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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
-35
-30
-25
-20
-15
-10
-5
0
5
10
15
Solving
Confidence
Sophistication
UnderstandConcept
ApplyConcept
RealWorldConnection
Interpreting
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
EBP
Hypothesis
generation
Algorithms
Reflection-
In-Action
Active
Experimentation
Decision Making
Surprise!
Reflection–
On-Action
Post-Activity
Self-Reflection
Discussion Boards
Journals
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 Needed
Evaluate 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 assessed
Physical therapy
The information literate student evaluates information and
its sources critically and incorporates selected information
into his or her knowledge base and value system
Physics
The information literate student selects the most
appropriate investigative methods or information retrieval
systems for accessing the needed information.
Political science
The 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 Skills
http://www.csulb.edu/divisions/aa/ge/faculty/skills/index.html
Information literacy Value Rubric
http://www.aacu.org/value/rubrics/pdf/InformationLiteracy.pdf
View these slides
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”

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Csulb assessment forum presentation

  • 1. 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
  • 2. 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
  • 3. 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
  • 4. 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?
  • 5. The Data / Solutions • Value-added assessment pre/post instruction: • Intervention: UD Physics Majors, support CT -35 -30 -25 -20 -15 -10 -5 0 5 10 15 Solving Confidence Sophistication UnderstandConcept ApplyConcept RealWorldConnection Interpreting After (N=78) Before (N=119)
  • 6. 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.
  • 7. 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.
  • 8. 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)
  • 9. Critical Thinking in Physical Therapy
  • 11. 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
  • 12. 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)
  • 13. 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 Needed Evaluate Information and its Sources Critically Use Information Effectively to Accomplish a Specific Purpose
  • 14. 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.
  • 15. IL outcomes that can be assessed Physical therapy The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system Physics The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. Political science The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
  • 16. 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
  • 17. Additional information CSULB Assessment of General Education Essential Skills http://www.csulb.edu/divisions/aa/ge/faculty/skills/index.html Information literacy Value Rubric http://www.aacu.org/value/rubrics/pdf/InformationLiteracy.pdf View these slides
  • 18. 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”

Hinweis der Redaktion

  1. Just demographics … but mention significant population of 1st gen / underrep / low income, striving for STEM careers.
  2. ALL course activities measured against this rubric … existence if more important than details … last part of rubric / group work … skeptic, how to sue work that group or self has made , how can you trust someone’s work CT in the coruse.
  3. “Interpreting” is the CT measure … can you make sense of your solution, or do you just leave it as “math’s done, wcpgw?”
  4. Phys therapy: Applies current knowledge, theory, clinical judgment, and the patient’s values and perspective in patient management. (Clinical Reasoning)
  5. Phys therapy: Applies current knowledge, theory, clinical judgment, and the patient’s values and perspective in patient management. (Clinical Reasoning)
  6. Incorporating critical thinking into a course increases the level of information literacy skills needed. For the three courses presented it is possible to see how each course uses information literacy skills to enable the cognitive thought process