STIRring Up Learning:
Scientific Thinking & Integrative Reasoning through Case Studies
Katherine Hunting
AACU Senior Fellow
Emeritus Prof of Environmental & Occupational
Health, The George Washington University
Angela Bauer
Richard Riegelman
Professor and Chair of Biology,
High Point University
Founding Dean and Prof of Epidemiology &
Biostatistics, The George Washington Univ
and the AAC&U STIRS Scholars
AAC&U Centennial Annual Meeting:
Washington, DC  January 23, 2015
AAC&U’s STIRS Scholars
Justin Armstrong, Lecturer in Writing Program and Anthropology, Wellesley College
Angela Bauer, Professor and Chair of Biology, High Point University
Lynn Burley, Associate Professor of Linguistics, Department of Writing, University of
Central Arkansas
Loren B. Byrne, Associate Professor of Biology & Environmental Studies; Coordinator,
Sustainability Studies Program, Roger Williams University
Tami S Carmichael, Director and Associate Professor, Humanities and Integrated
Studies, University of North Dakota
Jill Manske, Professor of Biology, University of Saint Thomas
Sal Meyers, Professor of Psychology, Simpson College
Karen Singer-Freeman, Associate Professor of Psychology, Purchase College/SUNY
Vandana Singh, Associate Professor of Physics, Framingham State University
Jennifer Stanford, Assistant Professor of Biology, Drexel University
Katie B. Wilson, Instructor, Social Sciences, Stella and Charles Guttman Community
College/CUNY
Adele J. Wolfson, Professor and Chair of Chemistry, Wellesley College
Ryan Zerr, Professor and Associate Chair of Mathematics, University of North Dakota
Scientific Thinking and Integrative
Reasoning Skills (STIRS) Framework
• The goal of AAC&U’s STIRS Framework is to inform a
national conversation and provide coherence to the
development of curricular models and assessment
strategies that integrate evidence-based thinking
across general education and into the major.
• The first set of these resources are the STIRS case
studies, developed by the STIRS Scholars.
For additional details, and STIRS Framework document,
see: www.aacu.org/stirs
AAC&U’s Strategic Plan 2013-17
One of Four Strategies
• Catalyze innovations that advance crossdisciplinary inquiry, research, and learning—using
digital tools and hands-on approaches—across
the liberal arts and sciences.
To advance cross-disciplinary inquiry, research, and
learning . . . . four Essential Learning Outcomes
o
• Knowledge of Human Culture
and the Physical and Natural
World
• Intellectual and Practical Skills
• Personal and Social
Responsibility
• Integrative and Applied
Learning
o
o
o
o
o
Inquiry & Analysis
Critical & Creative
Thinking
Written & Oral
Communication
Quantitative Literacy
Information Literacy
Teamwork & Problem
Solving
Intellectual and Practical Skills . . .
Practiced extensively, across the curriculum, in
the context of progressively more challenging
problems, projects, and standards for
performance
Case Studies Advance the Following
STIRS Competencies
To become engaged and productive citizens prepared to
address the critical challenges of the 21st century, college
graduates in all fields of study should be able to:
• Apply study design and statistical reasoning principles, or
other relevant frameworks, to obtain and evaluate
evidence.
• Discuss how evidence can be used to advance knowledge
and/or to inform subsequent research.
• Apply an evidence-based problem solving approach
which moves from problem identification, to
identification of causal factors, to evidence-based
recommendations for solutions, to evaluation of
outcomes.
STIRS Competencies (continued)
• Apply an evidence-based decision making approach,
identifying elements which frame and drive decision
making for problems in the sciences, social sciences,
and/or humanities.
• Analyze the operation of complex systems using evidence
and systems thinking.
• Analyze ethics issues which are inherent in research and
use of evidence.
Case-Based Learning and Liberal
Education
• Case-based learning is a well-established approach for
enhancing students’ ability to think critically.
• Well-developed cases invite students to utilize evidencebased reasoning, applying scientific, quantitative, logical, and
ethical frameworks to evaluate information and issues.
• By giving students the opportunity to grapple with complex,
relevant, multi-dimensional problems, case-based learning is
tailor-made for accomplishing the objectives of liberal
education.
Goals of STIRS Case Studies
All STIRS case studies will:
• Engage learners in examining complex, multi-dimensional
problems relevant to a wide variety of general education
courses.
• Apply study design and statistical reasoning principles, or
other relevant frameworks, to the evaluation of evidence.
• Ask learners to communicate effectively about issues raised
by the case.
Case Ideas?
• What are some topical ideas that are ripe for
evidence-based learning?
• How could these topics be framed in a multidimensional context:
– that would interest students across disciplines and
could be used in a classroom besides your own?
– that would give students practice with evidencebased reasoning and the application of study
design and statistical reasoning principles?
– that would pose some questions without “right”
answers?