Ideas to Action Critical Thinking to Foster Student

Ideas to Action Critical Thinking to Foster Student Learning and Community Engagement

Ideas to Action Implementation Ideas to Action (I 2 A) is our Quality Enhancement Plan (QEP), and we need to show measurable progress to SACS by April 2012.

Why I 2 A? “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 realworld 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, 2007]

From student focus groups: n n n “Reduce the amount of memorization required for tests, I feel I don’t learn as much by doing this. ” “Decrease the memorization required, can’t remember it all. ” “Too much memorization and no sufficient critical analysis. ” “The subject testing is not challenging due to memorization. ” “Regurgitated material (can just read chapters for tests). ” One student even suggested that student learning could be improved by offering a course that would aid in memorization.

What’s in it for us? n n Beyond keeping our accreditation? Re-affirmation of the centrality of a liberal arts foundation for every University student A framework for thinking about the education we provide as we attract increasingly betterprepared students. Resources to support teaching and curriculum development

Higher Education in the 21 st Century n n n Public accountability & SLO’s: state legislatures, accrediting bodies and other stakeholders New emphasis on intellectual, technical and practical skills Uof. L’s Metropolitan Mission not unusal Emphasis on “deep learning, ” integrative learning, brain research, digital literacy, etc. Shifts in traditional structures and divisions in the academy

I 2 A: 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 thesis, service learning project, internship or capstone project that fosters engagement

I 2 A: The Learning Paradigm n n n The (OLD) Instruction Paradigm Mission and 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

What is Critical Thinking? Some definitions: The words ‘critical’ and ‘criteria’ come from the same root word meaning judgment. “Critical Thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. ” (Robert Ennis)

Critical Thinking definition adopted for I 2 A (From: Scriven and Paul, 2003) Critical thinking is the intellectually disciplined process that results in a guide to belief and action. The tools for this “process” include actively and skillfully: ü ü ü conceptualizing applying analyzing synthesizing evaluating information gathered from, or generated by, ü ü ü observation experience reflection reasoning or communication

Paul-Elder Critical Thinking Model has three components: 1. 2. 3. Intellectual Standards a) Also called the ‘standards of critical thinking’ b) Can be viewed as ‘filters’ Elements of Thought a) Also known as the basic building blocks of reasoning b) The tools for all complex thinking Intellectual Traits a) Also known as “virtues of mind” b) Are acquired as a result of constant application of intellectual standards to the elements of thought

Paul-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

The result: a well-cultivated critical thinker n n n 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

Paul-Elder Critical Thinking Model Intellectual Standards Accuracy Clarity Relevance Logic Sufficiency Precision Depth Significance Fairness Breadth Intellectual Traits Humility Perseverance Autonomy Empathy Fair. Integrity mindedness Confidence in reasoning Courage Must be applied to Elements of Thought Purposes Inferences Questions Concepts Points of view Implications Information Assumptions to develop 14

Standards for Thinking CLARITY DEPTH Could you elaborate? What factors make this difficult? Could you illustrate what you mean? What are some of the complexities of Could you give me an example? this question? What are some of the difficulties we need to ACCURACY deal with? How could we check on that? How could we find out if that is true? How could we verify or test that? RELEVANCE How does that relate to the problem? How does that bear on the question? PRECISION How does that help us with the issue? Could you be more specific? Could you give me more details? Could you be more exact? From: Paul, R. & Elder, L. (2006), Critical Thinking (2 nd Ed. ). Upper Saddle River, N. J. : Pearson Prentice Hall.

Standards for Thinking LOGIC BREADTH Does all of this make sense together? Do we need to look at this from another Does your first paragraph fit in with your perspective? last one? Do we need to consider another point of view? Does what you say follow from the Do we need to look at this in other ways? evidence? FAIRNESS SIGNIFICANCE Is my thinking justifiable in context? Is this the most important problem to Am I taking into account the thinking of consider? others? Is this the central idea to focus on? Is my purpose fair given the situation? Which of these facts are most important? Am I using my concepts in keeping with educated usage, or am I distorting them to get From: Paul, R. & Elder, L. (2006), Critical Thinking (2 nd Ed. ). Upper Saddle River, N. J. : Pearson Prentice Hall. what I want?

