1. Ideas to Action (i2a) Using Critical Thinking to Foster Student Learning and Community Engagement Presentation for EDTL Faculty March 4, 2009 1

2. Introductions CEHD i2a facilitators o Dr. Ann Larson o Dr. Cheryl Kolander CEHD i2a contributors o Dr. Joanne Webb o Dr. Jeff Valentine 2

3. Objectives Upon completion of this presentation participants will be able to: 1. Identify components of the i2a initiative. 2. Describe the components of the Paul-Elder critical thinking model, with an emphasis on the standards. 3. Recognize unit-specific examples related to i2a. 4. Formulate department specific strategies to infuse i2a in the EDTL curriculum. 3

4. Ideas to Action: The basics  Ideas to Action (i2a): Using Critical Thinking to Foster Student Learning and Community Engagement is our Quality Enhancement Plan (QEP).  Part of our accreditation report to SACS-COC to demonstrate our ongoing commitment to student learning  Our 10-year initiative we created to renew our focus on critical thinking and community engagement and the undergraduate experience. 4

5. Call to action at UofL “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 5

6. i2a : connecting classroom, campus and community 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 engagement 6

7. Critical Thinking Expectations: Exercise 1.What are the top thinking skills and/or thinking behaviors candidates need to demonstrate to be successful in your class, practicum and/or lab? 2.What changes in mindset (or mental models) do you want to see in candidates at the end of your time with them in the class, practicum and/or lab? 3.What thinking or behaviors do you find in candidates that presents a barrier to 1 and 2? 4.What is your most effective teaching strategy? 7

8. Critical Thinking & Faculty Paul, 1996 140 randomly sampled California college faculty indicate critical thinking is a primary objective of their instruction – could give a clear explanation of critical thinking – had difficulty describing how to balance content coverage with fostering critical thinking – could articulate how to assess critical thinking 89% 19% 77% 8-9%

9. a guide to belief and action. that results in the intellectually disciplined process Critical thinking is (From: Scriven and Paul, 2003) Understanding Concepts Appreciation Decisions Synthesize Application i2a Definition of Critical Thinking 9

10. 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 10 Miniature Guide page 2

11. Critical Thinking Reflection Questions: 1.How does the description of a well-cultivated critical thinker ( Miniature Guide page 2) compare with the list of answers to the critical thinking expectation questions 1 and 2? 2.What do you see in common with the two? 3.How does this fit with your ideas about what candidates need to be able to do in class, practicum, and or lab settings and beyond? 11

12. Faculty Perspective “I think that for decades I have given my students many opportunities to engage in critical thinking, and I have modeled critical thinking in class discussions. But I don’t think I can claim ever to have taught critical thinking in a systematic way. The model gives me a way to share a critical thinking vocabulary with students and to chart their progress. I know and can tell my students exactly what I am looking for.” Spring 2008 Pilot Program Participant, Department of English 12

13. Paul-Elder Critical Thinking Model Intellectual Standards Elements of Reasoning Intellectual Traits Must be applied to to develop Accuracy Clarity Relevance Logical Sufficiency Precision Depth Significance Fairness Breadth Which leads to deeper Purpose Question Point of view Information Inferences Concepts Implications Assumptions Humility Autonomy Fair-mindedness Courage Perseverance Empathy Integrity Confidence in reasoning 13

14. Social Work Practicum Faculty Original critical thinking prompt: Identify an ethical issue or high risk incident and analyze how you responded to it this month. Revised critical thinking prompt: 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? 14

15. Clarity: Understandable, the meaning can be grasped Accuracy: Free from errors or distortions, true Precision: Exact to the necessary level of detail Depth: Containing complexities and interrelationships Breadth: Involving multiple viewpoints Relevance: Relating to the matter at hand Logic: The parts make sense together, no contradictions Significance: Focusing on the important, not trivial Fairness: Justifiable, not self-serving (or egocentric) Standards for Thinking Richard Paul Keynote, 28 th International Conference on Critical Thinking Miniature Guide, 2008, pages 8-10 15

16. Communication Internship Report Assessment –Has the student provided a clear example and logical explanation of a situation and how they solved significant problem in their internship? –Has the student drawn upon relevant theory/conceptual underpinnings in solving problems? 16

