1. Critical Thinking In Every Classroom Teaching Academy: New Faculty Orientation August 11, 2007

2. For the QEP (SACS-COC), we’re going to add CT SLOs to each course so that we’ll do better on the CCTST (VCCS core competencies) and the CCSSE…

3. HUH?

4. Deciphering Acronyms Q:Quality E: Enhancement P: Plan One of 2 required elements of re- accreditation through SACS-COC (Southern Association of Colleges and Schools, Commission on Colleges)

5. We demonstrate critical thinking when we… Explain, analyze and synthesize what we see, hear and read Use creativity to discover multiple and diverse approaches to issues Find relevant information to address tasks and problems Evaluate claims and evidence to draw reasonable conclusions Justify conclusions and solutions Apply concepts to real-world problems See connections and patterns both within disciplines and across disciplines Reflect on our own thinking and learning.

6. CT = Critical Thinking Why are we so interested in CT? * Results of our 2006 VCCS core competency exams (CCTST, or California Critical Thinking Skills Test) * Results of our 2005 CCSSE results (Community College Survey of Student Engagement)

7. CCSSE Results BenchmarkLFCCVCCSMed. Colleges Active/Collaborative Learning 45.246.849.9 Student Effort44.949.449.9 Academic Challenge46.348.650.3

8. Benchmark Descriptors Active/Collaborative Learning: Asked questions or contributed to class discussions Made a class presentation Worked with classmates outside of class to prepare assignments Discussed ideas from readings or classes outside of class

9. Benchmark Descriptors Student Effort Prepared 2 or more drafts of a paper Worked on a paper or project that required integrating ideas from various sources Amount of time preparing for class

10. Benchmark Descriptors Academic Challenge –Worked harder than you thought you could –Analyzed basic elements of a theory –Synthesized or organized ideas, information or experiences in new ways –Made judgments about the value of information or arguments –Applied theories or concepts to practical problems or in new situations

11. LFCC’S QEP Purpose: Create a culture of critical thinking which permeates all aspects of the College community. Outcome: Improved critical thinking skills in our students.

12. Three Broad Strategies Professional Development Curricular Enhancement Activities Outside the Classroom

13. Curricular Enhancement Each course in the college has specified a critical thinking student learning outcome (SLO). The SLOs are based on the VCCS core competencies, and they will be assessed regularly.

14. VCCS Core Competency: CT Degree graduates will demonstrate the ability to: 2.1discriminate among degrees of credibility, accuracy, and reliability of inferences drawn from given data 2.2 recognize parallels, assumptions, or presuppositions in any given source of information

15. CT Core Competencies 2.3 Evaluate the strengths and relevance of arguments on a particular question or issue 2.4 Weigh evidence and decide if generalizations or conclusions based on the given data are warranted

16. CT Core Competency 2.5 Determine whether certain conclusions or consequences are supported by the information provided. 2.6 Use problem solving skills.

17. Saying and Doing We would like all faculty teaching in fall 2007 to –KNOW the CT SLO for the course(s) they teach, –IDENTIFY and SCHEDULE assignments that support that SLO with practice and feedback,

18. - ASSESS the SLO, using the faculty designed instrument/measurement (for courses being assessed in fall 2007), and - SHARE experiences, successes, struggles, tips, techniques, questions, and insights with faculty in your cluster.

19. Resources Critical Thinking In Our Classes (sample assignments from LFCC faculty) The Miniature Guide to Critical Thinking: Concepts and Tools (excellent overview of CT with questions) Seeking The Ox: Developing Critical Thinkers at LFCC (QEP – with literature review)

20. Other Resources Faculty in your cluster Staff and administrators (deans and program leaders) Web resources (will be available later this fall) The Ox Pictures

21. The Ox-Herder Pictures The seeker begins by recognizing that he or she is lacking. Knowing that we don’t know is an important step towards better thinking…

22. The quest to think more critically is a struggle…

23. There are obvious benefits when our thinking and knowing WORK for us…

24. ASK RAMON SELOVE Eventually, a seeker (or thinker, in our case) goes back into the world to share what he has learned and to make a difference.

25. What We’ve Covered The QEP (for SACS-COC), Adding CT SLOs to each course (and teaching for improved CT) Doing better on the CCTST (VCCS core competencies) and the CCSSE WOW.

26. Contact Information Miriam Moore Middletown, 126G 540-868-7173 mmoore2@lfcc.edu