Ideas to Action
Critical Thinking to Foster
Student Learning and
Community Engagement
Ideas to Action Implementation
Ideas to Action (I2A) is our Quality
Enhancement Plan (QEP), and we need
to show measurable progress to SACS
by April 2012.
Why I2A?
“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,
2007]
From student focus groups:
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“Reduce the amount of memorization required for
tests, I feel I don’t learn as much by doing this.”
“Decrease the memorization required, can’t
remember it all.”
“Too much memorization and no sufficient critical
analysis.”
“The subject testing is not challenging due to
memorization.”
“Regurgitated material (can just read chapters for
tests).”
One student even suggested that student learning
could be improved by offering a course that would
aid in memorization.
What’s in it for us?
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Beyond keeping our accreditation?
Re-affirmation of the centrality of a liberal
arts foundation for every University student
A framework for thinking about the education
we provide as we attract increasingly betterprepared students.
Resources to support teaching and curriculum
development
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
I2A: The Learning Paradigm
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The (OLD) Instruction Paradigm Mission
and 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
What is Critical Thinking?
Some definitions:
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 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.
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
Paul-Elder
Critical Thinking Model
Model has three components:
1.
2.
3.
Intellectual Standards
a) Also called the ‘standards of critical thinking’
b) Can be viewed as ‘filters’
Elements of Thought
a) Also known as the basic building blocks of reasoning
b) The tools for all complex thinking
Intellectual Traits
a) Also known as “virtues of mind”
b) Are acquired as a result of constant application of
intellectual standards to the elements of thought
Paul-Elder
Critical Thinking Model
Intellectual standards must be applied to
The elements of thought in order to
develop
Intellectual traits which will produce a
well-cultivated
Critical thinker
The result: a well-cultivated
critical thinker
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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
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
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Standards for Thinking
CLARITY
DEPTH
Could you elaborate?
What factors make this difficult?
Could you illustrate what you mean?
What are some of the complexities of
Could you give me an example?
this question?
What are some of the difficulties we need to
ACCURACY
deal with?
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
RELEVANCE
How does that relate to the problem?
How does that bear on the question?
PRECISION
How does that help us with the issue?
Could you be more specific?
Could you give me more details?
Could you be more exact?
From: Paul, R. & Elder, L. (2006), Critical Thinking (2nd Ed.). Upper
Saddle River, N.J.: Pearson Prentice Hall.
Standards for Thinking
LOGIC
BREADTH
Does all of this make sense together?
Do we need to look at this from another
Does your first paragraph fit in with your
perspective?
last one?
Do we need to consider another point of view?
Does what you say follow from the
Do we need to look at this in other ways?
evidence?
FAIRNESS
SIGNIFICANCE
Is my thinking justifiable in context?
Is this the most important problem to
Am I taking into account the thinking of
consider?
others?
Is this the central idea to focus on?
Is my purpose fair given the situation?
Which of these facts are most important?
Am I using my concepts in keeping with
educated usage, or am I distorting them to get
From: Paul, R. & Elder, L. (2006), Critical Thinking (2nd
Ed.). Upper Saddle River, N.J.: Pearson Prentice Hall.
what I want?
Elements of Thought applied to
Abnormal Psychology
From: Paul, R. & Elder, L.
(2006), Critical Thinking
(2nd ed.). Upper Saddle
River, N.J.: Pearson
Prentice Hall.
I2A Structure and Support
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I2A Task Group and Subcommittees
Paul-Elder critical thinking model faculty
pilot group, Spring 2008
I2A and Critical Thinking information
sessions and workshops
I2A Structure and Support
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I2A Incentive Grants (Spring 2008)
I2A Website w/ Resources (Jan 08)
I2A Delphi Specialist in Culminating
Experiences
I2A Campus Collaborations (SPI, Civic
Engagement, Student Affairs)
Critical Thinking Outcomes:
Biology 465: Principles of Physiology - Lecture Format
Already Doing (Blackboard)
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Ask question to class
(Identify a
problem)
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Students collect facts
(Background
Research)
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Evaluation of those facts
(construct a hypothesis)
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Evaluate any assumptions
(Analyze the data)
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Students interact
(Communicate results)
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Critical Thinking Model
Elements of Reasoning–
Purposes, questions,
assumptions, etc
Intellectual Standardsaccuracy, precision,
relevance, etc
Intellectual traits developedconfidence in reasoning,
perserverance, empathy, etc
Critical Thinking Outcomes:
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Despite being driven by mandates…if
embraced by our faculties…this initiative may
be one of the most significant things we can
do for our students.
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:
Comm 370 Desktop Publishing –
Corporate Identity Package
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Identify a problem: students meet with
“client”
Analyze facts of situation: students write
“project brief”
Communicate important elements: brief
requires students to articulate strategic
thinking.
