Teaching Critical Thinking

1. Teaching Critical Thinking Mary M. Walczak Associate Professor and Chair of Chemistry Interim Director, Evaluation & Assessment St. Olaf College Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

2. What is Critical Thinking? "Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately." http://www.criticalthinking.com/index.jsp Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

3. What is Critical Thinking? A Super-streamlined Conception of Critical Thinking by Robert H. Ennis, Prof. Emeritus Univ. of Illinois, revised 3/24/04 Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker: 1. Is open-minded and mindful of alternatives 2. Tries to be well-informed 3. Judges well the credibility of sources 4. Identifies conclusions, reasons, and assumptions http://www.criticalthinking.net/SSConcCTApr3.html Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

4. What is Critical Thinking? 5. Judges well the quality of an argument, including its reasons, assumptions, and evidence 6. Can well develop and defend a reasonable position 7. Asks appropriate clarifying questions 8. Formulates plausible hypotheses; plans experiments well 9. Defines terms in a way appropriate for the context 10. Draws conclusions when warranted -- with caution 11. Integrates all items in this list http://www.criticalthinking.net/SSConcCTApr3.html Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

5. St. Olaf’s CALL Team Definition Critical thinking is the ability to analyze, construct and evaluate arguments, to support claims by appropriate reasons or evidence, and to formulate positions and policies on the basis of a reasonable assessment of alternatives. It is disciplined and creatively imaginative thinking that enables one to integrate ideas, interpret texts and data, and examine issues in a nuanced and fair-minded way. It is a way of being accountable and taking responsibility for one’s own beliefs. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

6. St. Olaf’s CALL Team Definition The following abilities and attitudes are characteristic of successful critical thinkers: • ability to evaluate evidence, data and information in a rigorous or disciplined way; • ability to assess one's own position, and to recognize what's known and unknown; • ability to identify theme, thesis, policy, argument, etc. in a discipline-appropriate way; • ability to combine understanding, appreciation, and evaluation of a text or argument; • ability to recognize and critique assumptions, including one's own; • ability to "transfer training" from one area of study to another; Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

7. St. Olaf’s CALL Team Definition The following abilities and attitudes are characteristic of successful critical thinkers: • willingness to evaluate and challenge received opinion; • inclination to introspection and self-examination; • commitment to intellectual virtues, including curiosity, courage, and accountability Prepared by the St. Olaf Collaborative Assessment for Liberal Learning (CALL) Critical Thinking Team: Vicki Harper, Philosophy Bob McClure, Education Mary Walczak, Chemistry Paul Zorn, Mathematics (convener) Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

8. Teaching CT in GE Chemistry Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

9. News Assignments Projects that use contemporary public information sources to explore issues of interest to conscientious citizens in order to stimulate development of strong science and technological literacy skills. http://faithullah.blogspot.com/2005_05_01_faithullah_archive.html http://www.publicagenda.org/issues/frontdoor.cfm?issue_type=internet Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

10. News Assignments Research Questions • Do general education students’ attitudes about science, technology and society change as a result of taking a chemistry class that includes emphasis on contemporary issues? http://www.churchtimes.co.uk/content.asp?id=56286 Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

11. News Assignments Research Questions http://www.webtvwire.com/category/site-news/ • Can general education students critically evaluate information on scientific topics found in the popular literature or on the internet? • Can general education students state their opinions on contemporary issues and support their viewpoints using information available in the popular literature? Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

12. Learning Outcomes Students will demonstrate… Scientific and technological literacy as reflected in writing position papers on topics of contemporary importance Independent research and analysis skills by taking on greater responsibility for investigating and analyzing information Competence in evaluating source reliability by systematically examining the characteristics of information sources. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

13. News Assignment Topics Healthcare Topics Risk Assessment – Should You Be Immunized Against Influenza? Should Healthcare Workers be Immunized Against Influenza? Should Food be Irradiated as a Means to Control E.Coli O157:H7 Outbreaks? Antidepressants and Adolescents: Is Prozac Safe for Teenagers? The Low Carb Diet Craze: A Sensible Diet? Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

14. News Assignment Topics Environmental Topics Nuclear Energy Storage – Impact of Expansion at the Prairie Island Site Should I Replace Incandescent Bulbs with Compact Fluorescent Bulbs? Ozone Pollution and the National Parks Is Buying a Hybrid Vehicle Worth It? The Hydrogen Economy: Future or Folly? Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

