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Educational Assessment, Evaluation, and Research

Georgia Southern University

Critical thinking

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Full-Text Articles in Education

Promoting Critical Reading With Double-Entry Notes: A Pilot Study, Helena D. Hubl, Lindsey Ives, Taylor Mitchell, Sally Blomstrom Jan 2019

Promoting Critical Reading With Double-Entry Notes: A Pilot Study, Helena D. Hubl, Lindsey Ives, Taylor Mitchell, Sally Blomstrom

SoTL Commons Conference

Abstract

Double-entry note-taking is an active reading strategy that enables students to record their responses to texts as they read. While this strategy has been used in a variety of contexts since the 1980s, mainly for literature analysis and improving writing, its efficacy in developing student critical thinking and information literacy has not been widely studied. This pilot study examines student artifacts from a range of humanities and communication courses to determine whether, and in what ways, double-entry notes promote critical thinking about primary and secondary source material. This presentation explores preliminary results, including potential drawbacks and benefits for students ...


I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li Mar 2017

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li

SoTL Commons Conference

Even when faculty clarify evaluation criteria through the use of rubrics, students often interpret and apply the criteria differently from faculty (Li and Lindsey, 2015). This can be particularly true for writing assignments. This presentation explores a new methodology for improving student understanding of quality writing across disciplines and genres. It describes initial findings of a mixed-method research study designed to test the efficacy of key word rubrics – rubrics that consist solely of essential descriptive terms rather than detailed criteria. The presenters will share preliminary data on the effectiveness of this methodology and its potential for application across disciplines.


Preparing Students To Leave The Academic Nest: Using Creative Inquiry To Develop Fledglings, Nikki Panter, Jennifer Meadows Mar 2017

Preparing Students To Leave The Academic Nest: Using Creative Inquiry To Develop Fledglings, Nikki Panter, Jennifer Meadows

SoTL Commons Conference

In a required communication course for all biology majors at Tennessee Technological University, the focus has traditionally been on professional development and career readiness. On the surface, the previous course structure prepared students to enter the job market. However, on closer review, many students struggled with independent thinking and speaking. Following course redesign using inquiry-guided learning models and student surveys, alternative assignments based on students’ abilities and goals were introduced. Using interdisciplinary teams to competitively debate an open-ended question, students received opportunities to improve leadership, teamwork, and communication skills, i.e., to fledge from the academic nest to the job ...


Simulation In A Graduate Online Learning Environment, Mickey Gillmor-Kahn, Tanya Tanner, Tia Andrighetti Mar 2017

Simulation In A Graduate Online Learning Environment, Mickey Gillmor-Kahn, Tanya Tanner, Tia Andrighetti

SoTL Commons Conference

This research explores the effect of simulation on graduate nursing student learning in an online distance education program. Simulation research has shown increased student confidence and knowledge after participation in activities that promote critical reasoning skills and approximate real-life situations. Most online courses accomplish this through asynchronous case study forum discussions. Faculty noted decreasing forum participation, and instituted online simulations to apply course concepts and improve critical thinking skills. This panel session showcases various online simulation formats, technical platforms, and presents student reactions and outcome data. Participants will also generate ideas for implementation of simulation activities in their courses.


A Method To The Madness: Infusing Critical Thinking Strategies Into Online Courses, Randall E. Osborne, Paul Kriese Mar 2016

A Method To The Madness: Infusing Critical Thinking Strategies Into Online Courses, Randall E. Osborne, Paul Kriese

SoTL Commons Conference

We have incorporated a critical thinking model into our course on “hate” using Kuhn’s (1999) work on meta-knowing skills, Paul and Endler’s (2002) emphasis on how critical thinking integrates emotions into one’s thinking, and Smith’s (2002) characteristics of critical thinking.

By integrating these approaches into our online classroom, we encourage students to discuss what they know, how they know it, and how those thoughts fit into the broader range of what people know. Additionally, we emphasize that critical thinking is developmental in nature. Smith’s characteristics of critical thinkers shows what critical thinkers would be able ...


Information Literacy And Critical Thinking: The Power Of Success, Cheryl A. Clayton-Molina Dr. Mar 2016

Information Literacy And Critical Thinking: The Power Of Success, Cheryl A. Clayton-Molina Dr.

