Ideas to Action (I2A) Using Critical Thinking to

Ideas to Action (I2A) Using Critical Thinking to

Ideas to Action (I2A) Using Critical Thinking to Foster Student Learning and Community Engagement Presentation for the Advising Advisory Board May 15, 2008 Introductions I2A Team Dr. Patty Payette Dr. Cathy Bays Dr. Edna Ross Executive Director Delphi Specialist Specialist Assessment for Critical Thinking Hannah Anthony, Delphi Program Assistant Senior for 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. I2A and 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] skills and knowledge real-world issues & problems the parts to the whole finalreport.pdf I2A: What are the components? Sharpen our existing focus on building critical thinking skills in the ..continui ng through resulting in a I2A Thematic Priority: Community Engagement I2A: The Learning Paradigm The (OLD) Instruction Paradigm Mission &

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 Higher Education in the 21st Century Public accountability & SLOs: state legislatures, accrediting bodies and other stakeholders New emphasis on intellectual, technical and practical skills U of Ls Strategic Plan Emphasis on deep learning, integrative learning, brain research, digital literacy, etc. Shifts in traditional structures and divisions in the academy U of L Strategic Plan 2020: Central Messages about I2A Prompted by Undergraduate Program Accreditation Enhancement of critical thinking, student engagement Renewed focus on community engagement Assessment process under development

Some programs in place; more being developed Define Critical Thinking In groups of 2, write down each of your thoughts on two separate sticky notes filling in the blanks below. Critical thinking is ________________________. Critical thinking is not _____________________. Examples of when we use critical thinking Professional problems - What is the best interpretation of a piece of literature? - How can a leader most efficiently promote effective team work? Personal problems - What should I do to optimize my career development? Civic problems - How should I vote on a particular ballot From Helping Your Students Develop Critical Thinking Skills Cindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center initiative?

Critical Thinking Definition adopted for I2A Understanding Concepts Appreciation Decisions Synthesize Application (From: Scriven and Paul, 2003) A Well-Cultivated Critical Thinker: (Richard Paul and Linda Elder, the Foundation for Critical Thinking: 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

Paul-Elder Critical Thinking Model Intellectual Standards Accuracy Precision Clarity Relevance Logical Sufficiency Depth Significance Fairness Breadth Which leads to deeper Intellectual Traits Humility Perseverance Autonomy Empathy Integrity Fairmindedness Confidence in Courage reasoning

Must be applied to Elements of Reasoning Purposes Inferences Questions Concepts Points of view Implications Information Assumptions to develop 8 Elements 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, information and experiences To make inferences and judgments Based on concepts and theories To answer a question or solve a problem I2A and Social Work Practicum Faculty Sample existing critical thinking prompt: Identify an ethical issue or high risk incident and analyze how you responded to it this month. I2A and Social Work Practicum Faculty Rephrase the question to help guide the student through the thinking processidentifying the elements of thought you are looking for. For example: Briefly describe an ethical problem or high risk incident that

you responded to this past month. How did you conclude this is a high risk incident? Provide at least two examples of evidence or pieces of information that informed your response or reaction. What were possible solutions, what were the consequences, and what did you decide to do? Based on your reflection, how could you have responded differently? Are there other points of view or perspectives that didor might haveinfluenced your decision? Standards for Thinking (p. 1012) CLARITY Could you elaborate? Could you illustrate what you mean? Could you give me an example? ACCURACY How could we check on that? How could we find out if that is true? How could we verify or test that? PRECISION Could you be more specific? Could you give me more details? Could you be more exact? RELEVANCE How does that relate to the problem? How does that bear on the question? How does that help us with the issue? DEPTH What factors make this difficult? What are some of the complexities of this question?

What are some of the difficulties we need to deal with? BREADTH Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? LOGIC Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? SIGNIFICANCE Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important? FAIRNESS Is my thinking justifiable in context? Am I taking into account the thinking of others? Is my purpose fair given the situation? Am I using my concepts in keeping with educated usage, or am I distorting them to get what I want? COMPLETENESS How complete are the facts related to the issue? How complete is the description? Is the description of each perspective complete? School of Music Faculty Example

Sample Rubric Component ELEMENTS ACCOMPLISHED DEVELOPING BEGINNING WEAK MUSICIANSHIP Demonstrates (Logic/Accuracy/ accuracy in pitch and Precision) rhythm and tempo indications A few inaccuracies in pitch and/or rhythm and or tempo indications Tidwell Example Errors in pitch and/or rhythm and/or tempo indications which interfere with musical presentation Numerous

inaccuracies in pitch and/ or rhythm and/or tempo indications which negate musical presentation Speed School Faculty Example ENGR 100: Intro to Engineering Critical thinking is using logic logicto to decide what to believe based on accurate accurateand andobjective objectiveevidence. evidence. Critical thinking is the ability to think clearly clearlyand andrationally. rationally. Critical thinking is the process of conceptualizing, applying,

analyzing, conceptualizing, applying, synthesizing, and/or evaluating analyzing, synthesizing, and/or information as a guide toas belief and to evaluating information a guide action. belief and action. Intellectual Standards = blue Elements of Thought = red Improve Thinking: The Intellectual Traits (p.15-17) Intellectual Intellectual Humility Integrity Intellectual Courage

Intellectual Perseverance Intellectual Empathy Confidence in Reason Intellectual Autonomy Fairmindedness School of Nursing Faculty Example Question from a Synthesis Paper Assignment: AL in depth an intervention In an 8-10 page paper,Udescribe : you performed for C aT selected population within a S w E overDthe course :

e L T community setting of the semester. i h L R H t V A assessment e p G f Describe T inE detailDthe process that led you c e

o U n N N D I this t O thein a to choose specific intervention for population in A v H T e T o l cythe nursing question.SHow a was process

utilized? What P e F : R r O S t nursing diagnoses formed the conceptual foundation for u T c t h TS e p I c e A hy the intervention? sources were c used to establish

c A ad What N R n n E compile Twhichat o e the background and there evidence upon M L r C e criteria A p B ELE was f the intervention based? What were used to

U m n n I E T io guidelines for Ethe l C intervention? establish evaluation In t a a L youcbelieve u t conclusion, describe precisely how your L m r E ethe science o contribute to the

T l f work could state of l N n ein question. I I t regarding the specific population In (This trait correlates with the ability to reconstruct accurately the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than our own. . . (p. 14). I2A Resources & Next Steps: 08-09 Programs & Services I2A Website w/ resources (Jan 08) I2A Faculty Learning Community (Fall 08) I2A Instructional Grants (2008-2009) I2A Specialist in Culminating Experiences (Summer 08) Delphi Workshops and Sessions (20082009)

I2A Campus Collaborations (SPI, Civic Engagement, Student Affairs) ADVISING! For more information Please visit: ideastoaction

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