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Critical Thinking and Science
Literacy Course Impact on
Student Retention and Graduation
Susan K. Hippensteele, Ph.D., J.D.
University of Hawai`i at Manoa
What are we doing?


1) developing and evaluating “best practices” pedagogy
   for teaching critical thinking and science literacy
   through applied multidisciplinary general education
   courses,
2) building a broad multidisciplinary community of
   faculty with expertise in critical thinking and science
   literacy pedagogy that „closes the loop between
   teaching, learning, and assessment, and
3) evaluating the impact of freshman completion of a
   critical thinking and science literacy course on retention
   and progress to degree.
1. SOCS 150: Street Science: Analyzing and
     Applying Evidence in Daily Life

 Multi-disciplinary critical thinking and science literacy
  course
 Large enrollment (170 max) with Friday tutorial
 Six instructors from psychology, anthropology,
  economics, and women‟s studies
 Introduction to logic followed by 2-week problem based
  units; final research paper project
 Interactive classroom activities, individual and small
  group homework and quizzes, no content
  memorization—all skill based and applied problem-
  solving
2. Critical Thinking Assessment Test
            (CAT) developed by
     Tennessee Tech University (TTU)

 Used to assess critical thinking skill acquisition within SOCS
  150 and control classes

 Non discipline-specific, tests applied problem-solving skills
  similar to those confronted in daily life

 15 question, primarily short answer essay test; 1 hour or less

 Faculty scored on-site using carefully crafted rubric developed
  by TTU

 Faculty scoring sessions (7-8 hours) interactive and important
  feature of faculty development aspect of project

 http://www.tntech.edu/cat/home/
Critical Thinking Assessment Test
              (CAT)

 Evaluating Information: Separate factual information from
  inferences, interpret numerical relationships in graphs,
  understand the limitations of correlational data, evaluate
  evidence and identify inappropriate conclusions.
 Creative Thinking: Identify alternative interpretations for
  data or observations, identify new information that might
  support or contradict a hypothesis, explain how new
  information can change a problem.
 Learning and Problem Solving: Separate relevant from
  irrelevant information, Integrate information to solve
  problems, learn and apply new information, use mathematical
  skills to solve real-world problems.
 Communication: Communicate ideas effectively
SAMPLE DISCLOSED CAT QUESTION


A scientist working at a government agency believes that an ingredient commonly used in bread
causes criminal behavior. To support his theory the scientist notes the following evidence.

    99.9% of the people who committed crimes consumed bread prior to committing crimes

    crime rates are extremely low in areas where bread is not consumed

Do the data presented by the scientist strongly support their theory? Yes___ No___

Are there other explanations for the data besides the scientist‟s theory? If so, describe.

_____________________________________________________________________________

What kind of additional information or evidence would support the scientist‟s theory?

_____________________________________________________________________________




                                     Center for Assessment & Improvement of Learning, 2007, 2010
3. Manoa Institutional Research Office


 Our broad hypothesis is that freshman enrolled in a
  multidisciplinary general education course that
  teaches scientific reasoning and critical thinking
  skills to understand and evaluate real-world issues
  will be better prepared to succeed in college.
 To test this hypothesis we have written a grant to
  conduct a longitudinal study to develop and assess
  a student progress to degree model that allows us to
  examine the impact of various early academic
  experiences, including SOCS 150, on student
  academic decision-making and success.
Why are we doing it?


 The original motive for developing SOCS 150 was to
  better prepare students for upper division coursework in
  multiple disciplines, i.e., introduce them to basic
  scientific reasoning, problem solving, information
  literacy, evidence evaluation, debunking false claims and
  misrepresentations of data

 After being trained to score the CAT we realized the
  potential of our model for promoting broader
  institutional change and decided to use the course as a
  laboratory for undergraduate education research at
  UHM
What do we hope to achieve?


 We expect our multidisciplinary courses to enhance
  science literacy and critical thinking skills and improve
  retention in multiple disciplines on our campus.

 Both our course and research model are widely
  adaptable to any college curriculum.

 The student data tracking system we plan to design can
  serve as a model to other campuses seeking to evaluate
  the impact of courses or specific student academic
  experiences on retention, progress to degree, and
  graduation.