15. Risk Assessment – Should You Be Immunized Against Influenza? 1. Read the assigned information about the flu vaccine Identify the Scientific/Technological Issue 3. Formulate opinion of author; identify alternative opinions 4. Find and summarize opinions and factors from other sources 5. Write a position paper stating and supporting your position on the scientific issue or course of action www.vaccinationdangers.com/ Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

16. Risk Assessment – Should You Be Immunized Against Influenza? 1. Read the assigned information about the flu vaccine Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

17. Risk Assessment – Should You Be Immunized Against Influenza? 1. Read the assigned information about the flu vaccine The influenza (Flu) Viruses www.cdc.gov/flu/about/fluviruses.htm Who Should Get the Influenza (Flu) Vaccine: Interim Recommendations, December 2003 www.cdc.gov/flu/protect/vaccine.htm Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

18. Risk Assessment – Should You Be Immunized Against Influenza? 1. Read the assigned information about the flu vaccine • What type(s) of flu virus is responsible for the flu disease in humans? • What do the H and N designations refer to in the naming system for flu viruses? • Why are health officials particularly concerned when a species (e.g., a pig) is infected simultaneously by viruses that cause disease in other species? • What recommendations do the health authorities make regarding who should be immunized this year? On what basis do they make that recommendation? Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

19. Risk Assessment – Should You Be Immunized Against Influenza? Flu Has Killed 93 Children, but Comparisons are Difficult by Lawrence K. Altman college4.nytimes.com/guests/articles/2004/01/09/2283399.xml The Big Bad Flu, or Just the Usual? By Lawrence K. Altman college4.nytimes.com/guests/articles/2003/12/14/1130238.xml Weekly Report: Influenza Summary Update www.cdc.gov/flu/weekly/index.htm Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

20. Risk Assessment – Should You Be Immunized Against Influenza? When did the United States flu season peak? What percentage of the States still report widespread flu activity? Is the death rate in 2003-04 due to pneumonia and influenza within the limits of a normal year? Is this year’s flu season significantly different from recent years? If so, in what ways? How many people die from the flu each year in the United States? How many (or what percentage) of these are children? Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

21. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008 http://www.cdc.gov/flu/weekly/index.htm

22. Risk Assessment – Should You Be Immunized Against Influenza? Discuss the topic with others Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

23. Risk Assessment – Should You Be Immunized Against Influenza? Discuss the topic with others Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

24. Risk Assessment – Should You Be Immunized Against Influenza? Individual Reading and Thinking Discussing Topic with Group members Jigsaw with other Groups Whole Class Discussion Personal Reflection, Research and Writing Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

25. Risk Assessment – Should You Be Immunized Against Influenza? 5. Write a position paper stating and supporting your position on the scientific issue or course of action Evaluation Web-based Information Sources Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

26. Evaluating Web-based Information Sources • Authority: • Is it clear who created the site? • Are their qualifications clear? • Is it clear who maintains the site and can you contact them? • Accuracy: • Is it clear who checked the facts? • Are their qualifications clear? • Currency: • Is it clear when the site was created/how current the • information is? • Objectivity/Bias: • Are the goals of the site clearly stated? • Can you tell whether the person/organization has a bias? Adapted from materials by Larua Wenk, Hampshire College, and Thurston Miller, University of Notre Dame Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

27. Evaluating Web-based Information Sources Adapted from materials by Larua Wenk, Hampshire College, and Thurston Miller, University of Notre Dame • Summary: • Is the information presented in a relatively unbiased way (does it try to sway your opinion or not)? Explain. • What clues do you have that the information is reliable – either from the web site itself or from what you’ve learned from other sources? • What is your overall confidence in this source? Explain. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

28. Evaluating Web-based Information Sources • Reliable Sources… • Contain information consistent with other sources, • Contain “just the facts,” • Are endorsed by professional organizations (e.g., Environmental Activists), • List staff with strong credentials, • Are well-organized, or • Are from an established organization (e.g., public radio or the U.S. government). • Reliable Sources… • Contain information consistent with other sources, • Contain “just the facts,” • Are endorsed by professional organizations (e.g., Environmental Activists), • List staff with strong credentials, • Are well-organized, or • Are from an established organization (e.g., public radio or the U.S. government). Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

