While the brain is a wondrous, self-repairing part of our bodies, it is nevertheless like any complex machine. When the owner neglects maintenance, complex machines sputter, malfunction, and break down. One way to maintain longevity of mental performance is to use the brain. Research presented at the American Psychological Association (http://www.eurekalert.org/pub_releases/2003-08/wuis-fmf080703.php)
revealed that among adults studied (average age 75 years), one out of four had managed to avoid memory decline. The adults who maintained high frontal lobe function (the part of the brain involved in high level thinking--see workshop notice below) had memory skills “every bit as sharp as a group of college students in their early 20s.” Some were retired academics. High level thinking seems to improve chances of both a long, productive career and a much-extended quality of later life—not bad perks at all!

Development of high level thinking promotes development of synaptic connections. The brain requires building materials for new circuitry, and particular nutrients to maintain the power supply that drives the circuits. It’s best if good maintenance begins early in life. “Nutrition and Learning Resource List for Professionals” (http://www.nal.usda.gov/fnic/service/learnpub.html) provides many studies that document the importance of diet to learning in children, but nutritional maintenance is equally important to adult thinkers. So, what foods seem particularly important?

First, water! The brain is more than 80% water. In 1995, neurophysiologist C. Hannaford noted that mild dehydration produces a common condition of poor learning performance. Dehydration is a special problem in areas typified by dry air and high altitude, such as Pocatello, Idaho. Learning specialists advocate several glasses of water daily to optimize learning . Although some professors ban eating and drinking in class, one should consider the benefits of bottled water.

Protein is the foremost nutrient required for brain maintenance and repair. Fish is the commonly known “brain food” and with good reason. Fish is rich in taurine, an important amino acid for the brain. Although “fish oil” is better known for its role in enhanced circulatory health, research also ties lack of omega-3 oils to mental problems, including low intelligence, learning disabilities, depression and degenerative neurological diseases. Fish oil seems to enhance brain speed, memory and learning. Omega-3 fat also imparts a sense of well being, and helps thwart some types of depression. Salmon, mackerel, sardines, and herring are rich sources for omega-3 oils. Not all “omega oil” is helpful. A Dutch study reported that older men with diets heavy in omega-6-type fat found in margarine, salad dressings, corn oil and processed foods were 75% more likely to be intellectually impaired compared to men who ate the least amount of such fat.

Good amino acid sources for the brain include fish, organ meats (taurine), pork, cottage cheese, eggs, wheat germ, fowl (tryptophan) and beef (carnitine). Italian researchers found that diets with adequate carnitine promoted better memory, attention focus, and verbal skills. Tryptophan is an important brain amino acid that is converted into useful brain chemicals such as melatonin. Dietary deficiency of tryptophan reduces such chemicals. Because age reduces the body’s ability to produce melatonin, tryptophan’s role becomes increasingly important (see http://www.worldhealth.net/p/133,1124.html). Creatine found in meats is known to benefit working memory and intelligence. However, unless you are a strict vegetarian, it’s unlikely you’ll have a creatine deficiency.

Breakfast has special importance for scholars. The brain uses glucose as fuel, and glucose levels are lowest after a night’s sleep. Students who skip breakfast to attend a morning class will not be at their potential for learning or participation. Low-income students or those inclined not to think about long-term effects may breakfast habitually on breads or processed cereal. Such breakfasts, largely devoid of important nutrients tyrosine & choline, don’t provide nearly the boost for thinking and learning that good protein sources, such as eggs and meat provide.

You are invited to ISU's annual February faculty development event!

Building and Assessing Students’ Critical Thinking Skills
Dr. Susan Wolcott
February 3, 2006,Friday, Red Lion Inn by I-15 Pocatello Creek Road Exit

Continental Breakfast starting 8:30, noon lunch, finish about 3:00-3:30 p.m.

Professors in all disciplines agree that critical thinking is an important educational outcome. However, professors often struggle to understand the mental processes that underlie skill development and to design coursework that efficiently fosters improved student performance. This interactive workshop will explore innovative and practical ways to enhance students' critical thinking skills.

Participants will first consider different ways to define critical thinking and identify the skills they would like students to develop. Next, they will discover how and why an important student characteristic—cognitive development—affects student critical thinking performance. They will learn about common patterns in student thinking and how each pattern influences the way students respond to open-ended learning tasks.

Participants will then learn how to design assignments and other coursework to help “build” student competencies, beginning with less complex skills and moving gradually toward skills that are more complex. After reviewing examples of several assignments to learn how the requirements can be broken down into a series of steps that provide appropriate challenges and support, participants will practice revising and designing assignments that are more effective. Participants will also discuss how to conduct classroom discussions and organize in-class group activities to enhance student development.

Finally, participants will practice assessing student critical thinking performance, using a rubric designed for the classroom. They will use the assessment results to identify the “next steps” in student skill development.

Although the focus will be primarily on educational activities for individual classrooms, the workshop will also assist administrators and others in addressing program or curriculum-wide development of critical thinking skills.

Early Registrants Receive King, P. M., and Kitchener, K. S., 1994, Developing Reflective Judgment: San Francisco, Jossey - Bass, 323 p.

To register, email to nuhfed@isu.edu and give your ISU mail box number