Ideas to Action (I2A)

1. Ideas to Action (I2A) Using Critical Thinking to Foster Student Learning and Community Engagement Presentation for School of Nursing Faculty April 18, 2008

2. Welcome Dr. Ermalynn Kiehl Associate Dean for Undergraduate Academic Affairs

3. Where we’ve come from: October 9, 2007 Creating an atmosphere of belonging & Improving our image Quality Undergraduates A. Curriculum redesign: 1. Foundations/Therapeutic nursing interventions course 2. Research course since on a research extensive university 3. Pathophysiology placement as pre- requisite for the upper division

4. B. Admission and Progression: 1. Raise GPA to 3.0 for admission 2. Progression GPA 3. Failure remediation 4. Scholarship and financial advising 5. Review prerequisites for RN-BSN / eliminate barriers 6. Articulation of RN-BSN students with community college Faculty Development: Match faculty skills to placement Timeframe: 1 semester to 1 year Undergraduate Retreat for November, 2007

5. Undergraduate Faculty RetreatNovember 9, 2007 • Agree that we would • review and revise the current curriculum in a way that faculty and students will be able to understand and articulate. • establish admission, progression, and graduation standards • Review SON Vision, Mission & Philosophy and establish structure (a shared vision) • Collect & analyze data • Create a Plan of Action which included recommendation to put forward to UAAC and Faculty Organization • Develop a timeline for implementation

6. Identified our customers

7. Implement monthly Undergraduate Faculty meetings in place of BSN Coordinator meetings to be more inclusionary and give all undergraduate faculty a voice.

8. By November 15th • We had reviewed the AACN Essentials • Discussed the I2A critical thinking requirements for the future • Determined the importance of the Signature Partnerships • Identified the direction we wanted to go and agreed to formulate a plan of action

9. Course objectives would be broader and less in number. Faculty could develop student learning objectives for each of their 14 weeks • All course activities would relate to a course objective and students would be made aware of the connection • Develop a Skills Booklet & Competency Checklist

10. By December • Our vision for the curriculum was becoming clearer • We began identifying actual courses • We identified course responsibilities and teams

11. By January • We had enough structure to obtain Dan Mahony’s approval for • an extension of course approval forms • to begin in the fall 2008 • We had momentum, motivation, and desire to bring about change

12. By February • We had full faculty approval • We had all CIF’s submitted • We had new course numbers • We had approval from the Department of Pharmacology to reassume responsibility for our own pharmacology course

13. By the end of February we had an Implementation Plan

14. Curriculum 2008

15. By March • We had enough student support to implement our pharmacology course with the pathology course during the summer of 2008 instead of waiting until fall. • We determined the added benefit of providing this new nursing focused course for those currently in pharmacology • We determined that we needed a really big room for all those students asking to audit the course

16. Introductions • I2A Team Dr. Patty Payette Dr. Cathy Bays Dr. Edna Ross Executive Director I2A Specialist I2A Specialist for Assessment for Critical Thinking Hannah Anthony, Program Assistant Senior

17. Ideas to Action Leadership Team • Dale Billingsley, Professor and Vice Provost for Undergraduate Affairs • Gale Rhodes, Assistant University Provost & Director, Delphi Center for Teaching and Learning • Marianne Hutti, Associate Director, Delphi Center for Teaching and Learning

18. Ideas to Action Task Group • I2A Task Group • I2A Facilitators • Dr. Mary Beth Coty • Mrs. Patricia Martin

19. Ideas to Action Implementation Ideas to Action (I2A): Using Critical Thinking to Foster Student Learning and Community Engagement is our Quality Enhancement Plan (QEP), and we need to show measurable progress to the Southern Association of Colleges and Schools (SACS) by April 2012.