29. Demonstrating Critical Thinking • Student papers graded according to 5-item rubric: • Get the Facts Straight • Evaluate Scientific Evidence • Distinguish Discrete Scientific Issues • Identify Interrelated Policy and Science Issues • Overall Writing Quality Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

30. Demonstrating Critical Thinking Evaluate Scientific Evidence Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

31. Demonstrating Critical Thinking Distinguish Discrete Scientific Issues Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

32. More on Rubrics Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

33. Washington State University Critical Thinking Rubric http://wsuctproject.wsu.edu/ctr.htm Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

34. Washington State University Critical Thinking Rubric • 1. Identifies, summarizes (and appropriately reformulates) the problem, question, or issue. • 2. Identifies and considers the influence of context and assumptions. • 3. Develops, presents, and communicates OWNperspective, hypothesis or position. • 4. Presents, assesses, and analyzes appropriate supporting data/evidence. • 5. Integrates issue using OTHER (disciplinary) perspectives and positions. • 6. Identifies and assesses conclusions, implications, and consequences. • 7. Communicates effectively. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

35. Washington State University Critical Thinking Rubric http://wsuctproject.wsu.edu/ctr.htm Identifies, summarizes (and appropriately reformulates) the problem, question, or issue. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

36. AAC&U Meta-rubrics Project Outcomes for the development of metarubrics: 1. Inquiry and analysis 2. Critical thinking 3. Creative thinking 4. Written communication 5. Oral communication 6. Quantitative literacy 7. Information literacy 8. Teamwork 9. Problem solving 10. Civic knowledge and engagement—local and global 11. Intercultural knowledge and competence 12. Ethical reasoning and action 13. Foundations and skills for lifelong learning 14. Integrative learning 2. Critical thinking http://www.aacu.org/value/metarubrics.cfm Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

37. AAC&U Meta-rubrics Project Influence of Context and Assumptions Own Perspective, Hypothesis, or Position Explanation of Issues Implications, Conclusions and Consequences Investigation of Evidence Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

38. AAC&U Meta-rubrics Project Influence of Context and Assumptions Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

39. AAC&U Meta-rubrics Project Influence of Context and Assumptions Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

40. Institutional Assessment of CT Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

41. College-Level Assessment of CT Collegiate Learning Assessment (CLA) Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

42. CLA Approach Mission-driven Focus Meaningful Measures Manageable Process • Critical thinking • Analytic reasoning • Written communication • Problem-solving • Direct observation of student work • Holistic scoring • Longitudinal design (“value-added”) • On-line administration • Reports and data analysis provided by CAE • Ability to compare and contextualize results Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

43. CLA Measures Analytic Writing Task • Make-an-Argument • Critique-an-Argument Performance Task http://forpd.ucf.edu/strategies/stratsq4r.html Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

44. Analytic Writing Task: Make-an-Argument “In our time, specialists of all kinds are highly overrated. We need more generalists -- people who can provide broad perspectives.” Directions: In 45 minutes, agree or disagree and explain the reasons for your position. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

45. Analytic Writing Task:Critique-an-Argument “Butter has now been replaced by margarine in Happy Pancake House restaurants throughout the southwestern United States. Only about 2 percent of customers have complained, indicating that 98 people out of 100 are happy with the change. Furthermore, many servers have reported that a number of customers who still ask for butter do not complain when they are given margarine instead. Clearly, either these customers cannot distinguish margarine from butter, or they use the term "butter" to refer to either butter or margarine. Thus, to avoid the expense of purchasing butter, the Happy Pancake House should extend this cost-saving change to its restaurants in the southeast and northeast as well.” Directions: In 30 minutes, discuss how well-reasoned you find the argument. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

46. Performance Task • Performance Tasks: Real-world problem-solving scenarios • Sample task: Advise the mayor on crime reduction strategies by evaluating two alternative policies: • Invest in a drug treatment program or • Put more police on the streets. • Document library: Provided on-line as part of the task Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

47. Performance Task A MEMO by a private investigator that reports on connections between a specific drug treatment program and a vocal critic of placing more police on the streets. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

48. Performance Task CRIME STATISTICS that compare the percentage of drug addicts to the number of crimes committed in the area. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

49. Performance Task Crime and community DATA TABLES provided by the Police Department. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008

50. Performance Task A NEWS STORY highlighting a rise in local drug-related crime. Teaching Introductory Geoscience Courses in the 21st Century • July 17, 2008