1. Ideas to Action (i2a) Using Critical Thinking to Foster Student Learning and Community Engagement Presentation for Dental Hygiene Faculty December 11, 2008 1

2. Introductions Dental Hygiene Program i2a facilitators –Dr. Jill Butters –Dr. Lee Mayer Dental Hygiene Program FLC Participants Spring 2009 –Susan Collier, R.D.H., M.S.Ed. –Jacqueline Singleton, R.D.H., M.Ed. 2

3. i2a Staff Dr. Patty Payette Executive Director Dr. Cathy Bays i2a Specialist for Assessment Dr. Edna Ross i2a Specialist for Critical Thinking Dr. Eileen McFall i2a Specialist for Culminating Experiences Hannah Anthony Program Coordinator 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 Timeline 2005-2006 – Call for “Big Idea” 2006-2007 –SACS reaccreditation visit (April 2007) 2007-2008 –i2a staff-team formed and housed in the Delphi Center –Paul-Elder Critical Thinking Model chosen –Pilot Faculty Learning Community (FLC) on Critical Thinking –i2a website is launched –i2a Student Learning Outcomes approved 2008-2009 –i2a Team is complete with CE specialist –i2a SUN Grants launched –FLCs on Critical Thinking, Experiential Learning and Culminating Experiences –i2a Day (April 2009) and i2a Institute (May 2009) 6

7. i2a : connecting classroom, campus and community 7

8. What is Critical Thinking? Working in groups of 2-3, you will need a flip chart and a marker to: 1)On the first large sheet of paper, discuss and decide together how you will answer the following: “Critical thinking is ________(fill in the blank with 1-4 words)” 2)On the same sheet below your answer, fill in: “I see or hear critical thinking when my students are_____(fill in the blank by completing this sentence)” 3) On a second large sheet of paper, discuss and decide together how you will answer the following: “Critical thinking is not_____(fill in the blank with 1-4 words)” 4) On the same sheet below your answer fill in: “When my students are not thinking critically, I notice_________(fill in the blank)” When you are done, put the first sheet on the wall on one side of the room and put the other sheet on the opposite wall. 8

9. Critical Thinking & Faculty Paul, 1996 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%

10. (From: Scriven and Paul, 2003) Understanding Concepts Appreciation Decisions Synthesize Application i2a Definition of Critical Thinking 10

11. 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 11 Miniature Guide page 2

12. 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 previous question? 2.What do you see in common with the two? 3.How does this fit with your ideas about what students need to be able to do in college and in the world beyond? 12

13. Critical Thinking Model Adopted for i2a Richard Paul-Linda Elder model Agreed upon by all reviewers (virtually perfect inter-rater reliability) Most comprehensive (many ‘models’ merely narratives) Discipline neutral terminology Provides a common language/terminology for discussing, modeling and measuring critical thinking that can be readily applied to all disciplines Has a wealth of discipline specific resource materials http://www.criticalthinking.org 13

14. 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 14

15. 8 Elements (Structures) of Reasoning Whenever we think, 1.We think for a purpose 2.Within a point of view 3.Based on assumptions 4.Leading to implications and consequences 5.Using data, facts and experiences 6.To make inferences and judgments 7.Based on concepts and theories 8.To answer a question or solve a problem Miniature Guide pages 3-7 15

16. Miniature Guide, 2008, p. 3-6 16

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18. Universal Intellectual Standards for Thinking 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? Miniature Guide pages 8-10 18

19. Clarity: Understandable, the meaning can be grasped Accuracy: Free from errors or distortions, true Precision: Exact to the necessary level of detail Relevance: Relating to the matter at hand Depth: Containing complexities and interrelationships Breadth: Involving multiple viewpoints Logic: The parts make sense together, no contradictions Significance: Focusing on the important, not trivial Fairness: Justifiable, not self-serving (or egocentric) Universal Intellectual Standards for Thinking Richard Paul Keynote, 28 th International Conference on Critical Thinking 19

20. The Essential Intellectual Traits Intellectual Humility Intellectual Courage Intellectual Empathy Intellectual Autonomy Intellectual Integrity Intellectual Perseverance Confidence in Reason Fairmindedness Miniature Guide pages 13-15 20