20. I2A and “Connecting the Dots” “Our extensive consultation with all University constituencies yielded a surprisingly strong and clear call for education focused on the skills and knowledge needed to deal with real-world issues and problems, an education in which students can see the importance of the parts (the courses) to the whole (their education as citizens and workers).” [QEP Report, 2007] skills and knowledge real-world issues & problems the parts to the whole http://louisville.edu/ideastoaction/files/finalreport.pdf

21. I2A: What are the components? I2A Thematic Priority: Community Engagement

22. Central Messages about I2A • Prompted by Undergraduate Program Accreditation (SACS) • Enhancement of critical thinking and student engagement • Speed School as exemplar • Renewed focus on community engagement • Assessment process under development • Some programs in place; more being developed U of L Strategic Plan 2020: http://louisville.edu/provost/fromtheprovostitems/stratplan0308.html

23. Critical Thinking Exercise • Working in groups of 2-3, you will need a flip chart and a marker to: • On the first large sheet of paper, discuss and decide together how you will answer the following: “Critical thinking is ________(fill in the blank with 1-4 words)” • On the same sheet below your answer, fill in:“I see or hear critical thinking when my students are_____(fill in the blank by completing this sentence)” • 3) On a second large sheet of paper, discuss and decide together how you will answer the following: “Critical thinking is not_____(fill in the blank with 1-4 words)” • 4) On the same sheet below your answer fill in:“When my students are not thinking critically, I notice_________(fill in the blank)” • When you are done, put the first sheet on the wall on one side of the room and put the other sheet on the opposite wall.

24. Critical Thinking Definition adopted for I2A Understanding Concepts Appreciation Decisions Synthesize Application (From: Scriven and Paul, 2003)

25. A Well-Cultivated Critical Thinker: • Raises vital questions and problems, formulating them clearly and precisely • Gathers and assesses relevant information, using abstract ideas to interpret it effectively • Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards • Thinks open mindedly within alternative systems of thought, recognizing and assessing, as needs be, their assumptions, implications, and practical consequences • Communicates effectively with others in figuring out solutions to complex problems (Richard Paul and Linda Elder, the Foundation for Critical Thinking: http://www.criticalthinking.org/)

26. Paul-Elder Critical Thinking Model Intellectual Standards must be applied to The Elements of Thought in order to develop Intellectual Traits which will produce a well-cultivated Critical Thinker

27. Intellectual Standards CLARITY Could you elaborate? Could you illustrate what you mean? Could you give me an example? ACCURACY How could we check on that? How could we find out if that is true? How could we verify or test that? PRECISION Could you be more specific? Could you give me more details? Could you be more exact? RELEVANCE How does that relate to the problem? How does that bear on the question? How does that help us with the issue? DEPTH What factors make this difficult? What are some of the complexities of this question? What are some of the difficulties we need to deal with? BREADTH Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? LOGIC Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? SIGNIFICANCE Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important? FAIRNESS Is my thinking justifiable in context? Am I taking into account the thinking of others? Is my purpose fair given the situation? Am I using my concepts in keeping with educated usage, or am I distorting them to get what I want? COMPLETENESS How complete are the facts related to the issue? How complete is the description? Is the description of each perspective complete? Miniature Guide, 2008, p. 8-10

28. Miniature Guide, 2008, p. 3-6

29. Intellectual Humility Intellectual Courage Intellectual Empathy Intellectual Autonomy Intellectual Integrity Intellectual Perseverance Confidence in Reason Fairmindedness The Intellectual Traits Miniature Guide, 2008, p. 13-15

30. Pulling it all together How can the model help us sharpen our thinking about … • crafting our curriculum? • articulating course goals? • describing student learning objectives? • assessing and measuring student abilities? • making explicit the thinking and performance goals for students in very specific, measurable ways?

31. Nursing 473-Vicki Burns Question from a Synthesis Paper Assignment: In an 8-10 page paper, describe in depth an intervention you performed for a selected population within a community setting over the course of the semester. Describe in detail the assessment process that led you to choose this specific intervention for the population in question. How was the nursing process utilized? What nursing diagnoses formed the conceptual foundation for the intervention? What sources were used to establish the background and compile the evidence upon which the intervention was based? What criteria were used to establish evaluation guidelines for the intervention? In conclusion, describe precisely how you believe your work could contribute to the state of the science regarding the specific population in question.

