1. TEACHING + LEARNING and PUBLIC HEALTH 101:
Course Introduction
Module 1: Principles of Population Health
Pete Walton
T+L Workshop
Friday, April 29, 2011

2. General Education Program Mission
Promote active learning through:
Critical thinking
Effective communication
Understanding of issues of cultural diversity

3. PH-101 Learning Outcomes
Communicate an understanding of how [public health] knowledge is established and how and why it changes over time.
Evaluate evidence and apply it to solving problems through [public health] methods.
Communicate an understanding of a body of [public health] knowledge and its disciplinary perspective.

4. 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.
Content stolen from i2a

5. 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
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6. the intellectually disciplined process a guide to belief and action.
Critical Thinking Definition adopted for i2a
Critical thinking is
the intellectually disciplined process
that results in
a guide to belief and action.
(From: Scriven and Paul, 2003)
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7. Richard Paul-Linda Elder Critical Thinking Model
Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
which will produce a well-cultivated
Critical Thinker
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8. Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
that will produce a well-cultivated
Critical Thinker
Intellectual Standards
CLARITY
ACCURACY
PRECISION
RELEVANCE
DEPTH
BREADTH
LOGIC
SIGNIFICANCE
FAIRNESS
COMPLETENESS
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Miniature Guide, 2008, p. 8-10

9. Miniature Guide, 2008, p. 3-6 Also known as “Edna’s Wheel”
Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
that will produce a well-cultivated
Critical Thinker
Also known as “Edna’s Wheel”
Content stolen from i2a
Miniature Guide, 2008, p. 3-6

10. The Intellectual Traits
Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
that will produce a well-cultivated
Critical Thinker
The Intellectual Traits
Intellectual Humility
Intellectual Courage
Intellectual Empathy
Intellectual Autonomy
Intellectual Integrity
Intellectual Perseverance
Confidence in Reason
Fair-mindedness
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Miniature Guide, 2008, p

11. Critical Thinker and SEE-I
Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
that will produce a well-cultivated
Critical Thinker
Critical Thinker and SEE-I
SEE-I has four steps:
State the concept or idea clearly and succinctly in a single sentence (or two).
Elaborate on the concept in greater length in a paragraph (or two). "In other words, ….“
Exemplify the concept with concrete examples (and counter examples) of the concept. "For example, ….“
Illustrate the concept with an analogy (e.g., picture, diagram, metaphor, story) from a more common domain of knowledge or experience. "It's like …."
Based on:

12. SEE-I on Critical Thinking
State: Critical thinking is a deliberate and disciplined approach to avoid fooling ourselves in learning, knowing, believing, and acting.
Elaborate: In other words, neither the universe nor our evolution within it seems to have things arranged so we can see things as they “really” are. We have to understand how we can be led astray so we can avoid it. One way is developing tools, techniques, and training that guide us through and around obstacles that distract us from supportable thoughts and behavior.

13. SEE-I on Critical Thinking
Elaborate (cont): A selected history of critical thinking SEE-I’s:
“The human understanding supposes a greater degree of order…in things than it really finds.”
-- Francis Bacon, Novum Organum, 1620
“The real purpose of [critical thinking] is to make sure Nature hasn’t misled you into thinking you know something that you actually don’t.”
-- Robert Pirsig, Zen and Art of Motorcycle Maintenance, 1974
“The first principle is that you must not fool yourself -- and you are the easiest person to fool.”
-- Richard Feynman, 1974
“The greatest obstacle to discovery is not ignorance -- it is the illusion of knowledge.”
-- Daniel Boorstin, Librarian of Congress, 1984

14. SEE-I on Critical Thinking
Exemplify: For example, you’re sitting there thinking about your aunt when the phone rings and it’s your aunt. You realize that your brain keeps track of such coincidences but loses track of when you thought about your aunt and she didn’t call. You just thought critically.
For example, a number of friends, relatives, media, celebrities, authors, and scientists believe in or support UFOs due to all of the reports by all sorts of people in all sorts of situations. You agree because so many people can’t be that wrong. You just thought uncritically.
“The plural of anecdote is not data.” -- Unknown

15. SEE-I on Critical Thinking
Illustrate: Critical thinking is like practicing an instrument or a sport with so much dedication, creativity, curiosity, and commitment that, when you have to perform, you do so flawlessly, enjoy yourself, and contribute to others’ enjoyment and excitement.
Think Jeff Beck on guitar or Pelé on the soccer pitch.
You’re a critical thinker if you’re an expert at not fooling yourself.

16. Class 1: Course Introduction
Selected Topic
T+L Technique
Purpose of course
Blackboard use
Class attendance
Electronic portfolios
5-minute summaries
Why all the clicker surveys?
Edna’s wheel
Critical thinking SEE-I
Clicker survey on access
Tegrity use
Classes vs. reading
Clicker survey on attendance intentions
Clicker survey on skills
Clicker survey on media
Discussion of relationship between opinions, facts, decisions, and behavior

17. Class 2: Population Health
Selected Topic
T+L Technique
What is public health?
Health equity
Disease factors
Why all the clicker surveys?
Small group answers
Clicker survey on answers
Clicker survey on possible public health activities
Show of hands on etiologies
Clicker survey on etiologies
Clicker survey on facts and fictions
Importance of critical thinking in public health

18. Class 3: Evidence-based Public Health
Topic
T+L Technique
PERI approach
P[ERI]: Epidemiology
P[ERI]: Environmental health
Course director presentation
Chair A presentation
Chair B presentation

19. Class 4: Evidence-based Public Health
Topic
T+L Technique
[P]E[RI]: Etiology
[PE]R[I]: Recommendations
[PER]I: Implementation
Panel discussion: Deans and Chairs