Ideas to Action (I2A) Presentation to the Council of Academic Officers Dr. Patty Payette, Executive Director, Ideas to Action September 2, 2008

Ideas to Action Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement I2A UofL’s quality enhancement plan (QEP)

QEP: SACS Reaffirmation of Accreditation Commission on Colleges of the Southern Association of Colleges and Schools (SACS- COC)

2005: call for “Big Ideas” “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 Proposal, 2007] inalreport.pdf skills and knowledge real-world issues & problems the parts to the whole

I2A: Components Sharpen our existing focus on building critical thinking skills in the general education program… …..continuing through undergraduate major courses with an emphasis on progressively more challenging problems, and performance standards… …resulting in a culminating experience, demonstrating students’ practical application of critical thinking skills. I2A Thematic Priority: Community Engagement

I2A: Central Messages Centered on enhancement of student learning and undergraduate experience Driven by institutional mission and continuous improvement Strategic Plan 2020 themes tied to I2A Transformative process; ongoing and integrative Sustained and shared focus on teaching innovation, curriculum development and climate for learning Practical plan with measureable results over 10 years Twin themes: Critical Thinking and Community Engagement

I2A & Higher Education in the 21 st Century Shift from “coverage” to “uncoverage” Focus on student learning outcomes and accountability New emphasis on intellectual, technical and practical skills Emerging literature on brain research, integrative learning, digital literacy, effective pedagogy Shifts in traditional structures and divisions in the academy Holistic view of the student experience AAC&U: College Learning for New Global Century

Ideas to Action Organizational Chart PROVOST DEANS VICE PROVOST FOR UNDERGRADUATE AFFAIRS I2A EXECUTIVE DIRECTOR I2A SPECIALISTS  Critical Thinking  Assessment  Culminating Experiences I2A SPECIALISTS  Critical Thinking  Assessment  Culminating Experiences UNIT I2A FACILITATORS FACULTY DELPHI CENTER TASK GROUP  I2A Team  I2A Facilitators  Academic & Student Affairs Staff  Students TASK GROUP  I2A Team  I2A Facilitators  Academic & Student Affairs Staff  Students

I2A Staff Dr. Patty Payette Executive Director Dr. Cathy Bays I2A Specialist for Assessment Dr. Edna Ross I2A Specialist for Critical Thinking Dr. Eileen McFall I2A Specialist for Culminating Experiences Hannah Anthony Program Assistant

I2A Task Group 33 members drawn from across campus Faculty, academic & student affairs staff, students, I2A staff I2A Facilitators from schools/colleges Subcommittees serve as smaller working groups ership

I2A Components: Critical Thinking Common vocabulary for discussing, modeling, measuring critical thinking Richard Paul-Linda Elder model of critical thinking adopted for I2A

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

Advantages of a P-E Model Makes explicit complex thinking that is often implicit, intuitive Integrates into existing content and highlights disciplinary contexts and “cognitive moves” Common framework for institutional measurement Students “connect the dots” across domains

Faculty Learning Community (FLC) on Critical Thinking cross-disciplinary faculty meet regularly for focused support and sharing Faculty complete individual projects integrating Paul- Elder into their courses Group activities, readings, sharing, discussion

Faculty perspective on FLC and P-E model “I think that for decades I have given my students many opportunities to engage in critical thinking, and I have modeled critical thinking in class discussions. But I don’t think I can claim ever to have taught critical thinking in a systematic way. The model gives me a way to share a critical thinking vocabulary with students and to chart their progress. I know and can tell my students exactly what I am looking for.” Spring 2008 Pilot Program Participant, Department of English

Pilot/FLC Participants Undergraduate Unit PilotFLC Arts and Sciences105 Business1 CEHD1 Kent School1 Speed School13 Deadline for nominations for FLC Spring 09: December 5, 2008

Faculty perspective on FLC and critical thinking “I now think very hard about the way I think about things, and I try to convey this to the students. More importantly, I’m trying harder to think about the way that the students think about things.” Spring 2008 Pilot Program Participant, Department of Engineering

I2A Components: Assessment Vision –Process: Systematic, ongoing –Assess: Critical thinking Connect learning to the community –Purpose:Quality enhancement Accreditation accountability Goals –Value-added to existing measures –Direct and indirect measures –Faculty input and participation Task Group Subcommittee –“Big Picture” and “Nuts and Bolts” –Representation: Diverse faculty, staff, administration

I2A Components: Assessment Outcomes Student Learning Outcomes:General Education Students who satisfy this requirement will be able to communicate important ideas and to use critical thinking as a tool for learning by: 1. Applying the Elements of Thought* in selected, course assignments. 2. Using the Universal Intellectual Standards** as criteria for quality in reasoning. Assessment Measures: Direct:Critical thinking rubric Collegiate Learning Assessment (CLA) Indirect:National Survey of Student Engagement (NSSE) Course Evaluations *p. 3 in Miniature Guide**p. 8-9 in Miniature Guide

I2A Components: Culminating Experiences Practical application of knowledge and critical thinking skills to address problem solving in “real world” contexts Course or credit bearing experiences Examples: Capstone Courses/Projects Internships Senior Theses Research Projects Service Learning Projects Other Independent Study Projects

Culminating Experience Student Learning Outcomes: Upon completion of the culminating experience students will demonstrate the ability to: 1. Apply the Elements of Thought* when engaging in an I2A culminating experience project. 2. Use the Universal Intellectual Standards** as criteria for assessing quality during the I2A culminating experience project. 3. Demonstrate well-cultivated critical thinking skills when engaging in an I2A culminating experience project. Process –Committee to review proposal and assess experiences –Registrar designation CE Pilot Program, Spring 2009 *p. 3 in Miniature Guide**p. 8-9 in Miniature Guide

I2A Engagement Campus- Wide I2A informational sessions and workshops Consultations/projects with faculty or departments (e.g. Speed co-op project) Collaborations with academic & student affairs staff (e.g. Collaborative Learning Community) Ongoing campus collaborations (e.g. Signature Partnership Initiative)

New I2A programs for Culminating Experiences Pilot Program (Sp09) I2A Supporting Undergraduate iNnovation (SUN) grants I2A Institute on Critical Thinking (May 09) I2A Day (Spring 09) Faculty Learning Community Collaborative Learning Community ts

Call to Action: Deans Encourage and support work of your I2A Facilitators Support participation of your faculty in I2A workshops, FLC, grants, etc. Help us align with your existing priorities and goals

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