Lead Faculty Conversation October 22, 2015. Broad Participation.
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Transcript of Lead Faculty Conversation October 22, 2015. Broad Participation.
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Lead Faculty ConversationOctober 22, 2015
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Broad Participation
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QEP Flier
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CT Commitments
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Critical Thinking I.S.
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CT Rubric
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CT Rubric
• Clearly identifies significant question(s)/ topic(s) and provides relevant reasoning/explanation the significance.
Formulates vital questions and problems clearly
• Supports assertions using precise and relevant quotes, theories, statistics, research and/or other careful analytic processes of appropriate depth and breadth.
Gathers and assesses relevant information
• Identifies the approach taken, noting the inherent assumptions and any biases (fairness). Establishes the relevance of the approach and discusses resulting implications.
Identifies relevant assumptions, alternatices,
and implications
• Provides clear logic based on accurate information in support of conclusions, recommendations, and/or solutions.
Comes to well-reasoned conclusions and solutions
• Presents in written or oral format a clear and concise line of reasoning that is organized, complete, well-thought out, and consistent with disciplinary standards.
Communicates reasoning effectively
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Why are you here?
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Conceptual Framework
GOAL #1: Enhance
Pedagogical Practices
that Focus on Critical Thinking
GOAL #2: Enhance Students'
Critical Thinking
Skills
ASSESSMENT: Apply
Outcomes-Based
Assessment
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Goal #1 and OutcomesGo
al #
1: E
nhan
ce P
edag
ogic
al P
racti
ces t
hat
Focu
s on
Criti
cal T
hink
ing
Operational Outcome #1: Faculty will participate in professional development about critical thinking.
Operational Outcome #2: Faculty will develop online training and resources on critical thinking.
Operational Outcome #3: Faculty will incorporate teaching and learning practices that focus on critical
thinking skills.
Operational Outcome #4: Selected faculty who have modeled excellence in the development and
implementation of an Incredi-Bull course will be recognized as Incredi-Bull Faculty.
Operational Outcome #5: Designated Incredi-Bull Faculty Leaders will promote the practice and scholarship of
critical thinking teaching and learning.
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Goal #2 and OutcomesGo
al #
2: E
nhan
ce S
tude
nts'
Criti
cal
Thin
king
Ski
lls
Student Learning Outcome 1: Students will formulate vital questions and problems clearly.
Student Learning Outcome 2: Students will gather and assess relevant information.
Student Learning Outcome 3: Students will identify assumptions, alternatives, and implications.
Student Learning Outcome 4: Students will come to well-reasoned conclusions and solutions.
Student Learning Outcome 5: Students will communicate reasoning effectively.
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Implementation Plan
• Components:–Administration (leadership)–Faculty Development–Curricular Integration–Campus Engagement
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QEP Leadership
• QEP Chair and Vice Chair • QEP Director Search• QEP Director in Place• QEP Implementation Committee leads
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Faculty Development
• Critical Thinking Workshop• Online Repository of CT Research & Resources• Teach and Greet focused on CT Pedagogy• Online Training Modules - add 1/sem as needed• Teaching with Technology - faculty training• Unit-Based Faculty Development• Professional Learning Community• Incredi-Bull Faculty Present CT Courses• Incredi-Bull Faculty Leaders implement projects
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Curricular Integration
• CT Orientation for FTIC and Transfer Students • Incredi-Bull Critical Thinking App• Lower Level: Integration into SLS Courses• Upper Level: Capstone Courses• Digital Media Library • Incredi-Bull Courses• Incredi-Bull Faculty Leaders Grant Applications• 3000-Level CT Intellectual Standards Integration• 3000-Level CT Commitments Integration
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Faculty Liaisons
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http://usfsm.edu/institutional-research/quality-enhancement-plan/