Dr. Emlen Metz develops innovative, inquiry-based curricula on scientific critical thinking for high school and undergraduate classrooms and conducts qualitative and quantitative research on student thinking and learning. She is committed to building student understanding of key conceptual tools from science and psychology in such a way that they are able to use them beyond the classroom, for problems and questions they care about. These include probabilistic reasoning, causal reasoning, evaluating evidence, and understanding the nature of science. A particular interest is how dialogue and social norms can support, sustain, and build practices of critical, constructive thinking. She earned a Ph.D. in psychology at the University of Pennsylvania in 2017, writing her dissertation under
Jon Baron,
Michael Weisberg, and
Angela Duckworth on psychology of epistemology in adolescents and adults. She holds a B.A. from Swarthmore College, where she double majored in philosophy and psychology.
