aeronautical University are pleased to present these papers from the College\u27s Third Annual Symposium on Teaching Effectiveness. ·This symposium is conducted annually to share information and stimulate interest in research about teaching more effectively. The papers presented herein are the product ·of faculty members from throughout the extensive network of teaching sites in the United States and Europe. This symposium and the next several will focus on various aspects of the utilization of technology to improve the effectiveness of the learning process. We hope that this will give the faculty the opportunity to explore, experiment with, and evaluate different technologies and methods for their employment in improvin~ all aspects of the learning process. The development of the personal computer coupled with high speed data transmission has opened vast new opportunities for improving the effectiveness of the learning process. This combination has been widely touted as the greatest boon to education since the invention of the printing press. Yet we find ourselves, after some five centuries of experience with print technology, still looking for optimum methods for presenting printed material for a particular learning situation

Introduction

This year for our annual symposium on teaching effectiveness the Embry Riddle Extended Campus Faculty Development Committee selected the subject of teaching critical thinking as our theme. Selection of this topic raises some interesting questions. Just what is critical thinking? Can it be taught, can it be taught to adult students who already have well~established thinking patterns and behaviors? What is the difference in scientific thinking, mathematical thinking, moral reasoning, thinking philosophically, and critical thinking? Are all of these terms parts of the same process or are there true differences? If they are not the same, are there preferences with which the teacher should be aware, in which applies in a given circumstance? Is critical thinking just an orderly acquisition and compilation of information in some particular way? Is critical thinking a set of skills to be learned and practiced without regard for the results of the process to reach some neutral or static conclusion? If critical thinking is not this, then what is it? If it is, as stated by Michael Scriven and Richard Paul, in Defining Critical Thinking, the intellectually disciplined process of actively and skillfully conceptualizing, applying, synthesizing and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action , is this, then, a legitimate role for the teacher in higher education - this drive to belief and action; based only on a thinking process. If we are to accept this definition are we in the business of teaching people how to arrive at what they believe and how to determine what actions they will take

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Third Annual Symposium on Teaching Effectiveness Presented by University Faculty November 8, 1995 Daytona Beach, Florid

Introduction

The faculty of the Extended Campus of Embry Riddle Aeronautical University are proud to present these papers from the Fourth Annual Symposium on Teaching Effectiveness. This annual symposium is conducted to encourage sharing of information and to stimulate interest in research concerning teaching more effectively. Papers are solicited from faculty of the Extended Campus, the University\u27s residential campuses at Daytona Beach, Florida and Prescott, Arizona and other interested parties from the education professions. Those presented herein are selected by a juried process, utilizing a blind review

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Second Annual Symposium on Teaching Effectiveness Presented by University Faculty April 27, 1994 Daytona Beach, Florid