The Best Practices Committee

The following best practices have been adapted from “A Professional Development Model for Colleges and Universities that Fosters Critical Thinking” by Linda Elder 2/3/06

  1. Identify the gap between the ideal and the real
    1. Set benchmarks for student success
      1. Use CCTST, CCSSE for campus-wide
      2. Use measures of five areas defined by task force
      3. Use course/program-specific assessments
    2. Set benchmarks for faculty participation
      1. Use IDEA feedback, including institutional questions
      2. Use professional development resources
    3. Communicate with other colleges that have exceptional Critical Thinking programs to help determine what works.
  2. Make critical thinking a priority teaching and learning outcome.
    1. Make the teaching of critical thinking explicit and deliberate
      1. Include on syllabi
      2. Emphasize to students
      3. Give students explicit grading criteria (e.g., rubric)
      4. Assign significant value to critical thinking
    2. Base QEP on faculty strengths.
      1. Build on NSF work in the technologies
      2. Develop a critical mass of effective faculty
  3. Make Critical Thinking a priority in course planning and delivery.
    1. Approve a working definition and disseminate
    2. Integrate critical thinking skill outcomes and their assessment into curricula as a disciplined, systematic approach to teaching the five CCTST skills.
    3. Make the teaching of critical thinking explicit in syllabi and to students
  4. Commit to success of the QEP at the administrative level
    1. Fund the program
    2. Make a priority in allocation of resources
    3. Provide incentives
    4. Provide support
    5. Celebrate successes
    6. Support for faculty and staff to participate
    7. Include in performance evaluations
    8. Make critical thinking a focal point of the campus mission, vision, planning, and resource allocation
  5. Establish advisory teams to guide the process
    1. Faculty must dominate
    2. Planning team
    3. Implementation team
    4. Integrate into strategic planning and institutional effectiveness
    5. Commitment must be long-term aimed at continuous improvement
  6. Plan strong professional development program
    1. On-campus training that is systematic and ongoing
    2. Leadership team for faculty development for those who have demonstrated commitment through their teaching
    3. Make professional development programs relevant to faculty’s teaching needs.
  7. Make critical thinking a campus-wide priority
    1. Include in strategic plan and institutional effectiveness
    2. Include in Performance Funding Goals
    3. Include in program review
    4. Include in SACS and program accreditation
    5. Include in new program planning QEP folder; best practices file

Members

Chairs:
Jim Formosa, Accounting
Janusz Polanowski, Philosophy

  1. David Gerth, Business Management
  2. Wayne Holt, Mathematics
  3. Ken Kozeka, Biology
  4. Scott McRoberts, English and Humanities
  5. Bill Pardue, Business Management (Cookeville campus)
  6. David Welimuenster, Visual Arts