Projects and Feedback
As we grow this project, we hope to capture successful assignments and testimonials from all of the team members - and possibly even from students. |
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Padlet is easy to use tool that I utilize for all pre-final ECON project assignments. For example, I ask my students to select an economic problem for their research project. Students can share their thoughts on the Padlet wall and I can create groups for the group project. Above is a portion of a 'sample' project outline designed for my ECON class. Larisa Ray, Professor
Critical Thinking Statement for consideration of inclusion in all course Syllabi for PLC/CTI members:
In my classes, I encourage students to think critically via active learning. Therefore, students are challenged to not just engage in rote memorization of the material but to apply and analyze the information they have learned in order to resolve problems on their own without needing the book or their lecture notes to provide them with an exact answer. (THANK YOU to Kelly Caffery for this contribution.
"There are common threads which can be woven through our courses collectively, and across various levels of educational preparation. Critical thinking materials, when used artfully, demonstrate relevance of the course material and help students understand the practical use of critical thinking strategies. CTI brainstorming sessions provoked me to envision a campus-wide unified critical thinking scenario. I presented this potential scenario for the Center for Academic Innovation faculty meeting, titled “Six Degrees of Separation”. This idea was a direct spin-off from our committee discussions. CTI has enabled me to place materials in our common PI shell that may be used now or expounded upon in the future by other faculty in over 22 health science programs in our division. It’s a great start.
I am certain that we can keep the momentum going., as we develop a critical mass of faculty who are invested in making critical thinking education a foundation in their courses and programs. I anticipate innovative work from CTI in the future." (Tobi Schelin)
"I learned that you cannot have a conversation about teaching students to think critically without having
a conversation about assessing critical thinking. If CT is an outcome of a course, then continued assessment and development of this thinking pattern must occur throughout the course. Students need multiple opportunities to develop this skill." (Keara Sodano)
"I have become better at articulating how literary analysis is critical thinking, especially to my students. The rubric provides me with concrete examples for just how often the two modes of reasoning intersect." (Jonathan Glover)
"Working with the CTI helped me to harness the power of dialogue as a means of improving my teaching and fostering critical thinking skills in my students. Our conversations allowed me to express and then codify my thoughts about the role of play in critical thinking and problem solving. It was a relief to see that my ideas came across as innovative rather than kooky with my colleagues—this kind of acceptance spurs creativity." (Matt Brooks)
"Examples of critical thinking [include] ethical problems that come up in business. We want the student to be aware that they have to consider ALL the matters involved, the environment in which the situation exists and the legal/professional ramifications of the decisions made." (Don Lucy)
In my classes, I encourage students to think critically via active learning. Therefore, students are challenged to not just engage in rote memorization of the material but to apply and analyze the information they have learned in order to resolve problems on their own without needing the book or their lecture notes to provide them with an exact answer. (THANK YOU to Kelly Caffery for this contribution.
"There are common threads which can be woven through our courses collectively, and across various levels of educational preparation. Critical thinking materials, when used artfully, demonstrate relevance of the course material and help students understand the practical use of critical thinking strategies. CTI brainstorming sessions provoked me to envision a campus-wide unified critical thinking scenario. I presented this potential scenario for the Center for Academic Innovation faculty meeting, titled “Six Degrees of Separation”. This idea was a direct spin-off from our committee discussions. CTI has enabled me to place materials in our common PI shell that may be used now or expounded upon in the future by other faculty in over 22 health science programs in our division. It’s a great start.
I am certain that we can keep the momentum going., as we develop a critical mass of faculty who are invested in making critical thinking education a foundation in their courses and programs. I anticipate innovative work from CTI in the future." (Tobi Schelin)
"I learned that you cannot have a conversation about teaching students to think critically without having
a conversation about assessing critical thinking. If CT is an outcome of a course, then continued assessment and development of this thinking pattern must occur throughout the course. Students need multiple opportunities to develop this skill." (Keara Sodano)
"I have become better at articulating how literary analysis is critical thinking, especially to my students. The rubric provides me with concrete examples for just how often the two modes of reasoning intersect." (Jonathan Glover)
"Working with the CTI helped me to harness the power of dialogue as a means of improving my teaching and fostering critical thinking skills in my students. Our conversations allowed me to express and then codify my thoughts about the role of play in critical thinking and problem solving. It was a relief to see that my ideas came across as innovative rather than kooky with my colleagues—this kind of acceptance spurs creativity." (Matt Brooks)
"Examples of critical thinking [include] ethical problems that come up in business. We want the student to be aware that they have to consider ALL the matters involved, the environment in which the situation exists and the legal/professional ramifications of the decisions made." (Don Lucy)
For more information about this page, please contact
Professor Arlene Green Chandler at [email protected]
or join me at http://sachandler-irsc.weebly.com/
Professor Arlene Green Chandler at [email protected]
or join me at http://sachandler-irsc.weebly.com/