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
Ideas to Action (I2A)
Using Critical Thinking to Foster
Student Learning and Community Engagement
Presentation for the Advising Advisory Board
May 15, 2008
Dr. Patty Payette Dr. Cathy Bays Dr. Edna Ross
Executive Director Delphi Specialist Delphi Specialist for Assessment for Critical Thinking
Hannah Anthony, Program Assistant Senior
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.
“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
I2A Thematic Priority: Community Engagement
The (OLD) Instruction Paradigm Mission &Purposes
The focus moves from what the instructor is doing or covering to what students are learning….
The (NEW) Learning ParadigmMission and Purposes
From Teaching to Learning: A New Paradigm for Undergraduate Education Robert B. Barr and John Tagg, November/December 1995, Change Magazine
U of L Strategic Plan 2020: http://louisville.edu/provost/fromtheprovostitems/stratplan0308.html
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 _____________________.
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
(From: Scriven and Paul, 2003)
(Richard Paul and Linda Elder, the Foundation for Critical Thinking: http://www.criticalthinking.org/)
Must be applied
Elements of Reasoning
Which leads to deeper
Points of view
Whenever we think,
“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?”
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Could you be more specific?
Could you give me more details?
Could you be more exact?
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
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?
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?
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?
Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts are most important?
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?
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
Speed School Faculty Example
ENGR 100: Intro to Engineering
Intellectual Standards = blueElements of Thought = red
Confidence in Reason
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.
ELEMENTS OF THOUGHT:
Information—Concept—Point of View—Inference
(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).