Lead Faculty ConversationOctober 22, 2015

Broad Participation

QEP Flier

CT Commitments

Critical Thinking I.S.

CT Rubric

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

Why are you here?

Conceptual Framework

GOAL #1: Enhance

Pedagogical Practices

that Focus on Critical Thinking

GOAL #2: Enhance Students'

Critical Thinking

Skills

ASSESSMENT: Apply

Outcomes-Based

Assessment

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.

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.

Implementation Plan

• Components:–Administration (leadership)–Faculty Development–Curricular Integration–Campus Engagement

QEP Leadership

• QEP Chair and Vice Chair • QEP Director Search• QEP Director in Place• QEP Implementation Committee leads

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

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

Faculty Liaisons

http://usfsm.edu/institutional-research/quality-enhancement-plan/