Critical Thinking is the ability to use information, ideas and arguments from relevant perspectives to make sense of complex issues and solve problems. Degree graduates will locate, evaluate, interpret, and combine information to reach well-reasoned conclusions or solutions.
The following courses and additional assessment were planned for use to assess Critical Thinking during the 2021-2022 academic year. Further assessment reporting is scheduled to be available Fall 2025.
- ENG 112 English Composition II
Student Learning Outcomes
Students will evaluate and analyze works of literature for ideas, arguments, assumptions, and evidence.
Method
Cultural Event essay rubric
Criteria of Success
At least 60% of students will score at the proficient level in both of the following areas on the Cultural event essay rubric; 1) evidence-based support for thesis and 2) well-reasoned conclusions.
Results
Exemplary (score 5) or
Proficient (score 4)
= 181 students83% of student body scores proficient in critical thinking learning report
Average (score 3) or
Developing (score 2 or 1)
= 36 students
17% of student body scored below the level of proficiencySample
Total # of student population = 217
Total # of student assessment = 217
100% measurement
Students who were enrolled but had already withdrawn from the course were not assessed and are not reflected in these numbers
Use of Results for Continuous Improvement
The student population tested meets the criteria of success. Overall assessment shows student population can organize ideas through written communication. Student body will need further instruction for synthesis of concepts (either through literary techniques or connection to ideas).
Use some of the papers that scored excellent as student examples to show class in the future.
Several students struggled with thesis statements and integration of sources. We reviewed how to create an arguable thesis statement and reviewed some templates that help with source integration using both paraphrases and direct quotes.
Results were great, but there is still room for improvement. Some students had to make significant revisions to reach proficiency. That isn’t a problem as revising is part of the learning process, but it would be an improvement to have more reach proficiency with the first submission. With that in mind, I intend to provide more sample papers and assign outlines earlier going forward.
Use these results to guide future methods and tools that equip students to create a proper thesis, interpret the author’s message, and create a well-reasoned conclusion for a literary analysis assignment. Provide exemplar models anonymously with the class.
- IND 137 Teamwork and Problem Solving
Student Learning Outcomes
Implications / Conclusions: Students will solve problems based on the analysis and interpretation of information.
Method
IND 137 Project Scoring Rubric – problem solving section
Criteria of Success
At least 70% of students will score 70% or higher on the A3 Report team project.
Results
Using an example Toyota QPR (Quality Problem Report) students were given an example of a quality problem and were asked to create short-term and long term countermeasures for the problem.
100% of students were able to come up with reasonable countermeasures with the information provided.
Sample
6 assessed / 6 total enrolled
Use of Results for Continuous Improvement
In the future, the plan is to expand on using the A3 report and include the 5 whys.
- Indirect Measures: Institutional Effectiveness Survey
Methods
Questions Related to Critical Thinking Coursework
Responses on Critical Thinking Items
Criteria of Success
At least 60% of students will report that DCC coursework allows students to "form new ideas from various pieces of information" 'very much' or 'quite a bit.'
At least 60% of students will report that DCC coursework allows students to "make judgments about the value or soundness of information, arguments, or methods." 'very much' or 'quite a bit.'
Results
75.9% or 101 out of 133 respondents reported coursework allows students to "form new ideas from various pieces of information" 'always' or 'frequently.'
70.5% or 93 out of 133 respondents reported coursework allows students to "make judgments about the value or soundness of information, arguments, or methods." 'always' or 'frequently.'
Sample
133 respondents
Use of Results for Continuous Improvement
The survey responses reflect that we are exceeding the expectation of at least 60% of students engaging in critical thinking on a frequent basis. While these self-reported results do not prove critical thinking, they do confirm that students perceive their coursework as allowing students to “form new ideas from various pieces of information” and “make judgments about the value or soundness of information, arguments, or methods.”
The plan is to continue to ensure faculty infuse the curriculum with critical thinking.