National Youth-At-Risk Conference Savannah

Students and adults cannot just be excellent learners, but lifelong learners to keep pace in today’s world. Information literacy and critical thinking presentation provides skills for individuals to grow and develop as a person and professional. Individuals will learn:

Higher-Order Thinking

Problem solving

Effective and Positive Communication Skills

Setting Realistic Goals

Self-Development/Growth (Who are you)

Building Confidence


Speed Dating In History: Fostering Critical Thinking, Patricia L. Rieman Mar 2015

Speed Dating In History: Fostering Critical Thinking, Patricia L. Rieman

SoTL Commons Conference

When students role-play, their learning is personalized (Joyce & Calhoun, 2014). Add the challenge of finding compatible partners, and students are fully engaged as they infer the connections between themselves and their “dates”. Mix in the final element of limiting the opportunity to interact with potentially compatible partners, and students must quickly determine importance, synthesize, and then verbalize the details of their personas. Additionally, students must analyze their partner’s message to identify connections to their own, infer hidden identities, and describe their cognitive processes. In this session on using speed-dating to teach history, all of these actions come together to ...


How Learning Emotions And The Arcs Model Of Motivational Design Enhance Learning And Improve Critical Thinking, Kent D. Kauffman Mar 2015

How Learning Emotions And The Arcs Model Of Motivational Design Enhance Learning And Improve Critical Thinking, Kent D. Kauffman

SoTL Commons Conference

In this session, the presenter will show how, in an attempt to improve critical thinking in an online Business Law course, he applied two related paradigms of impactful teaching: 1) the ARCS Model of Motivational Design (Attention, Relevance, Confidence, and Satisfaction), by Dr. John Keller of Florida State University; and 2) the use of “emotional intensity,” elucidated by Dr. Linda Nilson, founding director of the Office of Teaching Effectiveness and Innovation at Clemson University, in her SoTL presentations on teaching to how the mind works and in her book, Teaching at Its Best. In support of ...


A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson Mar 2013

A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson

SoTL Commons Conference

This presentation will explore the completed research inquiry that developed from our overt attempt to promote critical thinking in an online forum. The implications for advancing critical inquiry in online formats for interdisciplinary university content areas will be addressed. The objectives of this session are twofold: 1) to introduce participants to the nine intellectual standards (Elder & Paul, 2007) used to analyze the critical thinking and Socratic questioning in our research, and 2) to discuss the structuring of critical analysis in participants' own classrooms. Participants can expect to participate in a cooperative learning activity to practice the use of Intellectual Standards ...


Building-Up Student Success, Maria Babiuc-Hamilton Mar 2011

Building-Up Student Success, Maria Babiuc-Hamilton

SoTL Commons Conference

Students' ability to think critically is essential in achieving success not only in college, but also later in their jobs. In order to increase students' long term performance, the general education program at our university was completely restructured to allow the introduction of three required credit hours in critical thinking across curriculum at the freshmen level. The dissemination of the learning outcomes is complicated, because this course is not content driven. The solution is for students to including a meta-cognitive reflection with their assignments, describing their personal academic plan and their experience with the learning process. This proposal presents the ...


Practicing Integrated Critical Thinking In A First-Year Core Course, Lauren Scharff, Damian Mccabe, Michelle Nash Mar 2011

Practicing Integrated Critical Thinking In A First-Year Core Course, Lauren Scharff, Damian Mccabe, Michelle Nash

SoTL Commons Conference

Critical thinking is often taught as a concept (e.g. spending part of a lesson explaining what it is), rather than being pervasively developed as an intellectual skill. We take a developmental approach to teaching four foundational elements of critical thinking (identify evidence, clarify assumptions, seek alternative perspectives, make an interpretation) derived from the Paul and Elder (2006) model. We systematically integrate critical thinking practices by using structured pre-class assignments for each lesson that align with assessments. The roundtable will present data from more than 1300 students enrolled in a Behavioral Science course. We plan to loosely follow our four-element ...


Teacher Candidates' Critical Thinking Dispositions According To Different Variables, Selda Süzen Mar 2009

Teacher Candidates' Critical Thinking Dispositions According To Different Variables, Selda Süzen

SoTL Commons Conference

No abstract provided.