Ideas to Action (I2A)

Introduction to I2A & Critical Thinking

A session for UofL’s Division of Student Affairs

Michael Mardis, Ph.D

Patricia R. Payette, Ph.D.

Hannah Anthony

February 6, 2008

Session Objectives

• Introduce participants to basic information about UofL’s “Ideas to Action”

• Challenge participants to work individually and in groups to articulate their understanding of “critical thinking”

• Clarify the definitions of critical thinking adopted by I2A

• Explore what participants can do to promote critical thinking in their everyday work

Ideas to Action:

Ideas to Action (I2A) 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.

Using Critical Thinking to Foster Student Learning and Community Engagement

The Effect of Undergraduate Student Involvement

on Critical Thinking: A Meta-Analysis of the

Literature 1991-2000

Gellin, A., Journal of College Student Development, November/December 2003, 44,

No. 6

“Implication from findings - strengthened institutional relationships as student affairs

administrators can work with academic affairs administrators to help facilitate the

higher education goal of increasing undergraduate critical thinking.” (Pg.

758)

Gellin Continued

Students’ participation in co-curricular activities such as Greek life, clubs and organizations,

faculty and peer interaction, as well as living on campus has a significant effect on helping

students develop the ability to think critically. “Students involved in a variety of activities acquire multiple points of view

and perspectives that may encourage them to reevaluate their prior opinions of the world. This accumulation of experiences may contribute to gains in critical thinking and illustrates how undergraduates can benefit

from their involvement in the overall college environment.” (pg 754)

“The findings in this study suggest that students involved in a variety of co-curricular activities experience a significant gain in critical thinking as

compared to students who are not involved. Thus, institutions may want to continue to support activities outside the classroom because these activities may provide value to students in the form of critical thinking

gains.” (pg 757)From The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of the Literature 1991-2000

Gellin, A., Journal of College Student Development, November/December 2003, 44, No. 6

NSSE Overview

Categories

Comparisons were made between the average responses Comparisons were made between the average responses from UofL in these categories and the average responses from UofL in these categories and the average responses of all schools that participated in the 2007 iteration of of all schools that participated in the 2007 iteration of the NSSE survey.the NSSE survey.

NSSE groups items together under five broad categories:

Differences by Student Type within within UofLUofL

Result: On-campus freshmen had a significantly higher average response for the category of

Enriching Educational Experiences.

This implies that those living on campus indicated a greater satisfaction with enriching educational

experiences than those living off campus.

vs

Multivariate Results (Freshmen)

Multivariate Results (Seniors)

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

From student focus groups:

What’s in it for us

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

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

UofL’s Metropolitan Mission not unusual

Emphasis on “deep learning,” integrative learning, brain research, digital literacy, etc.

Shifts in traditional structures and divisions in the academy

Employers Advise Colleges Where to Focus Resources to Assess Student Learning

One/Two Practices to Which Colleges Should Devote Resources

All Employers

Faculty-evaluated internships or community-based learning experiences

50%

Essay tests that measure students' problem-solving, writing, and analytical-thinking skills

35%

Electronic portfolios of students' work, including examples of accomplishments in key skill areas and faculty assessments of them

32%

Faculty-evaluated comprehensive senior projects demonstrating students' depth of skill in major & advanced problem-solving, writing, and analytic-reasoning skills

31%

Tests that show how a college compares to others in advancing students' critical-thinking skills

8%

Multiple-choice tests of general content knowledge 5%From How Should Colleges Assess And Improve Student Learning

Peter D. Hart Research Associates, Inc., January 2008, Association of American Colleges and Universities

I2A: What are the components?

• Integral part of I2A, not peripheral

• Holistic conception of the student experience (curricular and co-curricular)

• Prepares students for life beyond the campus

• Aligns with the existing focus on student development

Student Affairs & I2A

Student Affairs & I2A…the next steps!

Familiarity with shared goals and missions (ie. The Office of Civic Engagement, Leadership & Service)

Shared vocabulary around critical thinking (Paul-Elder Model)

Opportunities for culminating experiences outside the traditional format

Student Interest Group (Fall 2008)

Other opportunities

Define Critical Thinking

Individually, use a short phrase to complete these sentences. Write down

each response on a sticky note.

