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Critical Thinking – QEP Topic Selection

Critical Thinking

Critical thinking is a hot topic in higher education. This synopsis provides an overview of the current research in the area. After describing some programs that other universities have enacted and potential assessment tools, this synopsis will discuss Quality Enhancement Plans that have addressed critical thinking as a primary focus.
Programs that emphasize the development of critical thinking skills are very diverse. For example, Cai & Sankaran (2015) described a theme-based interdisciplinary approach that utilized a short-term study abroad component. Quite differently, Saiz, Rivas, & Olivares (2015) utilized a program called Ardesos v. 2 to develop and assess students’ critical thinking skills. Also utilizing a computer-based approach, Herro (2014) described the use of digital media as a pedagogical approach to simulate real-world situations. Powley & Taylor (2014) analyzed a different approach by focusing on graduate management students; the study equated students’ abilities to manage crisis situations on personal and group levels with critical thinking skills. Two sources (Klein & Carey, 2014) (Hughes, 2014) utilized specific courses geared towards the development of critical thinking skills. The first used two courses in the chemistry major to focus on critical thinking and communication skills. Additionally, Bryan (2014) researched the relationship between information literacy (library usage) and critical thinking skills, but did not find evidence of a significant relationship.
While the methods of training students differed, so were the ways of assessing those skills. The previously mentioned study by Saiz, et al. (2015) perhaps had the most compelling methodology; the Ardesos v. 2 not only facilitates the development of critical thinking skills, but also assesses them, providing real-time data. Hepner (2012) also used the developed test, the Ennis-Weir Critical Thinking Essay Test, to assess student learning.
Many institutions have developed critical thinking-based Quality Enhancement Plans (QEPs). Many of these QEPs emphasize extensive faculty training and development in teaching and assessing critical thinking skills. Some include information literacy components that library faculty members coordinate. One plan instituted a “critical thinking across the curriculum” approach in which standardized rubrics were used to assess student learning. Another plan took students through a series of learning outcomes: explain the intellectual standards of critical thinking, evaluate the work of others using intellectual standards of critical thinking, apply critical thinking to problem solving processes, and reflect on own critical thinking (metacognition).
Critical thinking QEPs often implement an institution-wide critical thinking rubric or multiple standardized rubrics. Common resources for assessing student artifacts include the AAC&U VALUE Rubric for Critical Thinking, rubrics developed by the Five Colleges of Ohio Creative and Critical Thinking Project. Additional assessment techniques include many standardized tests including Measures of Academic Proficiency and Progress (MAPP) and the Critical Thinking Assessment Test (CAT). Faculty Survey for Student Engagement (FSSE) measures the extent that faculty engage their students in mental activities such as analyzing, synthesizing, making judgements, and applying knowledge. Others mentioned include Schraw and Dennison’s Metacognitive Awareness Inventory (MAI) and Wood and Kardash’s Epistemological Beliefs Survey (EBS).

Examples of Advising QEPs

References

  • Bryan, J. E. (2014). Critical thinking, information literacy and quality enhancement plans. Reference Services Review, 42(3), 388-402. doi:10.1108/RSR-01-2014-0001
  • Cai, W., & Sankaran, G. (2015). Promoting Critical Thinking through an Interdisciplinary Study Abroad Program. Journal Of International Students, 5(1), 38-49.
  • Hepner, M. R. (2012, January 1). Evaluating the Critical Thinking Skills and Academic Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models. ProQuest LLC,
  • Herro, D. (2014). Techno Savvy: a Web 2.0 curriculum encouraging critical thinking. Educational Media International, 51(4), 259-277.
  • Hughes, C. (2014). Theory of Knowledge Aims, Objectives and Assessment Criteria: An Analysis of Critical Thinking Descriptors. Journal Of Research In International Education, 13(1), 30-45.
  • Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education, 91(10), 1649-1654.
  • Powley, E. H., & Taylor, S. N. (2014). Pedagogical Approaches to Develop Critical Thinking and Crisis Leadership. Journal Of Management Education, 38(4), 560-585.
  • Saiz, C., Rivas, S. F., & Olivares, S. (2015). Collaborative Learning Supported by Rubrics Improves Critical Thinking. Journal Of The Scholarship Of Teaching And Learning, 15(1), 10-19.