Ideas to Action Critical Thinking to Foster Student

Ideas to Action Critical Thinking to Foster Student Learning and Community Engagement Patricia R. Payette, Ph. D. January 9, 2008

Ideas to Action Implementation Ideas to Action (I 2 A) 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.

“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]

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

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. We need to expose the explicit assumptions of this “intellectually disciplined process”: • What are the tools of each discipline? • How are decisions or conclusions made? • What are the “cognitive moves “or the process?

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

The result: a well-cultivated critical thinker (p. 4) 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

8 Elements of Thought (p. 5) Whenever we think: 1. 2. 3. 4. 5. 6. 7. 8. We think for a purpose Within a point of view Based on assumptions Leading to implications and consequences Using data, facts and experiences To make inferences and judgments Based on concepts and theories To answer a question or solve a problem Elements of Thought Wheel 9

Standards for Thinking (p. 10) n n n CLARITY ACCURACY PRECISION DEPTH RELEVANCE n n LOGIC SIGNIFICANCE BREADTH FAIRNESS

Improve Thinking: The Intellectual Traits (p. 16) n n Intellectual Humility Intellectual Courage Intellectual Empathy Intellectual Autonomy n n Intellectual Integrity Intellectual Perseverance Confidence in Reason Fairmindedness

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 12

I 2 A in 2007 -2008 Informational workshops • Discipline-specific workshops with units • Pilot Program to help faculty revise assignments and courses • I 2 A Task Group with reps from across campus • Revisiting U-wide assessment, faculty rewards, collaborations • New website and other resources •

What can you do? Become aware of I 2 A • Consider areas for collaboration • Try common vocabulary around critical thinking •

Critical Thinking and a Common Vocabulary: n “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: 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

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