Michelle Warn, Ph.D.
Michelle is Program Chair of the Masters in Teaching and Learning with Technology at Ashford University. Michelle, was driven to initiate the task force on critical thinking as a result of seeing the frustration in students charged to think critcally and in faculty looking for ways to clarify the critical thinking process to students.
Michelle has explored the use of technology to empower learners for over 30 years, first at Apple Computer and other start-up technology companies. At San Diego State University, she evolved a distance learning organization that offers Doctorates, Masters, and Bachelors degrees nationally and internationally. At SDSU she also worked with state and national organizations to provide engaging interactive online training solutions and delivery platforms.
Max Fassnacht, Ph.D.
Max Fassnacht currently designs curriculum and teaches History, in the Division of General Education at Ashford University. Max has been teaching at the college level for over a decade, his first teaching assistantship was for a team-taught interdisciplinary course which included a service learning trip to the Swinomish Tribal Community. Since then he has explored the ways that learning can connect us to new ways of thinking and new ways of engaging the world.
Max joined the Critical Thinking Task Force in 2014, and has enjoyed seeing the positive effect that critical thinking tools and teaching practices have had on his students. Max lives in Portland, Oregon. When not teaching, reading, or researching, he can be found at the rivers, lakes, mountains, and beaches which surround the city he calls home.
Stephanie Fink, Ph.D.
Stephanie Fink is an Associate Professor, core remote faculty in the History program in the College of Liberal Arts since 2012. Her educational background includes a BSFS in Foreign Service from Georgetown University, an MA in Medieval History from the Catholic University of America, and a PhD in History from the University of Arizona. While her disciplinary research and publication is focused on gender and identity in the early modern Habsburg Empire, a deep interest in creating and supporting intellectually rigorous, student-focused learning spaces led to her collaboration with the members of the Critical Thinking Task Force.
Robert E. Jackson is core faculty for Homeland Security and Emergency Management Program where he serves as instructor mentor, course designer as well as instructor. His educational background includes an M.S. in Management and a B.S. in Police Science and Administration. Jackson now resides in Seattle, WA.
Jackson is a graduate of the FBI National Academy and is a security and law enforcement professional with over three decades experience. He spent 27 years with US Air Force, including front line duty, and retired as a Colonel. He was active in antiterrorism campaigns in Southwest Asia and Pacific and was responsible for implementing Presidential Decision Directive 63 in the Pacific protecting Critical Infrastructure from terrorist attacks.
As a result of international careers and travel, Jackson has experienced the need for critical thinking at the foundational level in education.