ILO - Think Critically
Think Critically - Survey Results
How do you help students improve their critical thinking skills?
Think Critically
- Locate relevant information resources and use them effectively and ethically (discussed by 70% of responses)
- Interpret, analyze, synthesize, and evaluate ideas and information (discussed by 92% of responses)
- Apply knowledge and skills to a variety of situations (discussed by 100% of responses)
Responses
| Component | selected by respondents |
| Locate relevant information resources and use them effectively and ethically | 61% |
| Interpret, analyze, synthesize, and evaluate ideas and information | 89% |
| Apply knowledge and skills to a variety of situations | 8 3% |
Library
As an academic librarian, my main job is to teach students critical thinking skills and that happens through a variety of means. The reference desk allows me to work one on one with students on their research assignments from disciplines across campus. I also teach workshops and Library Instruction sessions, schedule research consultations with students, and support courses online. I also teach LIS 11: Research Strategies. In my course, students are asked to produce research for Wikipedia pages, thereby contributing scholarly information to the world. There is very little about being a librarian that does not touch critical thinking aspects. (Tia Germar)
Reference librarians help students at any point in the research process, from developing a topic through proper citation. Mainly, a reference librarian helps students "locate relevant information resources and then use them effectively and ethically." We start this by conducting a reference interview which helps to clarify what exactly a student needs and why. We then discuss with the student why we have directed them to certain resources and how they can use them for their information need. Students might have questions about how to evaluate different resources, how to interpret the information they find, or how they might go about incorporating information into a paper or project. Librarians can guide a student through all of these activities. Our goal is always that the skills we teach may be used in other classes and life situations so that students will become better consumers and users of information. (Rachel Arteaga)
As a librarian at the college, my job entails teaching students how to find informational resources, evaluate them for relevance and accuracy, and use them in their research and writing. I (and other librarians) do this one-on-one at the reference desk, and in groups when instructors bring their classes in for library instruction. I also write research guides for students to consult at any time, on topics such as understanding historical sources, evaluating media in the age of fake news, and so on. The library is exactly where students can go to learn about all three of these components of the critical thinking ILO! (Jean Ping)
By encouraging students to be independent and take the initiative to find the answers for themselves, while also pointing them in the right direction toward the resources that can help them achieve their goals.(Luke Sarcona)
Math
Formatively, by asking open ended questions in class and having them share answers with each other, and then respond to the whole class, and each other. On homework and tests, students are not only asked for the answer, but for justifications. Students are also asked to apply knowledge to application problems (word problems) showing they can think logically (and critically) through a situation. (Rita Nutsch)
Interpret and apply their math answers to real life. (Scott Giannini)
I encourage students to use their resources and what they already know about a situation or problem, when addressing a new situation or problem.
Interpret and apply their math answers to real life.
I ask open-ended questions which force students to think about a recently covered topic. They have to process what information was given and what they are trying to show or prove.
Give them problems to solve/Demonstrate problem solving
We work on math problems, they think about the problems and apply them to real life situations.
Calculus places significant demand on critical thinking. I ask students to understand pieces of the proofs behind some of the formulas and theorems. I have students work on problems in class and help students individually. (Rick Danner)
I ask them questions about the lesson that extend beyond the basics, such as "how do you know your answer is correct?", "What are you trying to prove?", What does your graph tell you?", "What does your answer mean in relation to...?"
In mathematics, most students are focused on getting correct answers. However, I push the students in writing their thought process behind the answers even if it means the answer is incorrect. I teach them how to organize so that they can improve in a more simple manner into the problem solving skills rather than focusing on how to even begin. (Sanjay Dev)
Biology
I ask questions requiring them to think, evaluate, compare and contrast, analyze and interpret information. I assign problem-based research papers that forces them to research information to formulate an argument to solve a problem presented to them. In Anatomy we have students apply knowledge of anatomical features on models and charts onto cadaver specimens and x-rays. (Jill Terra)
Social and Behavioral Sciences
In my Eastern Religions online class, students re-read their discussion posts in light of my class summary, then respond to journal prompts. The goal is for students at the end of the semester to know their own thinking processes better and to identify biases that they might not have known they have. (Dan Barnett)
BCIS
In my BCIS 18 Intro to Business Tech course, I teach a web evaluation unit using the CRAAP test as a model for evaluation criteria. The goal is to make students informed consumers of online information. We cover how to locate information about a website and investigate its history, author, purpose, reliability, and affiliations. Students then put these skills into practice examining and evaluating online content. They analyze websites, record their observations, synthesize their findings to justify why they would/would not find a website a credible source for academic or personal research.
FYE
Help them do for themselves. Assist students to find strenghts. (John Solate)
