QEP Implementation Plan Spring 2007
Fall 2009
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(Updated August 2008)
Angelina College has
identified three critical thinking learning outcomes consequent to the
implementation of critical thinking skills in the curriculum: (1)
Angelina College administration, faculty, and staff will have a common
understanding of the tools and concepts of critical thinking; (2) all
Divisions will execute tools for teaching critical thinking across the
curricula; and (3) graduates of Angelina College will have the ability
to adapt and apply critical thinking skills and strategies in their
academic, professional and personal lives.
To evaluate the
implementation process and to assess student learning outcomes as they
relate to critical thinking, six assessment tools will be utilized: the
Community College Survey of Student Engagement (CCSSE), California
Critical Thinking Skills Test (CCTST), Faculty Learning Community (FLC)
Student Learning Survey, the Angelina College Critical Thinking Rubric,
the Student Learning Outcomes Assessment (SLOA) and the Course
Assessment Plan Summary of Findings (SOF).
Community College Survey of Student Engagement (CCSSE):
The CCSSE provides
information on
student
engagement which is a key indicator of learning. The survey
asks questions that assess institutional practices and student behaviors
that are correlated highly with student learning and student retention.
The CCSSE contains questions that refer to students perceptions of
their ability to think critically. (See Addendum)
International
Critical Thinking Basic Concepts & Understanding Online Test:
The International Critical Thinking Basic Concepts and
Understandings Test is a three part, 100 item test (developed by Dr.
Linda Elder, Dr. Richard Paul, and Rush Cosgrove) that focused on the
five essential dimensions of critical thinking:
1. Analysis of thought
2. Assessment of thought
3. Dispositions of thought
4. The skills and abilities of thought
5. Barriers to critical thought
California Critical
Thinking Skills Test (CCTST-2000):
The CCTST is a 34-item
multiple choice test that targets core CT skills of analysis,
interpretation, inference, evaluation, and explanation.
Faculty Learning
Community (FLC) Student Learning Survey:
Over the course of three
semesters, faculty from each discipline will be involved in a training
and implementation cycle. This cycle will involve intensive training,
peer consultation, self-directed learning, and evaluation. This concept
is known as a Faculty Learning Community (FLC). An FLC involves
a group of 6 15 faculty members (8 12 recommended size) from various
disciplines engaging in an active, collaborative, yearlong program with
a curriculum that focuses on enhancing teaching and student learning.
Research suggests (Cox, 2004) that peer consultation over an extended
period of time has been found to be more effective in achieving
professional development in the area of student learning than workshops
facilitated by expert consultants.
The FLC Student Learning
Survey is an instrument that measures student learning outcomes as
perceived by the instructor
Student Perception of
Critical Thinking in Instruction:
An instrument developed by the Foundation for Critical Thinking that
measures critical thinking instruction as perceived by the student..
Angelina College Critical Thinking Rubric/Critical
Thinking Grid:
The Critical Thinking Rubric and the Critical Thinking Grid
(developed by the Foundation for Critical Thinking) are instruments
designed to enable instructors to gather data that measures an
identified critical thinking learning outcome.
Student Learning
Outcomes Assessment (SLOA):
The SLOA provides a
structure for faculty to specify in written format the learning outcome
to be measured, how it will be measured, and the actual results of the
analysis.
Course Assessment
Plan Summary of Findings (SOF):
The SOF compiles
outcomes assessed in a particular semester by individual instructor. It
specifies the type of outcome assessed and records whether outcomes were
achieved.
Cycle 1 Spring
2007 Fall 2008
Phase 1 Beginning Spring 2007
On February 16, 2007
February 20, 2007, the Coordinator of Institutional Effectiveness and
QEP attended the 26th Annual Conference on the First Year
Experience in Addison, Texas. Sessions regarding learning communities
and critical thinking were attended.
In March/April 2007,
the CCSSE was administered. (This survey was first administered at
Angelina College in Spring 2005.) All completed surveys for inclusion
in data analysis were submitted by May 2007.
Baseline data for the
CCTST was needed in order to obtain comparison data for pre/post test
scores on the CCTST (that will be obtained Fall 2008). In March 2007,
the Coordinator of IE/QEP obtained a listing of students who had applied
for graduation. A sample of these individuals were administered the
CCTST during the week of April 16, 2007 April 20, 2007. The
web-administration took place in the Angelina College Testing Center.
Summer 2007
On June 20, 2007 June
23, 2007, the Coordinator of IE/QEP attended the 2007 New FLC Developers
and Facilitators Conference.
Six faculty members have been selected by each
Division Director and have been identified as Division Facilitators.