Gather relevant situational information: brief
requires students to collect pertinent data
Critical Thinking Outcomes:
Comm 370 Desktop Publishing –
Corporate Identity Package
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Interpret information effectively: brief
turned in prior to design work provides
indication of understanding
Establish relevant criteria and standards
for acceptable solutions: students use
brief as measuring stick for ideas
Develop alternatives: students turn in
hand drawn sketches
Critical Thinking Outcomes:
Comm 370 Desktop Publishing –
Corporate Identity Package
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Construct well reasoned solutions: writing of
brief prior to design work ensure students are
thinking about crucial issues
Support conclusions with fact: brief includes
sections requiring student to articulate
pertinent facts
Communicate decisions: project brief and oral
presentation to client of the work/designs
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
Critical Thinking Outcomes:
History 304 Historical Methods –
Essay
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Gather relevant situational information: the student
reads the relevant primary and secondary sources
Interpret information effectively: the student takes
detailed notes on anything related to the episode
under study
Establish relevant criteria for acceptable solutions:
the student assesses the information from the
sources to ensure its relevance to the hypothesis
Develop alternatives: the student puts aside any
information that is obviously irrelevant to the
hypothesis
Critical Thinking Outcomes:
History 304 Historical Methods –
Essay
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Clarify assumptions: the student ensures that the
hypothesis is consistent with the information gathered
from the sources
Construct well-reasoned solutions: the student
transforms the hypothesis into a thesis, which can be
supported step-by-step with the information from the
sources
Support conclusions with fact: the student arranges the
information from the sources so that it demonstrates
the validity of the thesis
Communicate decisions: the student writes an essay
that uses the information gathered to prove that the
thesis answers a question about twentieth-century
Kentucky history
Critical Thinking Outcomes:
English – Elements and Standards
As students progress through the English
curriculum, the assignments ask them
to use the elements of critical thinking
with increasing depth, breadth,
accuracy, clarity, logic, precision,
completeness, fairness, etc—the
intellectual standards of the Elder-Paul
model.
Critical Thinking Outcomes:
English 101 – Fourth Essay
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Analyze a problem: students analyze either the
Baldwin or the Will text
Apply concepts: they apply concepts like rhetorical
purpose” and “ethos”
Identify assumptions: students must identify the
unspoken premises on which Baldwin’s or Will’s
argument depends
Support conclusions with relevant facts and
arguments: they quote from the text to support their
description of how it “works”
Communicate conclusions: they write so as to
communicate most effectively with their intended
audience.
Critical Thinking Outcomes:
English 301 – Essay Test Question
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Analyze a problem: students bring a lot of content
knowledge to bear on analyzing the texts
Apply concepts: they apply concepts like “heroic
code” or “Ricardian circular narration”
Identify assumptions: they must clarify and test their
own assumptions about the attributes of texts from
various eras
Support conclusions with facts and arguments: they
describe content and formal features to explain how
they got to the right answer.
Communicate conclusions: they need to explain why
the features they identify lead only to the conclusion
they endorse
Critical Thinking Outcomes:
English 562 – Research Paper
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Analyze a problem: students must form a hypothesis
about which productions will generate a good thesis;
must do research to generate evidence; must
interpret the evidence; must write the thesis
Apply concepts: students must apply difficult
concepts like “text as social agent”
Identify assumptions: they must take into account
the values of the author of any review or production
description, as these are often among the best
evidence about the interaction of the work with its
culture
Critical Thinking Outcomes:
English 562 – Research Paper
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Support conclusions with facts and arguments:
students must decide which aspects of the
production are salient to their argument and judge
whether they have enough evidence to support their
thesis.
Communicate conclusions: students must write a
paper with appropriate research citations and present
it in class.
Critical Thinking Outcomes:
English – Elements and Standards
As students progress through the English
curriculum, the assignments ask them
to use the elements of critical thinking
with increasing depth, breadth,
accuracy, clarity, logic, precision,
completeness, fairness, etc—the
intellectual standards of the Elder-Paul
model.
Culminating Experiences
Allow students the opportunity to
demonstrate and reflect upon the
practical or “real world” application of
critical thinking skills inside or outside
of the classroom through community
engagement (local and global),
capstone courses, original research,
interdisplinary projects, etc.
Use of the Paul-Elder model of critical
thinking to habitually analyze parts of our
thinking and assess the quality of our
thinking leads toward becoming:
A Well-Cultivated Critical Thinker
A Well-Cultivated Critical Thinker
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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
Steps in the Scientific Method
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Ask a Question
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Do Background Research
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Construct a Hypothesis
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Test Your Hypothesis by Doing an Experiment
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Analyze Your Data and Draw a Conclusion
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Communicate Your Results
Culminating Experiences
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Discipline specific
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Modes of Inquiry: Purpose was to expose
students to discipline specific thinking
Develop approved guidelines
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Division level
Department level
?
Culminating Experiences in Biology
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Honors Thesis Projects
Capstone Courses - Discussion Format
Independent Research Projects
Community Based Projects
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Environmental
Health concerns
Culminating Experiences in English
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The English Department will decide if
the level of work represented by the
562 research paper is appropriate for a
culminating experience or not.
If it is, then the Department will decide
if the curriculum leading to it is
sufficient preparation in Critical
Thinking.
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
Culminating Experiences in History
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Internship
Senior Honors Thesis
Study Abroad Courses
Capstone Course (to be created)
Critical Thinking and the College of
Arts & Sciences: Where are we now?
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Critical Thinking is already integral to
courses across A&S
Many departments currently offer
Culminating Experiences
Critical Thinking and the College of Arts &
Sciences: What’s next?
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A&S Facilitators will ensure that by fall
2010, every department in the College
offers (1) several courses that explicitly
integrate Critical Thinking in their
curricula, and (2) one or more
Culminating Experiences
At every stage: Facilitators will work in
close consultation with departments
Critical Thinking and the College of Arts &
Sciences: Critical Thinking courses
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I2A Task Group assessing ways in which
courses in different departments currently
integrate Critical Thinking
Some faculty currently participating in pilot
program with courses that integrate Critical
Thinking at General Education, major, and
Culminating Experience levels
A&S Facilitators will set up a website giving
examples of Critical Thinking assignments
Critical Thinking and the College of Arts &
Sciences: Culminating Experiences
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A&S Facilitators are preparing guidelines for
Culminating Experience courses
Chairs should make inventory of existing
courses that will count as Culminating
Experiences, and (with their faculty) plan new
Culminating Experience courses
Nancy Theriot will provide assistance in
planning Culminating Experience courses
Critical Thinking and the College of Arts &
Sciences: The Role of the Facilitators
What can we do to help you with this?