Student Affairs: Planting the Seed of Critical Thinking for First Time in College

(FTIC) Students

Presented by

Barbara June RodriguezJanice Stubbs

NASPA Assessment & Persistence ConferenceSan Antonio, Texas

June 21, 2014

Workshop Objectives

As a result of this workshop, participants will:• Discuss strategies to cultivate critical thinking in FTIC orientation/advisement sessions• Identify methods to assess critical thinking within orientation/advisement sessions• Engage in hands-on activities

Broward College• Offers baccalaureate

and associate degrees and certificates

• 49,144 credit enrolled students

• 84% part-time students

• 16% full-time students

• 57.2% female students

• 41.8% male students

• 36.3% Black

• 34.6% Hispanic

• 21.1% White

Based on 2013-2014 Broward College Data

Critical Thinking Conceptual Framework

Critical Thinking Definition

Critical thinking (CT) is defined as a process of evaluating information by questioning and testing assumptions, accepting and rejecting arguments and/or perspectives, and applying reasoning to make informed decisions.

Critical Thinking Goal & Outcomes

Goal: To enhance students’ critical thinking skillsStudents will be able to:

1. Analyze and interpret relevant information

2. Explain questions, problems, and/or issues

3. Evaluate information to determine credibility of reasoning

4. Generate well-reasoned conclusions

New Student OrientationMandatory for FTIC Students

◦ Approximately 10,000 students annually◦ 22 students per session◦ 3 hour session

Program includes:◦ Academic Expectations◦ Student Rights and Responsibilities◦ Overview of Student Resources◦ Career Exploration (FOCUS)◦ Financial Aid◦ Advising and Registration◦ Campus Tour

New Student OrientationAcademic Expectations

◦Syllabus, attendance, communication with faculty

Student Rights and Responsibilities◦FERPA, code of conduct, complaint

process, grade appealsStudent Resources

◦Tutoring, peer mentoring, Smarthinking, Student Life

Advising and Registration◦Pre-advised for two semesters and

registers for classes

Critical Thinking & Orientation

• Explain questions, problems and/or issues

• Analyze and interpret relevant information

Learning Outcome

• Participation in New Student Orientation

• Engage in Think-Pair-Share

Learning Experience • Responses

from Think-Pair-Share

• Multiple-choice Questions Assessmen

t

FTIC Advising SessionReview student’s Holland code and

associated careers based on FOCUS Career Exploration

◦ Are they surprised or validated?

Review specific careers relative to:◦ Educational Requirements

◦ Time to degree

◦ Laddering

◦ Job Availability

Develop an Educational Plan

FTIC Advising SessionFOCUS Career Exploration

◦Work interest and skills assessment Holland Code (Based on Dr. John Holland’s theory)

◦Interest Profile◦People and work environments are

classified into 6 groups: Realistic (Doers), Investigative (Thinkers),

Artistic (Creators), Social (Helpers), Enterprising, (Persuaders), Conventional (Organizers) Example: Code of RES means most like Realistic type; somewhat less like Enterprising type and less like Social type

Critical Thinking & Advising Session

• Analyze and interpret relevant information

Learning Outcome

• Participation in NSO

• Completion of FOCUS Career Exploration

• Advisement Meeting

Learning Experience • Open-ended

questions based on FOCUS results

• One-minute paper

Assessment

Activity DirectionsBreak up into teams of 2

participants

Read the question within the Think-Pair-Share Table

Complete the Think-Pair-Share exercise

Report out to the larger group

Questions?