17. i2a Assessment Vision –Process: Systematic, ongoing –Assess: Critical thinking Connect learning to the community –Purpose:Quality enhancement Accreditation accountability Goals –Value-added to existing measures –Direct and indirect measures –Faculty input and participation Task Group Subcommittee –“Big Picture” and “Nuts and Bolts” –Representation: Diverse faculty, staff, administration 17 http://louisville.edu/ideastoaction/what/assessment

18. Critical Thinking Assessment Global vs. Contextual Instruments –Watson-Glaser Critical Thinking Appraisal –California Critical Thinking Disposition Inventory and Skills Test –Holistic Critical Thinking Scoring Rubric by Facione & Facione Sample –Critical Thinking Self-Checklist –Critical Thinking Holistic Rubrics Written assessment incomplete measure of “thinking” skill Multiple measures 18

19. CEHD Assessment Hallmark Assessments Continuous Assessment System for Candidate Performance Assessment: CARDS 1-3 (initial candidates) CARDS 4-6 (advanced candidates) Assessments of Candidate Performance using the CEHD Conceptual Framework, Shaping Tomorrow: Ideas to Action, Constructs: Inquiry, Action, and Advocacy. Assessment of Candidate Dispositions, aligned with CF Constructs: Inquiry, Action, and Advocacy Assessment of Candidate Performance related to Professional Standards, aligned with CF Constructs: Inquiry, Action, and Advocacy 19

20. CEHD Assessment-Paul Weber EDTL 2008 Paul Weber Application Department-wide Hallmark Assessment Project that is aligned with: State and national standards Conceptual Framework i2a – Ideas to Action 20

21. CARDS System

22. Cards 1 – Critical Thinking Competencies

23. Cards 2

24. Cards 3

25. Trajectory of Growth in Critical Thinking

26. Cards 3 – Impact on Student Learning Connecting to our Community

27. i2a Components: Culminating Experiences Practical application of knowledge and critical thinking skills to address problem solving in “real world” contexts Course or credit bearing experiences Examples: Capstone Courses/Projects Internships Senior Theses Research Projects Service Learning Projects Other Independent Study Projects 27

28. Culminating Experience Process –Working with faculty and staff on a protocol for designating and designing CEs. –Considering Registrar designation for new and existing CE courses. Spring 2009 –CE Research and Development Project –FLC on Experiential Learning 28

29. Practicum/Field Critical Thinking Contextual Learning Intervention –6 month pilot study with 6 novice nurse/preceptor dyads –4 interrelated components: Narrative reflective journaling Individual interviews Preceptor coaching Leader-facilitated discussion groups –Progression: Anxiety → Questioning → Intentional Critical Thinking Forneris & Peden-McAlpine (2007) 29

30. Culminating Experience CEHD Exemplars SUN Grant –Jon Lee FLC on CE Research and Development –Sherri Brown EDTP 201 “Light, Camera, i2a” Project –Christine Sherretz Atkinson Elementary –Starr Lewis 30

31. Critical Thinking Strategies Literature Summary Groups or Cooperative Learning Questioning-Handout Faculty: –Plan critical thinking activities In and out of class Active participation in problem solving, Concept maps –Model critical thinking skills “Think Out Loud” protocol –Provide multiple, diverse, unique real-world exercises (novel situations) Simulated scenarios and Case studies Refute, debate, intuition, connection exercises Hart (1990), Halpern (1993), Youngblood & Beitz (2001) 31

32. EDTL Application Reflecting on the i2a initiative and the Paul- Elder Critical Thinking model, what revisions or modifications do you feel are important to consider with: 1. Hallmark Assessments 2. Depth of Knowledge Levels 3. Conceptual Framework 4. Course-specific activties 32

33. Next Steps for ‘U’ Culminating Experiences Research and Development Project (Spring 09) i2a Day (April 13, 2009) i2a Institute on Critical Thinking (May 27-29, 2009) Faculty Learning Community http://louisville.edu/ideastoaction/flc http://louisville.edu/ideastoaction/flc Collaborative Learning Community i2a Supporting Undergraduate iNnovation (SUN) Grants http://louisville.edu/ideastoaction/grants http://louisville.edu/ideastoaction/grants 33

34. For more information Please visit: http://louisville.edu/ideastoaction 34

35. Feedback Let us know through your i2a facilitators: 1.What was helpful about this session? 2.What questions were raised from this session? 3.What do you think are the next steps for you and/or the unit? 35