These facilitators were the first FLC (FLC1) at Angelina College:
Business Division
Keith New
Fine Arts Burlon
Wilkerson
Health Careers Alyssa
Bass
Liberal Arts Edith
Miller
Science and Math
Division Charlotte Barker
Technology and Workforce
Division Tara Newman
Each division has alternate facilitators. These
alternate facilitators will become the FLC2 in the Spring of 2008:
Business Division
Occie Cluff
Fine Arts Beckie
Compton
Health Careers Marilyn
Craig
Liberal Arts Debbie
Jenke
Science and Math
Division Tom Dudley
Technology and Workforce
Division Vicky Milstead
On July 20, 2007 July 22, 2007, four members of
the FLC1 attended the Annual International Conference of the Foundation
for Critical Thinking Pre-Conference.
On August 24, 2007, a
Division Facilitator Planning Retreat was held. The facilitators
received information regarding faculty learning communities and the
status of QEP. This retreat was also to plan for the Fall semester.
Fall 2007
During Fall 2007, the
FLC 1 was involved in several critical thinking training sessions.
These training sessions involved compiling and discussing content
obtained from the conference. The curriculum the FLC1 follows is based
on information from the text Critical Thinking: Tools for Taking
Charge of Your Learning and Your Life, 2nd Edition (2006)
by Richard Paul and Linda Elder.
Training Sessions
|
Date |
Topic/Activity |
|
09/14/07 |
Introduction/Planning
Session |
|
09/25/07 |
Becoming a Fair-minded
Thinker (Chapter 1)
The First Four Stages of
Development (Chapter 2)
Self Understanding (Chapter
3) |
|
10/16/07 |
The Parts of Thinking
(Chapter 4)
The Standards of Thinking
(Chapter 5)
Asking Questions that Lead
to Good Thinking (Chapter 6) |
|
10/23/07 |
Master the Thinking, Master
the Content (Chapter 7)
Discover How the Best
Thinkers Learn (Chapter 8)
Redefining Grades as Levels
of Thinking and Learning (Chapter 9) |
|
10/30/07 |
Making Decisions and Solving
Problems (Chapter 10)
Deal With Your Irrational
Mind (Chapter 11)
How to Detect Media Bias and
Propaganda (Chapter 12) |
|
11/13/07 |
Fallacies (Chapter 13)
Developing as an Ethical
Reasoner (Chapter 14)
Learning and Using
Information Critically and Ethically Part 1 (Chapter 15)
Learning and Using
Information Critically and Ethically Part 2 (Chapter 16)
|
|
11/27/07 |
Strategic Thinking Part I
(Chapter 17)
Strategic Thinking Part II
(Chapter 18)
Becoming An Advanced Thinker
(Chapter 19) |
Phase 2 Spring/Summer Semester 2008 (This time
period also marks the beginning of Cycle 2 Phase 1)
The FLC1 is using the
spring semester to plan for critical thinking implementation. Each FLC1
participant has selected a course in which to implement a formal
strategy for teaching and measuring critical thinking. Course
portfolios will be utilized for planning. These portfolios will serve
as lesson plans for the course. Each will include information specific
to the course, such as syllabi, course materials, sample assignments,
and how the teaching method and course materials will enhance learning
outcomes. Critical thinking instruction and assessment will be
delineated in these portfolios. Subsequently, these portfolios will be
placed in the critical thinking resource area in our library. The
critical thinking resource area is located within the professional
development area on the second floor of the library.
The courses for
implementation for Fall 2008 are as follows:
Business Division
Business Report Writing and Correspondence (BUSI 2304)
Fine Arts Public
Speaking (SPCH 1315).
Health Careers Nursing
Care of the Childbearing Childrearing Family (RNSG 1412)
Liberal Arts American
Literature (ENGL 2326)
Science and Math
General Biology II (BIOL 1409)
Technology and Workforce
Child Growth and Development (TECA 1354)
In February 2008, the
FLC2 attended the Texas A&M Assessment Conference. In April 2008, the
FLC2 will start consulting with the FLC1. The next group of alternate
facilitators will be the following:
Business Division
Patrick Hale
Fine Arts Kary Raine
Health Careers Bridget
Geist
Liberal Arts Kevin
Wooten
Science and Math Paul
Draper
Technology and Workforce
Gary White
These alternates will
become the FLC3 in Spring 2009.
In July 2008, a member
of the FLC2 will attend the Annual International Conference of the
Foundation for Critical Thinking.
The Coordinator of
Institutional Effectiveness and QEP attended the QEP Summer Institute
in July 2008.
A Division Facilitator
Planning Retreat will be conducted in August 2008.
Phase 3 - Fall Semester 2008
During Fall 2008, the FLC2 will initiate Phase 1.
Consultations with the FLC1 will be required.
The FLC1 will implement critical thinking into
their selected courses.
