Date(s) - Thursday November 6
12:00 pm - 1:30 pm

Brown-Lupton University Union (BLUU) Auditorium

There is a general consensus among educators that improving students’ critical thinking skills is a major goal of higher education. There is some question, however, regarding the extent to which the educational system has achieved success in producing critical thinkers. Faculty may believe that a) an understanding of their discipline requires that students think critically, and, therefore, b) by teaching their discipline they are teaching critical thinking. However, research suggests that traditional classroom instruction has little impact on students’ critical thinking skills.

Dr. Bill ReynoldsJoin us for lunch as Dr. Bill Reynolds (Stockton College) leads a workshop to help faculty become more deliberate, explicit, and transparent in their incorporation of critical thinking content into their courses. This workshop will introduce participants to a critical thinking framework conceptualized by Richard Paul and colleagues, and participants will partake in model activities that are directly applicable to their own classrooms.

By the end of the session, participants will be able to: 1) explain the impact on student learning of explicit, deliberate instruction of critical thinking in subject area courses; 2) integrate the “elements of thought” into critical thinking instruction in their disciplines; 3) use the “intellectual standards” in their critical thinking instruction; and 4) explain a coherent framework for integrating critical thinking instruction into their teaching.

  Register Online at


About the Speaker

Bill Reynolds is Associate Professor of Social Work and Director of the Institute for Faculty Development at The Richard Stockton College of New Jersey. He is one of the founders and co-facilitators of the Stockton Critical Thinking Institute, which provides workshops and coaching for faculty who seek strategies and activities to improve students’ critical thinking skills. Dr. Reynolds had conducted research on ethical issues of parent decision-making and informed consent in the context of pediatric medical research, and he is currently investigating the impact of faculty training in critical thinking pedagogy on student learning outcomes.