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FTTC

 

FTTC 2018 Keynote Speaker 

Keynote Session Live Streaming

Dr. Stephen D. Brookfield, University of St. Thomas in Minneapolis, Minnesota

 

Dr. Stephen D. Brookfield is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. He currently serves on the editorial boards of educational journals in Britain, Canada and Australia, as well as in the United States. During 2002, he was a Visiting Professor at Harvard University. In 2003, he was awarded an honorary doctor of letters degree from Concordia University (St. Paul). After 10 years as a Professor of Higher and Adult Education at Columbia University in New York, he now holds the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis-St. Paul, Minnesota where he recently won the university's Diversity Leadership Teaching & Research Award and also the John Ireland Presidential Award for Outstanding Achievement as a Teacher/Scholar.

In 2008 he also received the Morris T. Keeton Award of the Council for Adult and Experiential Learning for his outstanding contributions to adult and experiential learning. In 2009 he was inducted into the international Adult Education Hall of Fame and in 2010 he received an honorary doctor of letters degree from Muhlenberg College. In 2008 he was awarded the Morris T. Keeton Award of the Council for Adult and Experiential Learning for "significant contributions to the field of adult and experiential learning." He was also awarded the Coin of Excellence from the General Army Staff Command College.

He is an author of Teaching Race: How to Help Students Unmask and Challenge Racism, Becoming a Critically Reflective Teacher, The Discussion Book: 50 Great Ways to Get People Talking.

Read more about Dr. Stephen D. Brookfield.



Teaching for Critical Thinking: What Students Say Helps them 'Get' Critical Thinking"
Thursday, September 27
10:40 - 12:10
JCP Auditorium

Critical thinking involves students (and teachers) being able to identify and research the assumptions that frame how they think and act.  Only if assumptions are accurate and valid can we trust them as guides for thought and action.  In scholarly terms, thinking critically requires students to make judgments about the legitimacy of knowledge in their different disciplines.  Research on how students learn to think critically shows that several factors are crucial to the process – clarifying what the process involves, modeling it explicitly, and sequencing it appropriately throughout the curriculum. In this session Stephen Brookfield will think critically about critical thinking and review a number of classroom activities that can model the process for students. He will draw particularly on his experiences getting students to think more critically about race, racial dynamics and racism.

Engaging Reluctant Students in Difficult Discussion
Thursday, September 27
1:10 - 3:10
JCP 202

There are many reasons why students hold back from engaging in difficult discussions around race and other contentious issues.  They don't want to say the wrong thing, they think the discussion is irrelevant or unnecessary, they're afraid of being 'shamed', they're introverts, they're from a racial minority and feel uncomfortable speaking for their race, or they just don't trust the teacher to run the discussion properly. In this interactive session, Stephen Brookfield will invite participants to try out several classroom activities that move students out of their comfort zones and into difficult discussions.