developing critical thinking for applied research
DESCRIPTION
TRANSCRIPT
Developing Critical Thinking for Applied Research
Critical Thinking ForumUnited States Army Intelligence Center
Ft. Huachuca AZ26 March 2009
Joseph B. Baugh, Ph.D., PMPUniversity of Arizona South
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh2
Agenda
• Introduction
• Understanding Critical Thinking
• Developing Critical Thinking
• Assessing Critical Thinking
• Limitations
• A Practical Example
• Conclusion
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh3
Introduction
• Are we still bound to teaching effective skills?
• Where does critical thinking occur?
• The role of educational institutions
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh4
Understanding Critical Thinking
• Effective skills are intended to produce specific and generally pre-determined outcomes within a specific domain
• Significant debate still occurs in academia over what is “Critical Thinking”
• Critical thinking has two components– Cognitive thinking skills– Critical thinking dispositions
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh5
Critical Thinking Theories
• The skills of critical reasoning (such as the ability to assess reasons properly);
• A disposition, in the sense of: – A critical attitude (skepticism, the tendency to ask probing
questions) and the commitment to give expression to this attitude, or
– A moral orientation which motivates critical thinking;
• Substantial knowledge of particular content, whether of: – Concepts in critical thinking (such as necessary and sufficient
conditions), or of – A particular discipline, in which one is then capable of critical
thought. 1
1 Mason, 2007, pp. 343-344.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh6
Critical Thinking Skills
• Ability to recognize and validate problems,• Original, independent thinking,• Ability to develop theoretical concepts,• Knowledge of recent advances within ones field,• Understanding of relevant research
methodologies and techniques,• Ability to critically analyze and evaluate findings,• Ability to summarize, document, report, and
reflect on progress. 2
2 Andrews, 2007, p. 2.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh7
Cognitive Thinking Skills
• Interpretation
• Analysis
• Evaluation
• Inference
• Explanation
• Self-regulation 3
3 Facione, 2009, p. 5.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh8
Critical Thinking Dispositions
• Inquisitive• Systematic• Judicious• Analytical• Truthseeking• Open-minded• Confident in reasoning 4
4 Facione, 2009, p. 10.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh9
Unifying Critical Thinking Theories
• A four part model to unify and teach critical thinking skills and critical thinking dispositions: 5
– Modeling– Interactions– Opportunities– Feedback
5 Yang and Chou, 2008, pp. 668-669.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh10
Developing Critical Thinking
• Transferring critical thinking across multiple domains
– Include a dispositional or attitudinal component,– Provide instruction in and practice with critical
thinking skills,– Develop structure-training activities designed to
facilitate transfer across contexts, and – Implement a metacognitive component used to
direct and assess critical thinking. 6
6 Halpern, 1998, p. 451.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh11
Developing Critical Thinking
• Use online components• Combine critical thinking skills and dispositions
– Structured Assignments • Case Studies• Experiments• Group Projects
• Develop oral and written argumentation skills– Seminars– Negotiation exercises – Research papers
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh12
Assessing Critical Thinking
• Multi-level assessments are required– Students
• Grading rubrics
– Instructors and Courses• Student course evaluations• Instructor evaluations
– Programs and Schools• Adhere to mandatory standards where applicable• Develop guidelines across programs• Develop entry assessments• Develop exit assessments
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh13
Limitations
• Pressures on instructors– Student Evaluations– Institutional Requirements and Policies
• Lack of structured programs
• Lack of support
• Constraints– Financial– Personnel
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh14
A Practical Example
• UA South BAS-Supervision program– Two year rotation– 100% online environment – Eight concentration courses
• Typical student profile
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh15
Concentration Courses
RNCV302 The Supervisory Function
RNCV303 Oral and Written Argumentation
RNCV304 Personnel Policies and Procedures
RNCV305 Human Behavior and Ethics
RNCV400 Developing and Maintaining Work Teams
RNCV401 Supervision in a Diverse Work Environment
RNCV404 Agency Budgeting and Financial Reporting
RNCV498 Senior Capstone Course
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh16
A Typical Course
• Weekly reading assignments– Theory, – Case studies, – Discussion questions
• Weekly discussion threads– Initial postings– Responses to classmate postings
• Research papers• Group project
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh17
Goals and Objectives
• Ensure mastery of the content• Develop cognitive thinking skills and
critical thinking dispositions by– Modeling critical dispositions and behavior– Providing ample opportunities for interactions– Providing appropriate feedback
• Develop effective leaders who can think critically to solve complex problems and add value to their future organizations.
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh18
Next Steps
• Develop critical thinking assessments across the BAS-Supervision program– Entry assessments
• Establish baseline of critical thinking skills and dispositions
– Exit assessments• Determine efficacy of the program• Determine where course corrections are necessary
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh19
Conclusion
• Educational institutions and other stakeholders must commit resources to develop, assess, evaluate, and modify critical thinking programs across the curricula
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh20
Questions
Developing Critical Thinking for Applied Research © 2009 Joseph B. Baugh21
References• Andrews, R. (2007). Argumentation, critical thinking and the
postgraduate dissertation. Educational Review, 59(1), 1-18.• Facione, P. A. (2009). Critical thinking: What it is and why it counts
[Electronic document]. Retrieved on March 12, 2009 from http://www.insightassessment.com/pdf_files/what&why2009.pdf
• Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449-455.
• Mason, M. (2007). Critical thinking and learning. Educational Philosophy & Theory, 39(4), 339-349.
• Yang, Y. C., & Chou, H. (2008). Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39(4), 666-684.