Transcript Ideas to Action (I2A) Using Critical Thinking to Foster Student Learning and Community Engagement Presentation for the Advising Advisory Board May 15, 2008

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
for Assessment
Delphi Specialist
for Critical Thinking
Hannah Anthony, Program Assistant Senior
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
http://louisville.edu/ideastoaction/files/finalreport.pdf
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
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 (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
The focus moves from
what the instructor is
doing or covering to
what students are
learning….
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 & SLO’s: state legislatures,
accrediting bodies and other stakeholders
 New emphasis on intellectual, technical and
practical skills
 U of L’s 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:
http://louisville.edu/provost/fromtheprovostitems/stratplan0308.html
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 initiative?
From Helping Your Students Develop Critical Thinking Skills
Cindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center
Critical Thinking Definition
adopted for I2A
Critical thinking is
the intellectually disciplined process
that results in
a guide to belief and action.
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:
http://www.criticalthinking.org/)
 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
Logical
Sufficiency
Precision
Depth
Significance
Fairness
Breadth
Which leads to
deeper
Intellectual Traits
Humility
Perseverance
Autonomy
Empathy
Integrity
Fairmindedness Confidence in
reasoning
Courage
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 process—
identifying 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 did—or might have—influenced your decision?”
Standards for Thinking (p. 10-12)
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
todecide
decide
what to believe based on accurate
accurateand
and
objective evidence.
evidence.
• Critical thinking is the ability to think clearly
clearly
and rationally.
rationally.
• Critical thinking is the process of
conceptualizing,applying,
conceptualizing,
applying,analyzing,
analyzing,
synthesizing, and/or evaluating information
information
as
a guide to as
belief
a guide
and action.
to belief and action.
Intellectual Standards = blue
Elements of Thought = red
Improve Thinking:
The Intellectual Traits (p.15-17)
• Intellectual
Humility
• Intellectual
Courage
• Intellectual
Empathy
• Intellectual
Autonomy
• Intellectual Integrity
• Intellectual
Perseverance
• Confidence in
Reason
• Fairmindedness
School of Nursing Faculty
Example
Question from a Synthesis Paper Assignment:
In an 8-10 page paper, describe in depth an intervention you
performed for a selected population within a community
setting over the course of the semester. Describe in detail the
assessment process that led you to choose this specific
intervention for the population in question. How was the
nursing process utilized? What nursing diagnoses formed the
conceptual foundation for the intervention? What sources
were used to establish the background and compile the
evidence upon which the intervention was based? What
criteria were used to establish evaluation guidelines for the
intervention? In conclusion, describe precisely how you
believe your work could contribute to the state of the science
regarding the specific population in question.
(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 (2008-2009)
• I2A Campus Collaborations (SPI, Civic
Engagement, Student Affairs…)
ADVISING!
For more information
Please visit:
http://louisville.edu/ideastoaction