Transcript QEP Update - St. Petersburg College

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
Student Success
Professional
Development
Critical Thinking
Resources
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
Assessment
Integration
with CETL
Keeping
It Going
Focus Activity
Assessment
Integration
with CETL
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
Keeping
It Going
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-102 - 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-102 - 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