21. Why do we need to describe the Intellectual Traits? These “Traits” are a way to describe the kinds of habits of mind—the thinking qualities and abilities—that we want to cultivate in our students. Think back to the qualities we described in the ideal graduate. 21

22. Universal Intellectual Traits Faculty Exemplars Nursing 361--Pat Martin Revised Clinical Evaluation: Objective 2- Demonstrate professional behavior in the community Demonstrates Intellectual Integrity Appearance is neat, clean, and professional at all times during clinical Dresses appropriately for clinical situations (meetings, interviews with administrators, etc) Utilizes time effectively and efficiently during clinical hours. Demonstrates ethical behavior, including the ability to maintain client and community-level confidentiality. Submits completed assignments by appropriate due date Arrives on time for clinical and is present throughout the assigned clinical time Responds professionally to guidance from clinical instructor. Adheres to the policies as published in the School of Nursing and U of L handbooks Demonstrates actions and behaviors that act in the best interest of the client and others in the community setting. Displays behavior in the clinical setting that is not judgmental, discriminatory, or inflammatory. Collaborates with clients and others in the community setting to provide quality care Maintains confidentiality in the clinical setting Displays behaviors that protect the health and safety of clients in the community setting Accepts constructive criticism from clinical faculty member 22

23. 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 23

24. 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 24

25. 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 Dr. Eileen McFall, i2a Specialist for CEeileen.mcfall@louisville.edueileen.mcfall@louisville.edu 25

26. i2a : connecting classroom, campus and community 26

27. 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 27 http://louisville.edu/ideastoaction/what/assessment/assessment-methods.html

28. Dental Hygiene Case Study for Critical Thinking You are the hygienist who will be providing care for Mr. Smith. –What treatment plan would you recommend? –What is your initial reaction to this situation? –How would you begin to address this problem? 28

29. Dental Hygiene Case Study for Critical Thinking Key Question: What problem am I addressing? Information: What information do I need? Implications & Consequences: What are the implications of my proposed solution? Point of View: Whose point of view is important to consider? Interpretation & Conclusions: What are the judgments that will allow me to know if I’ve been successful? Essential Concepts: What information do I need to apply to correct the problem? Assumptions: What am I taking for granted? 29

30. Dental Hygiene Case Study for Critical Thinking Answer the following questions: 1.Purpose: What am I trying to accomplish? 2.Question: What problem am I addressing? 3.Information: What information do I need to correct the problem? 4.Concepts: What concepts will I use to correct the problem? 5.Assumptions: What am I taking for granted? 6.Consequences: What are the implications of my proposed solution? 7.Point of View: Whose point of view is important to consider? 8.Conclusions: How will I know if I am successful? 30

31. Dental Hygiene Case Study for Critical Thinking Clinical Reflection Questions: 1.What do you want to accomplish? 2.What questions will you ask/answer to achieve your purpose? 3.What information and concepts are essential to achieve your purpose? 4.How will you know if you have been successful at accomplishing your purpose? 31

32. i2a Engagement Campus-Wide i2a informational sessions and workshops Consultations/projects with faculty or departments (e.g. Speed co-op project) Collaborations with academic & student affairs staff (e.g. Collaborative Learning Community) Ongoing campus collaborations (e.g. Signature Partnership Initiative) 32

33. Next Steps for ‘U’ Culminating Experiences Research and Development Project (Spring 09) i2a Institute on Critical Thinking (May 09) i2a Day (Spring 09) 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. Evaluation 1. How effective was this session at increasing your knowledge of the i2a initiative? A=Not at all effective B=Somewhat effective C=Very effective 35

36. Evaluation 2. How effective was this session at increasing your knowledge of the Paul- Elder critical thinking model? A=Not at all effective B=Somewhat effective C=Very effective 36

37. Evaluation 3. What is the likelihood that you will use these critical thinking components (Elements, Standards, Traits) in your work with students? A=Not at all B=Somewhat possible C=Very possible 37

38. 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? 38