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Ideas to Action (I2A)Introduction to I2A & Critical Thinking
A session for UofL’s Division of Student Affairs
Michael Mardis, Ph.DPatricia 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 1991-2000Gellin, 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 ContinuedStudents’ 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 ParadigmThe (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 ThinkingIndividually, 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 ThinkingIn 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 ThinkingIn 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
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 SkillsCindy 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 Skills
Cindy 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: [email protected], 852-5171
Dr. Cathy Bays, Delphi Specialist for Assessment: [email protected], 852-5138
Dr. Edna Ross, Delphi Specialist for Critical Thinking: [email protected], 852-5105
Hannah Anthony, I2A Program Assistant Senior: [email protected], 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
