Ideas to Action
Critical Thinking to Foster
Student Learning and
Community Engagement
Patricia R. Payette, Ph.D.
January 9, 2008
Ideas to Action Implementation
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.
“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]
Higher Education in the 21st
Century
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Public accountability & SLO’s: state legislatures,
accrediting bodies and other stakeholders
New emphasis on intellectual, technical and practical
skills
UofL’s Metropolitan Mission not unusal
Emphasis on “deep learning,” integrative learning,
brain research, digital literacy, etc.
Shifts in traditional structures and divisions in the
academy
I2A: What are the components?
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 thesis,
service learning
project,
internship or
capstone project
that fosters
engagement
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.
We need to expose the explicit assumptions
of this “intellectually disciplined process”:
•What are the tools of each discipline?
•How are decisions or conclusions made?
•What are the “cognitive moves “or the process?
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:
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conceptualizing
applying
analyzing
synthesizing
evaluating
information
gathered from, or
generated by,
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observation
experience
reflection
reasoning
or
communication
The result: a well-cultivated
critical thinker (p. 4)
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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
8 Elements of Thought (p.5)
Whenever we think:
1.
2.
3.
4.
5.
6.
7.
8.
We think for a purpose
Within a point of view
Based on assumptions
Leading to implications and
consequences
Using data, facts and
experiences
To make inferences and
judgments
Based on concepts and
theories
To answer a question or
solve a problem
Elements of Thought
Wheel
9
Standards for Thinking (p.10)
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CLARITY
ACCURACY
PRECISION
DEPTH
RELEVANCE
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LOGIC
SIGNIFICANCE
BREADTH
FAIRNESS
Improve Thinking:
The Intellectual Traits (p. 16)
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Intellectual
Humility
Intellectual
Courage
Intellectual
Empathy
Intellectual
Autonomy
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Intellectual
Integrity
Intellectual
Perseverance
Confidence in
Reason
Fairmindedness
Paul-Elder Critical Thinking
Model
Intellectual Standards
Accuracy
Clarity
Relevance
Logic
Sufficiency
Precision
Depth
Significance
Fairness
Breadth
Intellectual Traits
Humility
Perseverance
Autonomy
Empathy
FairIntegrity
mindedness Confidence in
reasoning
Courage
Must be applied
to
Elements of Thought
Purposes
Inferences
Questions
Concepts
Points of view Implications
Information Assumptions
to develop
12
I2A in 2007-2008
Informational workshops
•Discipline-specific workshops with units
•Pilot Program to help faculty revise
assignments and courses
•I2A Task Group with reps from across
campus
•Revisiting U-wide assessment, faculty
rewards, collaborations
•New website and other resources
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What can you do?
Become aware of I2A
•Consider areas for collaboration
•Try common vocabulary around
critical thinking
•
Critical Thinking and a
Common Vocabulary:
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“I know my students know about asking
questions, analyzing data, making
assumptions, understanding precision,
accuracy, etc…..they just don’t understand
the terminology of critical thinking and that is
what they are actually doing.”
Critical Thinking Outcomes:
History 304 Historical Methods –
Essay
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Identify a problem: after determining which of the
three subject areas most interests them, the student
conducts preliminary reading and comes up with an
unanswered question about an episode falling in the
area
Analyze facts of situation: the student carries out
further reading in primary and secondary sources on
the topic, and proposes a hypothesis that answers
the question
Communicate important elements: the students
writes an essay proposal that introduces the
question, outlines the hypothesis, and explains what
sources will be used to support it
Culminating Experiences in
Communication
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Internship
Independent Study
Advanced PR
Advanced Advertising
Senior Practicum
Senior Thesis
Health Communication Issues in Belize
Computer Mediated Communication