Presentation on theme: "Critical and Creative Thinking: Accreditation and Institutional Change"— Presentation transcript:
1 Critical and Creative Thinking: Accreditation and Institutional Change Iain CrawfordDepartment of English, University of Delaware
2 The College of Wooster, 2002-3 “More than 50% of our seniors go on to graduate school” – Department of Chemistry, 2002 Self-Study Report to HLCHLC sanction: monitoring report in 2005HLC sanction: focused visit in 2006Dearth of institutional engagement in assessment of student learning
3 Promoting a Culture of Assessment 2005 Ohio5 working group (funded with planning grant from Teagle Foundation): Denison; Kenyon; Oberlin; Ohio Wesleyan; WoosterDeveloped proposal based upon using Primary Trait Analysis to assess critical and creative thinking as essential outcomes of liberal learningLed to project funded by Teagle ($297,000)
4 Research QuestionsWhat tools might we develop to assess fundamental and related outcomes of a liberal arts education?Can we effectively assess development of critical and creative thinking in the classroom?What are faculty and student perceptions of critical and creative thinking?How do student perceptions of these change during their college years?
5 Research MethodsDeveloped rubrics to assess faculty and student perceptions of critical and creative thinking and learning across the curriculumAdministered surveys to faculty and students across the participating collegesEvaluated results through statistical analysis of data and discussion in faculty working groups
6 Findings Development and utilization of generic rubric Critical and creative thinking found to improve for many of the traits assessedGreatest gains occurred in interdisciplinary coursesStudents generally associated creative thinking with activities outside the classroom; felt that classroom pedagogy was often a barrier to creative thinkingOver the course of their college careers, students increasingly believe that creativity can be taughtFaculty were less likely to agree that college provides time and space for creativity
8 Outcomes at Wooster Changes to mission statement: The College of Wooster is a community of independent minds, working together to prepare students to become leaders of character and influence in an interdependent global community. We engage motivated students in a rigorous and dynamic liberal education. Mentored by a faculty nationally recognized for excellence in teaching, Wooster graduates are creative and independent thinkers with exceptional abilities to ask important questions, research complex issues, solve problems, and communicate new knowledge and insight.
9 Outcomes at Wooster Creation of Graduate Qualities: Independent Thinking, through the ability to:Engage in critical and creative thinkingDevise, formulate, research, and bring to fruition a complex and creative projectEmbody the intellectual curiosity, passion, and self- confidence necessary for life-long learning
10 Outcomes at Wooster Evolution in Institutional Culture: “The project resulted in a major shift in the way we portray ourselves” (Nancy Grace, Project Director)Increased understanding of the value of assessment to enhancing liberal learningIncreased awareness of the value of rubrics in assessing student learningCreation of space for new generation of faculty to develop more outcomes-focused approaches to student learning
11 Preparing for 2013 Accreditation Visit Update from Self-Study Group:We do much more assessment than we did 10 years ago and we do it much better than we did 10 years ago.There is room for assessment efforts to be better integrated. For example, we have only recently begun to work on an institutional feedback loop—using assessment conducted at the departmental and program level to make institutional planning decisions.In addition, we may have reached an assessment plateau. This means that assessment is very much part of our culture now and we understand what we are doing. As a result, we are ready to look over our policies from a place of knowledge and decide on a direction for the future. Some policies may need to be changed and roles and responsibilities more clearly delineated.
12 Implications for Institutions and Accreditors? Getting beyond the panopticon -- how do we break out of the discipline and punish paradigm?What do we talk about when we talk about assessment?How can the assessment cycle encourage and promote continuity of campus efforts?How do we connect the culture of accreditation with campus culture, particularly with a richer understanding of faculty work and values?
