Presentation on theme: "Ideas to Action (I2A) Presentation for the Advising Advisory Board May 15, 2008 Using Critical Thinking to Foster Student Learning and Community Engagement."— Presentation transcript:
Ideas to Action (I2A) Presentation for the Advising Advisory Board May 15, 2008 Using Critical Thinking to Foster Student Learning and Community Engagement
Introductions I2A Team Dr. Patty Payette Dr. Cathy Bays Dr. Edna Ross Executive Director Delphi Specialist Delphi Specialist for Assessment for Critical Thinking Hannah Anthony, Program Assistant Senior
Ideas to Action Implementation Ideas to Action (I2A): Using Critical Thinking to Foster Student Learning and Community Engagement is our Quality Enhancement Plan (QEP), and we need to show measurable progress to the Southern Association of Colleges and Schools (SACS) by April 2012.
I 2A and “Connecting the Dots” “Our extensive consultation with all University constituencies yielded a surprisingly strong and clear call for education focused on the skills and knowledge needed to deal with real-world issues and problems, an education in which students can see the importance of the parts (the courses) to the whole (their education as citizens and workers).” [QEP Report, 2007] skills and knowledge real-world issues & problems the parts to the whole
I2A: What are the components? Sharpen our existing focus on building critical thinking skills in the general education program… …..continuing through undergraduate major courses with an emphasis on applying and refining those skills… …resulting in a culminating experience, such as a senior thesis, research, service learning project, internship, or capstone project that fosters engagement I2A Thematic Priority: Community Engagement
I 2A: The Learning Paradigm The (OLD) Instruction Paradigm Mission & Purposes Provide/deliver instruction Transfer knowledge from faculty to students Offer courses and programs Improve the quality of instruction Achieve access for diverse students The focus moves from what the instructor is doing or covering to what students are learning…. The (NEW) Learning Paradigm Mission and Purposes Produce learning Elicit students discovery and construction of knowledge Create powerful learning environments Improve the quality of learning Achieve success for diverse students From Teaching to Learning: A New Paradigm for Undergraduate Education Robert B. Barr and John Tagg, November/December 1995, Change Magazine
Higher Education in the 21 st Century Public accountability & SLO’s: state legislatures, accrediting bodies and other stakeholders New emphasis on intellectual, technical and practical skills U of L’s Strategic Plan Emphasis on “deep learning,” integrative learning, brain research, digital literacy, etc. Shifts in traditional structures and divisions in the academy U of L Strategic Plan 2020:
Central Messages about I2A Prompted by Undergraduate Program Accreditation Enhancement of critical thinking, student engagement Renewed focus on community engagement Assessment process under development Some programs in place; more being developed
Define Critical Thinking In groups of 2, write down each of your thoughts on two separate sticky notes filling in the blanks below. Critical thinking is ________________________. Critical thinking is not _____________________.
Examples of when we use critical thinking… Professional problems –- What is the best interpretation of a piece of literature? –- How can a leader most efficiently promote effective team work? Personal problems –- What should I do to optimize my career development? Civic problems –- How should I vote on a particular ballot initiative? From Helping Your Students Develop Critical Thinking Skills Cindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center
Critical Thinking Definition adopted for I2A a guide to belief and action. that results in the intellectually disciplined process Critical thinking is (From: Scriven and Paul, 2003) Understanding Concepts Appreciation Decisions Synthesize Application
A Well-Cultivated Critical Thinker: Raises vital questions and problems, formulating them clearly and precisely Gathers and assesses relevant information, using abstract ideas to interpret it effectively Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards Thinks open mindedly within alternative systems of thought, recognizing and assessing, as needs be, their assumptions, implications, and practical consequences Communicates effectively with others in figuring out solutions to complex problems (Richard Paul and Linda Elder, the Foundation for Critical Thinking:
Which leads to deeper Paul-Elder Critical Thinking Model Intellectual Standards Elements of Reasoning Intellectual Traits Must be applied to to develop Clarity AccuracyPrecision SignificanceRelevance Sufficiency Logical Breadth Fairness Depth Questions PurposesInferences Points of view Information Concepts Assumptions Implications Humility Autonomy Fair- mindedness Courage Confidence in reasoning Integrity Empathy Perseverance
8 Elements Thought (p.5): Whenever we think, 1.We think for a purpose 2.Within a point of view 3.Based on assumptions 4.Leading to implications and consequences 5.Using data, information and experiences 6.To make inferences and judgments 7.Based on concepts and theories 8.To answer a question or solve a problem
I2A and Social Work Practicum Faculty Sample existing critical thinking prompt: Identify an ethical issue or high risk incident and analyze how you responded to it this month.
