Critical Thinking at CSULB

Best Practices from Three Disciplines

Galen T. Pickett Mary Caputi Jody Cormack Tiffini Travis

Professor, Physics & Astronomy

Professor, Political Science

Assoc. Professor, Physical Therapy Librarian

Introductory Comments: Critical Thinking at CSULB

• GE and the LEAP Model

• Critical Thinking as a way of life

• Three disciplines – Physics, Political Science, Physical Therapy

• Information Literacy a crucial aspect of critical thinking

The Course: PHYS 151

• First in a 3-semester sequence• Engineering / Physical Sciences / Biochem• 600 head count / year • Content: “Mechanics and Heat”• Logistics: large lecture / small laboratory• Homework / Social Homework / Laboratory

The Rubric (Physical Problem Solving)

• DIRECTOR: Plans solution, identifies givens, unknowns

• INVESTIGATOR: Makes ideas in the plan quantitative / researches

• EXECUTIVE: Synthesizes the ideas, does mathematics

• SKEPTIC: Did problem get solved, what assumptions, what are limits?

The Data / Solutions

• Value-added assessment pre/post instruction:

• Intervention: UD Physics Majors, support CT

Solving

Confidence

Sophistication

Understand Concept

Apply Concept

Real World Connection

Interpreting

-35-30-25-20-15-10

-505

1015

After (N=78) Before (N=119)

Three Examples of Critical Thinking Skills As Used in Political Science

1. Distinguishing a Fact From an Opinion.

Ex: Sending aid to Haiti is a futile project.

2. Does the Reasoning Support the Conclusion?

• Ex: My daughter has managed to get all her needed classes at CSULB. Therefore, the state legislature need not procure more funding for public education.

3. Are There Fallacies in the Reasoning?

• Ex: The Supreme Court’s defending Obamacare is just the first step toward a government-controlled economy. There goes free enterprise and the American way. (“Slippery Slope” Reasoning)

Critical Thinking in Physical Therapy

Reflection-For-Action

EBPHypothesis generationAlgorithms

Reflection- In-Action

Active Experimentation Decision Making

Surprise!

Reflection– On-Action

Post-Activity Self-Reflection

Discussion BoardsJournals

Wainwright et al., 2010;Plack & Santasier, 2004;Schon 1987

Reflection-for-Action Activity: As part of an online course, students apply the following

algorithm to written and video cases

Graded on level of self-reflection, not accuracy of answers

Reflection-on-Action Activity: While on their first internship, students are put into Beachboard

discussion groups according to their practice setting

– At least 1 person per week posts a critical incident• Any experience that was unique, complex, or confusing

resulting from direct patient care• Clearly and concisely describe patient issue, what you did,

and what surprised you, and what you did about it• Include reflection on what you might do differently

– Each person in the group should respond• Knowledge - ask questions to seek further information• Knowledge - Provide references• Personal experience (similar critical incident and solution)

– Graded on depth of discussion (Dunfee et al, 2008)

Information literacy is not just a research paper!

Learner centered classrooms that require decision making based upon data, theory,

research, or information require students to use higher order information literacy skills

These skills are demonstrated and measurable beyond traditional “library” research:

Determine the Extent of Information NeededEvaluate Information and its Sources Critically

Use Information Effectively to Accomplish a Specific Purpose

Problem based learning and IL

Physical therapy: Evidence based practice.

Physics: Critical analysis of information in the lab setting. Extrapolating new knowledge from the data gathered

Political science: Distinguishing a fact from an opinion.

IL outcomes that can be assessedPhysical therapyThe information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

PhysicsThe information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

Political scienceThe information literate student articulates and applies initial criteria for evaluating both the information and its sources.

Misconceptions about Information Literacy

Every assignment needs outside research to assess information literacy skills

Every course needs to get a library instruction session for students to learn these skills

Every information literacy standard needs to be addressed and assessed in every course

Additional information

CSULB Assessment of General Education Essential Skillshttp://www.csulb.edu/divisions/aa/ge/faculty/skills/index.html

Information literacy Value Rubric http://www.aacu.org/value/rubrics/pdf/InformationLiteracy.pdf

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Concluding Comments• Assessment of critical thinking very diverse – recognize diversity of

approaches among all the faculty

• Tied into LEAP outcomes, program-level outcomes, and specific course learning outcomes

• Assessment in the classroom based on disciplinary-specific guidelines (what determines competency)

• With information literacy competency, it is crucial to shed misconceptions about “information literacy”