13 Creativity and Critical Thinking: Representations Reports Reflections Donna HeilandNEASC Annual MeetingBoston, MADecember 2012
14 “It was on a dreary night of November … when, by the glimmer of the half- extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs.”Mary Shelley, Frankenstein: or, The Modern Prometheus: The 1818 Text, ed. James Rieger (1974; U of Chicago Press, 1982).Still shot from Frankenstein (1931), at enstein/images/ /title/stills- photo
15 “This prayer … I made in Latin verse “This prayer … I made in Latin verse. The lines were not very good, but I knew them not to be very good: I made them easily, and concluded myself to be unimpaired in my faculties.”Samuel Johnson, quoted in James Boswell’s Life of Johnson (1791), ed. R. W. Chapman. (Oxford: Oxford World’s Classics, 1980), pgPortrait by Sir Joshua Reynolds (1772). Original in the Tate Gallery; this image from Wikipedia:
16 Latin Verse to Liberal Learning Johnson makes and then evaluates lines of poetryCreativity and critical thoughtWhat is the connection between these two activities?From Samuel Johnson's A Dictionary of the EnglishLanguage (1755) Internet Archive, cited on tElora Writer’s Festival website (http://elorawritersfestival.blogspot.com/search?q=kindle)
17 Liberal Learning Outcomes AAC&U’s LEAP OutcomesKnowledge of Human Cultures and the Physical and Natural WorldIntellectual and Practical SkillsIncluding “Critical and creative thinking”Personal and Social ResponsibilityIntegrative and Applied Learning(http://www.aacu.org/leap/vision.cfm)
18 From Creative and Critical Thinking: Assessing the Foundations of a Liberal Arts Education
19 Critical Thinking What is it and how do we cultivate it? How well are we doing and how do we know?CLA & CLA in the Classroom“Systematic Improvement of Undergraduate Education in Research Universities” (Spencer-Teagle project)“A Longitudinal Study of Critical Thinking and Postformal Reasoning: Assessing Undergraduate Outcomes Within Disciplinary Contexts”Campus projects, including Creative and Critical Thinking: Assessing the Foundations of a Liberal Arts Education (Ohio 5)(all supported by the Teagle Foundation, in whole or in part)
20 Creativity What is it and how do we cultivate it? Individuals Systems How are we doing and how do we know?Creative and Critical Thinking: Assessing the Foundations of a Liberal Arts Education (Ohio 5, Teagle funded)Double Majors: Influences, Identities, and Impacts (Steven J. Tepper and Richard, Vanderbilt University, Teagle-funded)Creative CampusStrategic National Arts Alumni Project
21 Creativity as an Integrative Process Tepper / Pitt study points to need for integration across majorsAAC&U project on integration of student learning over the course of a college careerIntegrative capstoneMajor 2Major 1
22 Creativity as a Recursive or Iterative Process PreparationIncubationInsightElaborationEvaluationBased on Mihalyi Csizszentmihalyi, Creativity: Flow and the Psychology and Discovery and Invention ( NY: Harper, 1997). Pgs
23 Frankenstein Re-Visited: The Critical Path to Creative Success? Danny Shanahan, The New Yorker, September 13,1999.
30 “Mapping the Creative Campus,”. Virginia Ball Center for Creative “Mapping the Creative Campus,” Virginia Ball Center for Creative Inquiry, Ball State University, August 1 – 4, 2006.
31 Creative Campus Research. Conference. Curb Center for Creative Campus Research Conference. Curb Center for Art, Enterprise and Public Policy. Vanderbilt University. November 9 – 11, 2006.
32 American Association of Colleges. and Universities. Liberal American Association of Colleges and Universities. Liberal Education and America’s Promise (LEAP)
33 Peter D. Hart Research Associates,. Inc. How Colleges Should Peter D. Hart Research Associates, Inc. How Colleges Should Assess and Improve Learning. American Association of Colleges and Universities. January 9, 2008.
35 George Kuh, High Impact Educational Practices. American Association of Colleges and Universities,
36 First-year Seminars and Experiences. Common Intellectual Experiences.Learning Communities.Writing-Intensive Courses.Collaborative Assignments and Projects.Undergraduate Research.Diversity/Global Learning.Service Learning, Community-Based Learning.Internships.Capstone Courses and Projects.
37 The Birthplace of Immersive Learning 15 hours of credit Substantial budgetProject-based seminarsCollaborativeInterdisciplinaryCommunity PartnersFinal ShowcaseSee if collaborative is okay, because it fit on one line. Also see if he wants to match.The BirthplaceofImmersive Learning
38 Virginia Ball Center Alumni Survey 97% indicate that VBC was the single most important experience in their college education.68% indicate that VBC contributed directly to their ability to find or design a creative professional life.
40 Strategic Plan Ball State’s by 2012 Immersive Learning as signature educational experience.Increase participation by 10% per year.All 49 departments participate.
41 Immersive Learning Characteristics of Academic credit Collaborative learningProduct-drivenInterdisciplinary teamsCommunity-basedLearning outcomesDefine career path
42 Progress on Ball State’s Strategic Plan 2006 – 07 1,680 students 26 departments2007 – 082,613 students38 departments2008 – 092,726 students35 departments2009 – 102,848 students44 departments2010 – 114,052 students45 departmentsBall State’sStrategic Plan
43 Final Report on the Strategic Plan Immersive Learning, 2012 12,239 Students755 Projects70 out of 92 counties
44 Nature at Play Faculty Students Product Partners Recognition Martha Hunt, Landscape ArchitectureStudentsEnvironmental ScienceCreative WritingGraphic ArtsElementary Ed.Landscape ArchitectureComputer ScienceProductComputer Game for Elementary School StudentsPartnersStorer School, Minnetrista CenterRecognitionHonor Award in Student Collaboration, The American Society of Landscape Architects