I2A and Social Work Practicum Faculty Rephrase the question to help guide the student through the thinking process— identifying the elements of thought you are looking for. For example: “Briefly describe an ethical problem or high risk incident that you responded to this past month. How did you conclude this is a high risk incident? Provide at least two examples of evidence or pieces of information that informed your response or reaction. What were possible solutions, what were the consequences, and what did you decide to do? Based on your reflection, how could you have responded differently? Are there other points of view or perspectives that did—or might have—influenced your decision?”
Standards for Thinking (p ) CLARITY Could you elaborate? Could you illustrate what you mean? Could you give me an example? ACCURACY How could we check on that? How could we find out if that is true? How could we verify or test that? PRECISION Could you be more specific? Could you give me more details? Could you be more exact? RELEVANCE How does that relate to the problem? How does that bear on the question? How does that help us with the issue? DEPTH What factors make this difficult? What are some of the complexities of this question? What are some of the difficulties we need to deal with? BREADTH Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? LOGIC Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? SIGNIFICANCE Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important? FAIRNESS Is my thinking justifiable in context? Am I taking into account the thinking of others? Is my purpose fair given the situation? Am I using my concepts in keeping with educated usage, or am I distorting them to get what I want? COMPLETENESS How complete are the facts related to the issue? How complete is the description? Is the description of each perspective complete?
Sample Rubric ComponentELEMENTS ACCOMPLISHEDDEVELOPINGBEGINNINGWEAK MUSICIANSHIP (Logic/Accuracy/ Precision) Demonstrates accuracy in pitch and rhythm and tempo indications A few inaccuracies in pitch and/or rhythm and or tempo indications Errors in pitch and/or rhythm and/or tempo indications which interfere with musical presentation Numerous inaccuracies in pitch and/or rhythm and/or tempo indications which negate musical presentation Tidwell Example School of Music Faculty Example
Critical thinking is using logic to decide what to believe based on accurate and objective evidence. Critical thinking is the ability to think clearly and rationally. Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as a guide to belief and action. Intellectual Standards = blueElements of Thought = red Critical thinking is using logic to decide what to believe based on accurate and objective evidence. Critical thinking is the ability to think clearly and rationally. Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as a guide to belief and action. ENGR 100: Intro to Engineering Speed School Faculty Example
Question from a Synthesis Paper Assignment: In an 8-10 page paper, describe in depth an intervention you performed for a selected population within a community setting over the course of the semester. Describe in detail the assessment process that led you to choose this specific intervention for the population in question. How was the nursing process utilized? What nursing diagnoses formed the conceptual foundation for the intervention? What sources were used to establish the background and compile the evidence upon which the intervention was based? What criteria were used to establish evaluation guidelines for the intervention? In conclusion, describe precisely how you believe your work could contribute to the state of the science regarding the specific population in question. ELEMENTS OF THOUGHT: Information—Concept—Point of View—Inference (This trait correlates with the ability to reconstruct accurately the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than our own... (p. 14). INTELLECTUAL STANDARDS: Accuracy—Depth—Breadth—Relevance INTELLECTUAL TRAITS: Intellectual Empathy School of Nursing Faculty Example