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Susan Hippensteele: Critical Thinking and Science Literacy Course Impact on Student Retention and Graduation

  • 1. Critical Thinking and Science Literacy Course Impact on Student Retention and Graduation Susan K. Hippensteele, Ph.D., J.D. University of Hawai`i at Manoa
  • 2. What are we doing? 1) developing and evaluating “best practices” pedagogy for teaching critical thinking and science literacy through applied multidisciplinary general education courses, 2) building a broad multidisciplinary community of faculty with expertise in critical thinking and science literacy pedagogy that „closes the loop between teaching, learning, and assessment, and 3) evaluating the impact of freshman completion of a critical thinking and science literacy course on retention and progress to degree.
  • 3. 1. SOCS 150: Street Science: Analyzing and Applying Evidence in Daily Life  Multi-disciplinary critical thinking and science literacy course  Large enrollment (170 max) with Friday tutorial  Six instructors from psychology, anthropology, economics, and women‟s studies  Introduction to logic followed by 2-week problem based units; final research paper project  Interactive classroom activities, individual and small group homework and quizzes, no content memorization—all skill based and applied problem- solving
  • 4. 2. Critical Thinking Assessment Test (CAT) developed by Tennessee Tech University (TTU)  Used to assess critical thinking skill acquisition within SOCS 150 and control classes  Non discipline-specific, tests applied problem-solving skills similar to those confronted in daily life  15 question, primarily short answer essay test; 1 hour or less  Faculty scored on-site using carefully crafted rubric developed by TTU  Faculty scoring sessions (7-8 hours) interactive and important feature of faculty development aspect of project  http://www.tntech.edu/cat/home/
  • 5. Critical Thinking Assessment Test (CAT)  Evaluating Information: Separate factual information from inferences, interpret numerical relationships in graphs, understand the limitations of correlational data, evaluate evidence and identify inappropriate conclusions.  Creative Thinking: Identify alternative interpretations for data or observations, identify new information that might support or contradict a hypothesis, explain how new information can change a problem.  Learning and Problem Solving: Separate relevant from irrelevant information, Integrate information to solve problems, learn and apply new information, use mathematical skills to solve real-world problems.  Communication: Communicate ideas effectively
  • 6. SAMPLE DISCLOSED CAT QUESTION A scientist working at a government agency believes that an ingredient commonly used in bread causes criminal behavior. To support his theory the scientist notes the following evidence. 99.9% of the people who committed crimes consumed bread prior to committing crimes crime rates are extremely low in areas where bread is not consumed Do the data presented by the scientist strongly support their theory? Yes___ No___ Are there other explanations for the data besides the scientist‟s theory? If so, describe. _____________________________________________________________________________ What kind of additional information or evidence would support the scientist‟s theory? _____________________________________________________________________________ Center for Assessment & Improvement of Learning, 2007, 2010
  • 7. 3. Manoa Institutional Research Office  Our broad hypothesis is that freshman enrolled in a multidisciplinary general education course that teaches scientific reasoning and critical thinking skills to understand and evaluate real-world issues will be better prepared to succeed in college.  To test this hypothesis we have written a grant to conduct a longitudinal study to develop and assess a student progress to degree model that allows us to examine the impact of various early academic experiences, including SOCS 150, on student academic decision-making and success.
  • 8. Why are we doing it?  The original motive for developing SOCS 150 was to better prepare students for upper division coursework in multiple disciplines, i.e., introduce them to basic scientific reasoning, problem solving, information literacy, evidence evaluation, debunking false claims and misrepresentations of data  After being trained to score the CAT we realized the potential of our model for promoting broader institutional change and decided to use the course as a laboratory for undergraduate education research at UHM
  • 9. What do we hope to achieve?  We expect our multidisciplinary courses to enhance science literacy and critical thinking skills and improve retention in multiple disciplines on our campus.  Both our course and research model are widely adaptable to any college curriculum.  The student data tracking system we plan to design can serve as a model to other campuses seeking to evaluate the impact of courses or specific student academic experiences on retention, progress to degree, and graduation.