Elements of Thought applied to Abnormal Psychology From: Paul, R. & Elder, L. (2006), Critical Thinking (2 nd ed. ). Upper Saddle River, N. J. : Pearson Prentice Hall.

I 2 A Structure and Support n n n I 2 A Task Group and Subcommittees Paul-Elder critical thinking model faculty pilot group, Spring 2008 I 2 A and Critical Thinking information sessions and workshops

I 2 A Structure and Support n n I 2 A Incentive Grants (Spring 2008) I 2 A Website w/ Resources (Jan 08) I 2 A Delphi Specialist in Culminating Experiences I 2 A Campus Collaborations (SPI, Civic Engagement, Student Affairs)

Critical Thinking Outcomes: Biology 465: Principles of Physiology - Lecture Format Already Doing (Blackboard) n Ask question to class (Identify a problem) n Students collect facts (Background Research) n Evaluation of those facts (construct a hypothesis) n Evaluate any assumptions (Analyze the data) n Students interact (Communicate results) n n n Critical Thinking Model Elements of Reasoning– Purposes, questions, assumptions, etc Intellectual Standardsaccuracy, precision, relevance, etc Intellectual traits developedconfidence in reasoning, perserverance, empathy, etc

Critical Thinking Outcomes: n n Despite being driven by mandates…if embraced by our faculties…this initiative may be one of the most significant things we can do for our students. I know my students know about asking questions, analyzing data, making assumptions, understanding precision, accuracy, etc…. . they just don’t understand the terminology of critical thinking and that is what they are actually doing.

Critical Thinking Outcomes: Comm 370 Desktop Publishing – Corporate Identity Package n n Identify a problem: students meet with “client” Analyze facts of situation: students write “project brief” Communicate important elements: brief requires students to articulate strategic thinking. Gather relevant situational information: brief requires students to collect pertinent data

Critical Thinking Outcomes: Comm 370 Desktop Publishing – Corporate Identity Package n n n Interpret information effectively: brief turned in prior to design work provides indication of understanding Establish relevant criteria and standards for acceptable solutions: students use brief as measuring stick for ideas Develop alternatives: students turn in hand drawn sketches

Critical Thinking Outcomes: Comm 370 Desktop Publishing – Corporate Identity Package n n n Construct well reasoned solutions: writing of brief prior to design work ensure students are thinking about crucial issues Support conclusions with fact: brief includes sections requiring student to articulate pertinent facts Communicate decisions: project brief and oral presentation to client of the work/designs

Critical Thinking Outcomes: History 304 Historical Methods – Essay n n n Identify a problem: after determining which of the three subject areas most interests them, the student conducts preliminary reading and comes up with an unanswered question about an episode falling in the area Analyze facts of situation: the student carries out further reading in primary and secondary sources on the topic, and proposes a hypothesis that answers the question Communicate important elements: the students writes an essay proposal that introduces the question, outlines the hypothesis, and explains what sources will be used to support it

Critical Thinking Outcomes: History 304 Historical Methods – Essay n n Gather relevant situational information: the student reads the relevant primary and secondary sources Interpret information effectively: the student takes detailed notes on anything related to the episode under study Establish relevant criteria for acceptable solutions: the student assesses the information from the sources to ensure its relevance to the hypothesis Develop alternatives: the student puts aside any information that is obviously irrelevant to the hypothesis

Critical Thinking Outcomes: History 304 Historical Methods – Essay n n Clarify assumptions: the student ensures that the hypothesis is consistent with the information gathered from the sources Construct well-reasoned solutions: the student transforms the hypothesis into a thesis, which can be supported step-by-step with the information from the sources Support conclusions with fact: the student arranges the information from the sources so that it demonstrates the validity of thesis Communicate decisions: the student writes an essay that uses the information gathered to prove that thesis answers a question about twentieth-century Kentucky history

Critical Thinking Outcomes: English – Elements and Standards As students progress through the English curriculum, the assignments ask them to use the elements of critical thinking with increasing depth, breadth, accuracy, clarity, logic, precision, completeness, fairness, etc—the intellectual standards of the Elder-Paul model.

Critical Thinking Outcomes: English 101 – Fourth Essay n n n Analyze a problem: students analyze either the Baldwin or the Will text Apply concepts: they apply concepts like rhetorical purpose” and “ethos” Identify assumptions: students must identify the unspoken premises on which Baldwin’s or Will’s argument depends Support conclusions with relevant facts and arguments: they quote from the text to support their description of how it “works” Communicate conclusions: they write so as to communicate most effectively with their intended audience.