Critical thinking is ________________________.

Critical thinking is not _____________________.

Define Critical Thinking

In groups of 5-6, debrief and try to come to a consensus. Write down each of your

responses on two separate sheets of your flip chart.

Critical thinking is ________________________.

Critical thinking is not _____________________.

Define Critical Thinking

In your groups, together decide what it “looks

like” when students and/or you and your

colleagues are thinking critically. Draw a

picture on your flip chart sheet that

highlights critical thinking within your field.

(Ex. When students are engaged in critical thinking in my field or department, it looks (Ex. When students are engaged in critical thinking in my field or department, it looks

like this. When my colleagues and I are engaged in critical thinking it looks like like this. When my colleagues and I are engaged in critical thinking it looks like

this.)this.)

What is Critical Thinking?

“Higher-Order Thinking”

“Complex Thinking”

What is Critical Thinking?

The words ‘critical’ and ‘criteria’ come from the same root word meaning judgment

The words ‘critical’ and ‘criteria’ come from the same root word meaning judgment

Critical Thinking is reasonable, reflective

thinking that is focused on deciding what to believe or do. (Robert Ennis)

Critical Thinking is reasonable, reflective

thinking that is focused on deciding what to believe or do. (Robert Ennis)

Critical thinking = “Grappling with open-ended problems”“Effective personal and professional

functioning requires dealing with open-ended problems that are

fraught with significant and enduring uncertainties about such issues as

the scope of the problem, interpretations of relevant

information, range of solution options, and potential outcomes of

various options.”From Helping Your Students Develop Critical Thinking Skills

Cindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center

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

Critical Thinking definition adopted for I2A

(From: Scriven and Paul, 2003)

What are the “intellectual tools” that you use in your work?

What does this “process” look like in field, in your discipline, in your division?

What guides your beliefs and actions in the Division of Student Affairs?

Critical thinking is the intellectually disciplined process

that results in a guide to belief and action.

The tools for this “process” include actively and skillfully:conceptualizingapplyinganalyzingsynthesizingevaluating

information gathered from, or generated by,

observationexperience reflection reasoningor communication

Critical Thinking definition adopted for I2A

(From: Scriven and Paul, 2003) Critical thinking is the intellectually

disciplined process that results in a guide

to belief and action.

What Critical Thinking is NOT

The problem of “egocentric” thinking:

Leads to self-serving perspectives and evaluations

Leads to a false sense of objectivity

Leads to flawed thinking

Lends itself to the unconscious substitution of subjective intuitions for intellectual standards in thinking

Instead of: Its true because I believe it

Its true because we believe it

Its true because I want to believe it

Its true because I have always believed it

Its true because its in my selfish interest to believe it

…we want to foster an awareness that critical thinking is more than

thinking, it’s:

Reflecting upon

Questioning

Monitoring

…my very reasoning itself in order to continuously improve my thinking.

It’s “thinking things through.”

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/)

What you can do:1. Become aware and discuss with your colleagues how and

why critical thinking is important to your work.

2. Model for students—in a very explicit way—how you “think things through.” Give the gift of your time, your mentorship in issues large and small.

3. Remember that students are on a developmental path. Meet them where they are in terms of their readiness for complex decision making. Sometimes the comfort zone is for absolute “rights and wrongs.”

4. Never forget that at the heart of critical thinking is learning to ask relevant, important questions. To re-evaluate, to reconsider and reflect on the answers –and then ask the next set of questions—are the intellectual habits of mind we wish to cultivate in our students.

I2A Team

Dr. Patty Payette, I2A Executive Director: patty.payette@louisville.edu, 852-5171

Dr. Cathy Bays, Delphi Specialist for Assessment: cathy.bays@louisville.edu, 852-5138

Dr. Edna Ross, Delphi Specialist for Critical Thinking: edna.ross@louisville.edu, 852-5105

Hannah Anthony, I2A Program Assistant Senior: hannah.gatlin@louisville.edu, 852-7611

Student Affairs Facilitators:

Dr. Michael Mardis

Michael Anthony

Becky Clark

Pam Curtis

Kim Shaver

http://www.louisville.edu/ideastoaction

http://www.louisville.edu/ideastoaction