ideas to action (i2a)
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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 - PowerPoint PPT PresentationTRANSCRIPT
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Ideas to Action (I2A)
Presentation for the Advising Advisory Board
May 15, 2008
Using Critical Thinking to Foster Student Learning and Community Engagement
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Introductions
• I2A Team
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
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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.
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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]
http://louisville.edu/ideastoaction/files/finalreport.pdf
skills and knowledge
real-world issues & problems
the parts to the whole
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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
engagementI2A Thematic Priority: Community Engagement
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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
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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
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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
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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 _____________________.
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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 SkillsCindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center
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Critical Thinking Definition adopted for I2A
(From: Scriven and Paul, 2003)
UnderstandingConceptsAppreciation
DecisionsSynthesizeApplication
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A Well-Cultivated Critical Thinker:
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
(Richard Paul and Linda Elder, the Foundation for Critical Thinking: http://www.criticalthinking.org/)
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Which leads to deeper
Paul-Elder Critical Thinking Model
Intellectual Standards
Elements of Reasoning
Intellectual Traits
Must be appliedto
to develop
ClarityAccuracy Precision
SignificanceRelevance
SufficiencyLogical
BreadthFairnessDepth
QuestionsPurposes Inferences
Points of viewInformation
ConceptsAssumptionsImplications
HumilityAutonomy
Fair-mindedness
CourageConfidence in
reasoningIntegrityEmpathy
Perseverance
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8 Elements Thought (p.5):
Whenever we think, 1. We think for a purpose2. Within a point of view3. Based on assumptions4. Leading to implications and
consequences5. Using data, information and experiences6. To make inferences and judgments7. Based on concepts and theories8. To answer a question or solve a problem
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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.
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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?”
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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?
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Sample Rubric ComponentELEMENTS ACCOMPLISHED DEVELOPING BEGINNING WEAK
MUSICIANSHIP (Logic/Accuracy/ Precision)
Demonstrates accuracy in pitch and rhythm and tempo indications
A few inaccuracies in pitch and/or rhythm and or tempo indications
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
Tidwell Example
School of Music Faculty Example
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• Critical thinking is using logic to decide what to believe based on accurate and objective evidence.
• Critical thinking is the ability to think clearly and rationally.
• Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as a guide to belief and action.
Intellectual Standards = blue Elements of Thought = red
• Critical thinking is using logic to decide what to believe based on accurate and objective evidence.
• Critical thinking is the ability to think clearly and rationally.
• Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information as a guide to belief and action.
ENGR 100: Intro to Engineering
Speed School Faculty Example
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Improve Thinking: The Intellectual Traits (p.15-17)
• Intellectual Humility
• Intellectual Courage
• Intellectual Empathy
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Perseverance
• Confidence in Reason
• Fairmindedness
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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).
INTELLECTUAL
STANDARDS:
Accuracy—Depth—
Breadth—Relevance
INTELLECTUAL TRAITS:
Intellectual Empathy
School of Nursing Faculty Example
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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!
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For more information
Please visit:http://louisville.edu/
ideastoaction