32. Nursing 473-Vicki Burns Question from a Synthesis Paper Assignment: In an 8-10 page paper, describe in depth an intervention you performed for a selected population within a community setting over the course of the semester. Describe in detail the assessment process that led you to choose this specific intervention for the population in question. How was the nursing process utilized? What nursing diagnoses formed the conceptual foundation for the intervention? What sources were used to establish the background and compile the evidence upon which the intervention was based? What criteria were used to establish evaluation guidelines for the intervention? In conclusion, describe precisely how you believe your work could contribute to the state of the science regarding the specific population in question. INTELLECTUAL STANDARDS: Accuracy—Depth— Breadth—Relevance ELEMENTS OF THOUGHT: Information—Concept—Point of View—Inference INTELLECTUAL TRAITS: Intellectual Empathy (This trait correlates with the ability to reconstruct accurately the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than our own. . . (p. 14).

33. Nursing 364-Pat Martin

34. Nursing 361--Pat Martin Revised Clinical Evaluation: Objective 2- Demonstrate professional behavior in the community

35. Nursing 361-Pat Martin Revised Clinical Evaluation: Objective 2- Demonstrate professional behavior in the community

36. Nursing 470-Pat Martin From your work setting, select a copy of any type of discharge instructions. Use the SMOG readability formula to determine the reading level. Discuss your findings. Are there any words/phrases you think the lay public may have trouble understanding? What does this mean for nursing?  From your work setting, select a copy of any type of discharge instructions. Use the SMOG readability formula to determine the reading level. To formulate your response for this activity, consider the following: The readability level of the discharge instructions. The main purpose of this activity is…? What factors can you identify that are relevant andsignificantwhen considering the purpose of discharge instructions? What main inferences/conclusions can you identify from your results? 4. Considering the results you obtained, what complexities or difficulties can you identify? 5. Do you have a vested interest in your finding?

37. Nursing 470-Pat Martin From your work setting, select a copy of any type of discharge instructions. Use the SMOG readability formula to determine the reading level. Discuss your findings. Are there any words/phrases you think the lay public may have trouble understanding? What does this mean for nursing?  From your work setting, select a copy of any type of discharge instructions. Use the SMOG readability formula to determine the reading level. To formulate your response for this activity, consider the following: The readability level of the discharge instructions. The main purpose of this activity is…? What factors can you identify that are relevantandsignificantwhen considering the purpose of discharge instructions? What main inferences/conclusions can you identify from your results? (logic) Considering the results you obtained, what complexities or difficulties can you identify? (depth) Do you have a vested interest in your finding? (fairness) Intellectual Standards = blueElements of Thought = red

38. I2A Next Steps for the School of Nursing Dr. Ermalynn Kiehl Associate Dean for Undergraduate Academic Affairs

39. So where are we now… • We are ready to begin the detailed planning for our courses • We are ready to apply the University’s Ideas to Action plan for integrating a critical thinking model into our courses • We are ready to put into action our unified plan for the 2008 Curriculum with the intention of becoming the premier undergraduate program in Kentucky

40. Goals • By the end of May we will have the course syllabi for fall 2008 complete • By the end of August we will have the course syllabi for spring 2009 complete • By the end of October we will have the course syllabi for summer 2009 complete • By the end of January we will have the course syllabi for fall 2009 complete • By the end of May we will have the course syllabi for spring 2010 complete • By the spring of 2010 we will be graduating our first graduates of our new curriculum

41. I2A Resources & Next Steps: • 08-09 Programs & Services • I2A Faculty Learning Community (Fall 08) • I2A Instructional Grants (Fall 08) • I2A Website w/ resources (Summer 08) • I2A Delphi Specialist in Culminating Experiences • I2A Campus Collaborations (SPI, Civic Engagement, Student Affairs)

42. For more information Please visit: http://louisville.edu/ideastoaction

43. Feedback Let us know through your I2A facilitators: 1. What was helpful about this session? 2. What questions were raised from this session? 3. What do you think are the next steps for you and/or the unit?