Critical Thinking Outcomes: English 301 – Essay Test Question n n Analyze a problem: students bring a lot of content knowledge to bear on analyzing the texts Apply concepts: they apply concepts like “heroic code” or “Ricardian circular narration” Identify assumptions: they must clarify and test their own assumptions about the attributes of texts from various eras Support conclusions with facts and arguments: they describe content and formal features to explain how they got to the right answer. Communicate conclusions: they need to explain why the features they identify lead only to the conclusion they endorse

Critical Thinking Outcomes: English 562 – Research Paper n n n Analyze a problem: students must form a hypothesis about which productions will generate a good thesis; must do research to generate evidence; must interpret the evidence; must write thesis Apply concepts: students must apply difficult concepts like “text as social agent” Identify assumptions: they must take into account the values of the author of any review or production description, as these are often among the best evidence about the interaction of the work with its culture

Critical Thinking Outcomes: English 562 – Research Paper n n Support conclusions with facts and arguments: students must decide which aspects of the production are salient to their argument and judge whether they have enough evidence to support their thesis. Communicate conclusions: students must write a paper with appropriate research citations and present it in class.

Critical Thinking Outcomes: English – Elements and Standards As students progress through the English curriculum, the assignments ask them to use the elements of critical thinking with increasing depth, breadth, accuracy, clarity, logic, precision, completeness, fairness, etc—the intellectual standards of the Elder-Paul model.

Culminating Experiences Allow students the opportunity to demonstrate and reflect upon the practical or “real world” application of critical thinking skills inside or outside of the classroom through community engagement (local and global), capstone courses, original research, interdisplinary projects, etc.

Use of the Paul-Elder model of critical thinking to habitually analyze parts of our thinking and assess the quality of our thinking leads toward becoming: A Well-Cultivated Critical Thinker

A Well-Cultivated Critical Thinker n n n 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

Steps in the Scientific Method n Ask a Question n Do Background Research n Construct a Hypothesis n Test Your Hypothesis by Doing an Experiment n Analyze Your Data and Draw a Conclusion n Communicate Your Results

Culminating Experiences n Discipline specific n n Modes of Inquiry: Purpose was to expose students to discipline specific thinking Develop approved guidelines n n n Division level Department level ?

Culminating Experiences in Biology n n Honors Thesis Projects Capstone Courses - Discussion Format Independent Research Projects Community Based Projects n n Environmental Health concerns

Culminating Experiences in English n n The English Department will decide if the level of work represented by the 562 research paper is appropriate for a culminating experience or not. If it is, then the Department will decide if the curriculum leading to it is sufficient preparation in Critical Thinking.

Culminating Experiences in Communication n n n n Internship Independent Study Advanced PR Advanced Advertising Senior Practicum Senior Thesis Health Communication Issues in Belize Computer Mediated Communication

Culminating Experiences in History n n Internship Senior Honors Thesis Study Abroad Courses Capstone Course (to be created)

Critical Thinking and the College of Arts & Sciences: Where are we now? n n Critical Thinking is already integral to courses across A&S Many departments currently offer Culminating Experiences

Critical Thinking and the College of Arts & Sciences: What’s next? n n A&S Facilitators will ensure that by fall 2010, every department in the College offers (1) several courses that explicitly integrate Critical Thinking in their curricula, and (2) one or more Culminating Experiences At every stage: Facilitators will work in close consultation with departments

Critical Thinking and the College of Arts & Sciences: Critical Thinking courses n n n I 2 A Task Group assessing ways in which courses in different departments currently integrate Critical Thinking Some faculty currently participating in pilot program with courses that integrate Critical Thinking at General Education, major, and Culminating Experience levels A&S Facilitators will set up a website giving examples of Critical Thinking assignments

Critical Thinking and the College of Arts & Sciences: Culminating Experiences n n n A&S Facilitators are preparing guidelines for Culminating Experience courses Chairs should make inventory of existing courses that will count as Culminating Experiences, and (with their faculty) plan new Culminating Experience courses Nancy Theriot will provide assistance in planning Culminating Experience courses

Critical Thinking and the College of Arts & Sciences: The Role of the Facilitators What can we do to help you with this?