Dr. Sharon Buzzard Critical Thinking & The First Year: Pedagogy, Challenges and Assessment

1.How critical thinking is defined and who gets to define it-- the challenges in such an endeavor 2.How critical thinking was implemented into the curriculum of a first-year program and pedagogy planned for the teachers 3.Examples of classroom materials 4.How assessment data was gathered and reviewed 5. Success!! Statistical evidence as well as student course evaluations 6.How the critical thinking model was applied in across the curriculum so that students have transferrable skills --useful in all classes as well as in life-long learning Objectives

Who gets to define it? How is Critical Thinking Defined?

Elements of Thought

Curriculum Redesign in a First-Year Program Enrolled approximately 2200 Sections (50) for exploratory students and major specific 2 credit-hour non-required class

University Experience Curricular Goals 1. You will be able to demonstrate critical thinking and reading skills. 2. You will further your ability to establish priorities and manage time. 3. You will be able to conduct basic research in the University Libraries. 4. You will engage in active learning through effective classroom strategies/methods. 5. You will be able to assess several career options and to make academic plans for them. 6. You will be able to develop greater proficiency in oral and written communication. 7. You will engage with communities other than your own in purposeful learning activities that explicitly address your capacity and responsibility to contribute to community and society.

Critical Thinking Guide 1. What is the purpose of the article? Why did the author write it? 2. What information is used in this piece? How reliable are these sources? 3. What questions are raised by the author in this essay/article? What are some of the complexities of these questions? Has the author allowed for them? 4. What point of view is being represented? Do we need to consider another perspective? Whose? Why? 5. Were you convinced? Which of the follow-up questions in the “Intellectual Standards” could add to the critical thinking about this idea?

Pre- and post-testing The Process and the Processing Cara Buckley’s Editorial: “A Proposal To Separate Fast Foods and Schools” (a copy of the essay is in your handout packet)

Statistical Data Shows Success

Critical Thinking Pre and Post-test Scores Exploratory University Experience Classes N=151 Exploratory UE Classes Students increased their post-test performance by 50% over pre-test scores. Post Pre = Margin Margin Pre 4 ÷ 8 =.500 Institutional Research concluded ACT scores are not correlated with change. Points Possible 50% increase from pre to post

Critical Thinking Pre and Post-test Scores All University Experience Classes All University Experience Classes All classes increased post-test performance over pre-test performance by 37.5%. Post Pre Margin 11 – 8 = 3 Margin 3 ÷ 8 =.375 Institutional Research concluded ACT scores are not correlated with change. N= % increase from pre to post Points Possible

Student Satisfaction Survey Results Discussions of learning and thinking were personally satisfying to me (n: 1025).

How important was it that you learn to think critically?

Rate the level of satisfaction: University Experience has helped me think critically.

1025). Rate the level of satisfaction: University Experience has helped me know how to ask good questions.

Rate the level of importance: University Experience has strengthened my skills in reading and analysis

Handouts and Classroom Materials 1.Program overview 2.Cara Buckley’s essay 3.CT Guide applied to essay 4.Information from Institutional Research 5.On POV from our textbook 6.Critical thinking about career choices from our textbook 7. A critical thinking assignment on a research article 8.Narrative Summary of assessment process and data

Dr. Sharon Buzzard