Critical Thinking Subcommittee of the April 19, 2011

Critical Thinking Subcommittee  Provide added scrutiny and emphasis on critical thinking assessments.  Review institutional data from critical thinking assessments and identify goals and objectives to improve student learning.

QEC Met February 18  QEP Overview/Highlights  Focus Activity  Next Meeting Friday, September 2, 9:00-11:00 a.m., EpiCenter – 2-304

Newcomers  QEC Faculty Co-Chairs Matthew Bodie Tarpon Springs Campus Librarian David Monroe Ethics Faculty Member  Assessment Coordinator Ashley Hendrickson

Initiatives Assessment Critical Thinking Resources Professional Development Student Success

2011 Faculty Champions  Lynn Grinnell – College of Business  Nathan Heinze & Ron Greenwald – Computer and Information Technology  Bob Hudson & Greg Lewis – Engineering Technology  Shirley Collar – Health Information Management  Brandy Stark – Humanities & Fine Arts  Jim Rutledge & Carol Weideman – Mathematics  Carol Rasor – Public Safety Administration  Beth Carlson – Sign Language Interpretation  George Greenlee – Social & Behavioral Sciences

Fall Critical Thinking Institute Friday, September 23 Clearwater Campus

Focus Activity Keeping It Going Integration with CETL Assessment

Focus Activity Keeping It Going Integration with CETL Assessment show what we have done apply to what student is learning CAT-ARC-CCSSE data evidence-based teaching critical thinking encourage faculty mini-grants publish learning/sharing sharing and linking learning resources/commons different courses/departments

CAT Critical Thinking Assessment Test  Randomly-selected STA 2023 and MAC 1105 each spring semester  Scoring Workshop Friday, June 3, 8:00 a.m.-5:00 p.m. DO Consular Conference Room

ARC Assessment Rubric for Critical Thinking  Ethics’ Critical Thinking Application Paper (CTAP)  Randomly-selected PHI 1600 each fall semester  Scoring Workshop Friday, November 18, 8:00 a.m.-5:00 p.m. DO Consular Conference Room

Reflection – From a Student  We learned that there are often many solutions to a given problem. In problem solving you must consider what the best option is given the scenario. Then consider the possible outcomes based on the decision that was made. There may be a few drawbacks to any decision, but you must make the choice based on which option does the most good with the least harm.

Reflection – From Faculty  Realize that teaching critical thinking is not a single “intervention.” It is a commitment to incorporating modeling and teaching critical thinking wherever the opportunities present themselves.

Enhancing student learning by Improving students’ ability to think critically