NEIL STILLINGS
BRIEF VITA
August 1999
Neil Stillings
School of Cognitive Science - CS
Hampshire College
Amherst, MA 01002
(413) 559-5513 or 559-5502
FAX: (413) 559-5438
e-mail: nstillings@hampshire.edu
Education
Ph.D. in psychology, Stanford University, 1973
B.A. in psychology, Amherst College, 1966
Employment
Professor of Psychology, Hampshire College, 1987 — present
Assistant & Associate Professor of Psychology, Hampshire College, 1971 — 1987
Selected Publications
1999 N. Stillings, M. A. Ramirez & L. Wenk. Assessing Critical Thinking in a Student-Active Science Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 29-31, Boston, MA.
1995 Cognitive Science in the Undergraduate Curriculum. Final report of the National Workshop On Undergraduate Cognitive Science Education. Washington, D.C., May 1993. Washington, D.C.: National Science Foundation. Available on the World Wide Web at http://hamp.hampshire.edu/~nasCCS/nsfreport.html
1995 Stillings, Chase, Feinstein, Garfield, Rissland, and Weisler. Cognitive Science: An Introduction, Second Edition. Cambridge, MA: MIT Press. [First author, editor, and primary author of four chapters.]
1992 Cultural variation in cognition and theories of cognitive architecture. In J. R. Miller & P. M. Glazer (Eds.) Words That Ring Like Trumpets. Amherst MA: Hampshire College.
1989 Inquiry and cognitive psychology. In Frederick Weaver (Ed.), Promoting Inquiry in Undergraduate Learning, vol. 38 in the New Directions in Teaching and Learning Series. San Francisco: Jossey-Bass.
1987 M. Feinstein and N. Stillings. Linguistics, cognitive science, and the undergraduate curriculum. In D. T. Langendoen (Ed.), Linguistics in the Undergraduate Curriculum. Linguistic Society of America.
Biographical Sketch
Professor Stillings is nationally known for his work in undergraduate education. He is currently the principal investigator and the director of a three-year project funded by the NSF Learning & Intelligent Systems program entitled Inquiry-based Science Education: Cognitive Measures and Systems Support. He is also a co-principal investigator on a recently awarded NSF Course, Curriculum, and Laboratory Improvement grant to develop inquiry-oriented forest ecology simulation software and curriculum. He is a co-founder of the cognitive science program at Hampshire College and the first author of Cognitive Science: An Introduction (MIT press, 1st edition 1987, 2nd edition 1995). He has organized and run national workshops on teaching cognitive science for the Sloan foundation, the National Science Foundation, and the Cognitive Science Society. He has given invited talks on education and cognitive science at conferences sponsored by the NSF, The Cognitive Science Society, The Association of American Colleges, and Project Kaleidoscope. He received two previous grants from the NSF to develop laboratories and materials for inquiry-oriented instruction in cognitive science. In February 1996 he was a member of a panel of social scientists advising the National Science Foundation in its major review of undergraduate education. In October 1996 he was a member of a panel advising the NSF on its priorities in educational research. He has been a panelist for the NSF’s RUI, KDI, and REPP programs and has consulted widely on undergraduate curriculum and instruction. He has done research in psycholinguistics, visual cognition, and foundations of cognitive science.
Collaborators
Beverly Woolf, John Clement, Tom Murray, Lee Spector, Larry Winship, Mary Anne Ramirez, Laura Wenk, Christopher Chase, Mark Feinstein, Jay Garfield, Edwina Rissland, Steven Weisler, David Rosenbaum, George Bonanno, Audrey Champagne, Carol Smith
Graduate Students: Not at a graduate institution
Graduate Advisors (Stanford): Herbert Clark, Gordon Bower, Edward Smith, W. K. Estes