Near the beginning of
the semester (shortly after the official census date), students enrolled
in these identified courses will be administered the International
Critical Thinking Basic Concepts and Understanding Test as a pre-test.
One week prior to final exams, the International Critical Thinking Basic
Concepts and Understanding Test will be re-administered to assess the
attainment of critical thinking skills. In addition, the assessment of
teaching strategies and learning outcomes will be measured by utilizing
the FLC Student Learning Survey for Faculty and the Student Perceptions
of Critical Thinking in Instruction.
The pre and post-test scores from the International Critical Thinking
Basic Concepts and Understanding Test will be compared to baseline
scores on the California Critical Thinking Skills Test that was
collected in April 2007.
The QEP Advisory
Committee and the FLC1 will review all collected data and determine the
effectiveness of instruction. The group will then use the compiled data
to recommend additional strategies and any changes for continuous
improvement of teaching and learning critical thinking skills.
Cycle 2 Spring
2008 Fall 2009
Phase 1 Beginning Spring/Summer 2008
Same as Phase 2 of
Cycle 1. See information above.
Fall 2008
During Fall 2008, the
FLC 2 will be involved in weekly critical thinking training sessions.
|
Date |
Topic/Activity |
|
09/05/08 |
Introduction/Planning Retreat |
|
09/19/08 |
Becoming a Fair-minded Thinker (Chapter 1)
The First Four Stages of Development (Chapter 2) |
|
10/03/08 |
Self Understanding (Chapter 3)
The Parts of Thinking (Chapter 4) |
|
10/10/08 |
The Standards of Thinking (Chapter 5)
Asking Questions that Lead to Good Thinking (Chapter 6) |
|
10/24/08 |
Master the Thinking, Master the Content (Chapter
7)
Discover How the Best Thinkers Learn (Chapter 8) |
|
11/07/08 |
Redefining Grades as Levels of Thinking and
Learning (Chapter 9)
Making Decisions and Solving Problems (Chapter 10) |
|
11/21/08 |
Deal With Your Irrational Mind (Chapter 11)
Becoming An Advanced Thinker (Chapter 19)/ Planning Session |
Phase 2 Spring/Summer Semester 2009 (This time
period also marks the beginning of Cycle 3 Phase 1)
The FLC2 will use the
spring semester to plan for critical thinking implementation. Each FLC2
participant will select a course in which to implement a formal strategy
for teaching and measuring critical thinking.
In April 2009, the next
group of facilitators (FLC3) will start consulting with the FLC2. The
next group of alternate facilitators will be identified at this time.
These alternates will become the FLC4 in Spring 2010.
In July 2009, a member
of the FLC2 will attend the Annual International Conference of the
Foundation for Critical Thinking.
Phase 3 - Fall Semester 2009
During Fall 2009, the FLC3 will initiate Phase 1.
Consultations with the FLC2 will be required.
The FLC2 will implement critical thinking into
their selected courses.
Students enrolled in
these identified courses will be administered the California Critical
Thinking Skills Test (CCTST) as a pre-test.
FLC2 instructors will
use the Angelina College Critical Thinking Grading Rubric to evaluate
critical thinking exercises during the progression of the course. The
grading rubrics will measure the students acquisition of critical
thinking skills.
One week prior to final
exams, the CCTST will be re-administered to assess the attainment of
critical thinking skills. In addition, the assessment of teaching
strategies and learning outcomes will be measured by utilizing the
Faculty Learning Community Student Learning Survey for Faculty.
The pre- and post-test
scores from the CCTST will be compared to baseline scores on the CCTST
that was collected in Spring 2007 and Fall 2008.
The QEP Advisory
Committee and the FLC2 will review all collected data and determine the
effectiveness of instruction. The group will then use the compiled data
to recommend additional strategies and any changes for continuous
improvement of teaching and learning critical thinking skills.
Data
for 2010 Impact Report
By the end of Fall 2009,
we should have the following data:
1.
CCSSE data from Spring 2005, Spring 2007, and Spring 2009
2.
CCTST scores from Spring 2007, Fall 2008 and Fall 2009
3.
FLC Student Learning Surveys from Fall 2008 and Fall 2009
4.
CT Rubrics from Fall 2008, Spring 2009, Fall 2009
5.
SLOA data from Fall 2008, Spring 2009, Fall 2009
6.
SOFs for Fall 2008, Spring 2009, Fall 2009
By
the end of Fall 2009, we will have implemented CT (Paul/Elder Model) in
18 courses.
Works Cited
Cox,
M. D. (2004). Introduction to faculty learning communities. In M. D. Cox
& L. Richlin (Eds.), Building faculty learning communities (pp.
5-23). New Directions for Teaching and Learning: No. 97, San Francisco:
Jossey-Bass.
Angelina
College QEP Implementation Cycle diagram
