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Introduction to I2A
& Critical Thinking
A session for UofLs
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 UofLs 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:
Using Critical Thinking to Foster Student
Learning and Community Engagement
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
The National Survey of Student Engagement (NSSE) is
considered to be one of the major assessment surveys
administered at UofL.
The NSSE has been administered four times at UofL (2001, 2003,
2005, and 2007).
Student-Faculty Interaction
Enriching Educational
Experience
Supportive Campus
Environment
Comparisons were made between the average responses from UofL in these
categories and the average responses of all schools that participated in the
2007 iteration of the NSSE survey.
Differences by Student Type within UofL
On-campus
vs Off-campus
Freshmen Freshmen
http://louisville.edu/ideastoaction/files/finalreport.pdf
From student focus groups:
Reduce the amount of
memorization required for
tests, I feel I dont learn as
One student even
much by doing this.
suggested that student Decrease the
learning could be memorization
improved by offering a required, cant
course that would aid remember it all.
in memorization.
(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 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 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 Skills
Cindy L. Lynch and Susan K. Wolcott, October 2001, The IDEA Center
Critical Thinking definition adopted for I2A
Critical thinking is
that results in
Reflecting upon
Questioning
Monitoring
Dr. Edna Ross, Delphi Specialist for Critical Thinking: Becky Clark
edna.ross@louisville.edu, 852-5105
Pam Curtis
Hannah Anthony, I2A Program Assistant Senior:
hannah.gatlin@louisville.edu, 852-7611 Kim Shaver
http://www.louisville.edu/ideastoaction