Journey of Critical Analysis
As students we often discuss what is means to "use your major", and whether what we're learning will actually be relevant later in life. I think I would feel fairly comfortable saying that there are pieces of all the classes I've taken that I still carry with me today. However, I don't think the bits of content and fun facts will be the parts that I remember. Instead, it will be the way of thinking that my professors have strived to instill: Critical thinking.
Like many other students, I came to college not knowing how to study, or the importance/meaning of critical thinking. I just glided through high school with somewhat minimal effort, and the extra effort I did put in was for memorization or creative efforts (like building a barn out of Popsicle sticks). Occasionally there was true problem solving.
So it wasn't until my sophomore year at NC State in a 350 seat intro Biology course that I had a professor that taught me how to study. It still wasn't much critical thinking, but she got me to the point were I would spend time going over the material on my own. It wasn't until my first semester at Radford in my Chemistry course in which I would spend time out of class pouring over the book. I've always struggled with memorization, but I found that if I understood the concepts behind some of the topics, they were easier to remember for tests. And my grades got better! Like magic.
I still wasn't a critical thinker, but I was on my way. The first step was realizing the difference between understanding and memorizing. After Chemistry, I got a lot more practice in Anatomy and Physiology; it always helps if the information is super interesting!
My critical thinking skills really became refined once beginning research. As described here, I initially read through the literature to gain background knowledge, and from that was constantly challenged to ask questions. That was when I realized I truly didn't know how. I was interested in the content, but when others said "Any questions?" my mind was blank. In Ecophysiology Lab meetings other students would ask questions and I still remember my eyes bugging out of my head as I thought "I never would've thought of that". As my critical thinking abilities grow I am also training myself to consider what is said. Plain acceptance of what professors tell you isn't being a critical thinker. It can take effort to be an active listener or reader.
Learning is more fun when you go for it, and not just let it happen to you. Critical Thinking is something I will take with me. It's how I'll use my major. AND: I will never stop developing and growing as a critical thinker.
Like many other students, I came to college not knowing how to study, or the importance/meaning of critical thinking. I just glided through high school with somewhat minimal effort, and the extra effort I did put in was for memorization or creative efforts (like building a barn out of Popsicle sticks). Occasionally there was true problem solving.
So it wasn't until my sophomore year at NC State in a 350 seat intro Biology course that I had a professor that taught me how to study. It still wasn't much critical thinking, but she got me to the point were I would spend time going over the material on my own. It wasn't until my first semester at Radford in my Chemistry course in which I would spend time out of class pouring over the book. I've always struggled with memorization, but I found that if I understood the concepts behind some of the topics, they were easier to remember for tests. And my grades got better! Like magic.
I still wasn't a critical thinker, but I was on my way. The first step was realizing the difference between understanding and memorizing. After Chemistry, I got a lot more practice in Anatomy and Physiology; it always helps if the information is super interesting!
My critical thinking skills really became refined once beginning research. As described here, I initially read through the literature to gain background knowledge, and from that was constantly challenged to ask questions. That was when I realized I truly didn't know how. I was interested in the content, but when others said "Any questions?" my mind was blank. In Ecophysiology Lab meetings other students would ask questions and I still remember my eyes bugging out of my head as I thought "I never would've thought of that". As my critical thinking abilities grow I am also training myself to consider what is said. Plain acceptance of what professors tell you isn't being a critical thinker. It can take effort to be an active listener or reader.
Learning is more fun when you go for it, and not just let it happen to you. Critical Thinking is something I will take with me. It's how I'll use my major. AND: I will never stop developing and growing as a critical thinker.
Taking Critical Thinking Elsewhere
Leaving Radford with this valuable skill will make me a better researcher and a better citizen. I now look at things were hear in our day to day and seek evidence or further understanding. I not only take everything with a grain of salt, but seek conceptual background and information. How the idea of "Knowing" is subjective. It seems it should always be accompanied by "Knowing-as of right now". It is my goal to not my limited by my own thinking, but broadened.
Critical thinking is also a guide to the beginnings of self-realization, and the expansion of thinking beyond the self. As a scientist, this means acting and expanding my scientific thoughts, concerns, and interests beyond myself and to the community. I think it is not only the education of the community about topics such as Endocrine Disrupting Chemicals that is important, but that conscious decision to thinking critical about what they hear in the radio or read on the paper.
With much of my outreach, I have sought to guide the audience to the concepts instead of just telling them. I think it makes the conversation more relatable and memorable. That way, they can turn around and hopefully share it with the next person!
Critical thinking is also a guide to the beginnings of self-realization, and the expansion of thinking beyond the self. As a scientist, this means acting and expanding my scientific thoughts, concerns, and interests beyond myself and to the community. I think it is not only the education of the community about topics such as Endocrine Disrupting Chemicals that is important, but that conscious decision to thinking critical about what they hear in the radio or read on the paper.
With much of my outreach, I have sought to guide the audience to the concepts instead of just telling them. I think it makes the conversation more relatable and memorable. That way, they can turn around and hopefully share it with the next person!
"Cogito ergo sum."
-René Descartes
Learning Outcomes 1, 5