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Instructors Responses
Faculty from two-year and four-year higher education institutions
on the west side of Washington State attended a retreat held at
the Sleeping Lady Resort in Leavenworth, WA to explore ways in
which critical thinking plays into the work of teaching, mentoring,
and administrating (check out our next retreat
information). The retreat consisted of large- and small-group
sessions. Faculty were surveyed on their experience after the
sessions and retreat ended.
Q: What did you like about this retreat?
"... the opportunity to share questions, concerns, successes and failures of methods to encourage critical thinking"
"the opportunity to gather ideas from others and get feedback about my practices"
"Certainly the material received at the conference was useful. I have given copies of the packets to colleagues. Our challenge now is to develop an assessment plan at our college that faculty are enthusiastic about. The material you provided can be one part of an overall plan. I appreciate what was shared by you. Thank you."
Q: What is the most important thing you learned from this retreat?
"how to explain, recognize, and assess components of critical thinking"
"Critical thinking can be approached from multiple perspectives. Assignments don't need to cover all outcomes at one time, they can be varied throughout the course."
"how to refine the rubrics that I have been working with"
"There are other ways to help students develop critical thinking skills other than written exercises."
"the value of embedding critical thinking activities into more assignments"
"Using the CT rubric will help me generate assignments as well as guide and assess student work in a meaningful way."
Q: How will you use the information you learned at this retreat?
"I will work on modifying my evaluation rubrics in order to be clear with my students about my expectations."
"work with our learning outcomes committee"
"re-evaluate the language of some assignments"
"As a writing teacher who is deeply committed to the development of thinking through writing, I was most concerned about the inverse relationship noted between student success in critical thinking and success in writing. I will be working to find a way to co-develop these skills so that in doing 'good thinking' a student is not left 'out in the cold' in terms of his or her success in the framework of the conventional college curricular goals."
"modify old and create new assignments that use CT criteria"
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