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General Education: Communication and Critical Thinking
Fall 2008
(Report by Alex Sterling)
What we wanted to learn about our students:
General Education Student Learning Outcome: Students will read critically and communicate effectively as a writer and a speaker.
Research Question: For students enrolled in general education courses, how well are they demonstrating the ability to read critically?
Investigating this question is part of our 11 year plan to assess the five student learning outcomes for the general education program at Ӱɴý. The concept of the GE seminars derived from the pilot teaching communities that we conducted from 2004- 2007. The idea is to provide a structure in which faculty can collaboratively investigate how well students are demonstrating the abilities that we have deemed the primary outcomes of a general education. It is based on direct measures of student learning and is an embedded course assessment.
Staff Development related to Critical Reading:
January 2008: 2 day flex workshop conducted by Linda Elder of Critical Thinking Foundation. Ms. Elder focused on close and critical reading strategies for classroom instruction. (approximately 40 faculty/staff attended)
August 2008: GE Retreat held at San Damiano; there were 30 participants.
What we did:
Faculty who teach general education courses met for three 2 hour workshops throughout the Fall semester. At the first seminar, we watched a video produced by students at Chabot College entitled Reading between the Lives in which students discussed their experiences, or lack thereof, with reading in their classes. After discussing the student perspective presented in that video, we worked in interdisciplinary small groups to read an excerpt from an art history text. We posed questions about the reading based on the critical thinking model we were introduced to by speakers from the Critical Thinking Foundation. For seminar 2, faculty brought in reading selections they intended to assign their students, and had their colleagues read the selection and attempt to answer critical thinking questions based on it. The purpose of this exercise was to get feedback from proficient readers outside of their own discipline; this feedback was intended to help faculty articulate how well they expected students to answer the questions posed. At the third seminar, we heard from a panel composed of the GE facilitators who reported on how well their students had done on their assignment. Our original plan was to have faculty work in small interdisciplinary groups to do the same, but there was a momentum toward discussion in response to the panel presentation, and so we stayed in one large group for a more generalized discussion. All faculty were asked to turn in their individual assessment results to the facilitator for their GE Area:
Communication/Critical Thinking (Alex Sterling, facilitator)
Biological or Physical Science ( Scott Cabral, facilitator)
Creative Arts/Humanities ( Curtis Corlew, facilitator)
Behavioral/Social Sciences ( Shalini Lugani, facilitator)
FALL 2008
GE BOX#FT/PT FACULTY #FT SECTIONS%#PT SECTIONS%COM/CT6/8833%1667%BIO/PS8/102061%1339%CA/HUM15/172652%2448%BS/SS10/194560%3040%
# full time faculty teaching GE in Spring 08: 39
# full time faculty who participated in at least 2/3 seminars: 23
Ken Alexander, Jeanne Bonner, Scott Cabral, Curtis Corlew, Kurt Crowder, Estelle Davi, Dennis Gravert, Durwynne Hsieh, Don Kaiper, Mark Lewis, Shalini Lugani, Cindy McGrath, Karen Nakaji, Danny Ramirez, Lucy Snow, Jeannine Stein, Alex Sample, Alex Sterling, Jancy Rickman, Katalina Wethington, Kathy Willet, Nancy Ybarra, Dave Zimny
GE Area: Communication and Critical Thinking
List faculty participants and courses included in assessment:
A l e x S t e r l i n g E n g 2 2 1 A d v a n c e d C o m p o s i t i o n a n d C r i t i c a l T h i n k i n g
J e a n n i n e S t e i n P h i l o s o p h y 2 C o n t e m p o r a r y E t h i c a l I s s u e s
C i n d y M c G r a t h J o u r n a l i s m 1 0 W r i t i n g f o r t h e M e d i a
J u d i t h B a n k E n g 2 2 1 A d v a n c e d C o m p o s i t i o n a n d C r i t i c a l T h i n k i n g
K a r e n N a k a j i E n g l i s h 100 College Composition
Summary of Assigned Readings and Critical Thinking Questions:
Alexs Eng 221 students had to read an excerpt from Obamas race speech and identify the issue and purpose.
Jeannines Phil 2 read an excerpt from Robinson Crusoe in which Crusoe is faced to confront the issue of cultural relativism having to do with the practice of cannibalism by an indigenous culture he observes. The students are asked about the conclusions drawn by Crusoe in this moral dilemma.
Cindys Journ 10 students read an article about the first heart transplant, and had to answer questions about how the author recreatied the drama of the event, the role of his viewpoint as journalist, and how he developed the character of a doctor.
Judys Eng 221 students had to read 2 opposing articles about a controversial issue. They had to identify claim, reasons, premise, and logical fallacies, and they had to write a paragraph about which argument was stronger.
Karens Eng 100 students read an article about the lure of migrants to California between WWI and WWII. They had to define the terms, arcadia, utopia, and juxtaposition, and then apply them to information about migrants to CA.
What we learned about our students:
# students assessed: 150
# students assessed as proficient in critical reading: 90
Percentage of students assessed as proficient in this GE area: 60%
Faculty observations/analysis of these results:
A l e x F o r b o t h q u e s t i o n s I a s k e d , a b o u t i s s u e a n d p u r p o s e , s t u d e n t s h a d t o g r a s p t h e c o n t e x t i n w h i c h t h e s p e e c h w a s g i v e n i n o r d e r t o a n s w e r s u c c e s s f u l l y . I t h i n k t h i s i s a k i n d o f i n f e r e n c e : b a s e d o n t h e t e x t i t s e l f a n d c o n t e x t i n f o , s t u d e n t s i n f e r r e d t h e i s s u e a n d p u r p o s e . I a l s o f o u n d t h a t a s s e s s i n g r e a d i n g a p a r t f r o m o t h e r f a c t o r s l i k e w r i t i n g o r c o m p r e h e n s i o n o f t h e q u e s t i o n i s v e r y h a r d t o d o .
J e a n n i n e w a s v e r y p r e c i s e a b o u t h e r c r i t e r i a f o r p r o f i c i e n c y , a n d a l a r g e p e r c e n t a g e w e r e p r o f i c i e n t . S h e d i d n t c o m m e n t o n t h e i r c r i t i c a l r e a d i n g s k i l l s a s m u c h a s t h e i r t e n d e n c y t o b e m o r a l r e l a t i v i s t s t h e m s e l v e s .
C i n d y t h o u g h t a b i l i t y t o d o a n a l y s i s / i n f e r e n c e w a s c r u c i a l t o w h e t h e r s t u d e n t s w e r e s u c c e s s f u l i n a n s w e r i n g t h e q u e s t i o n s .
J u d y S t u d e n t s h a v e a h a r d time concentrating on the ideas themselves; if they cant comprehend accurately, they cant read critically.
Karen was disappointed in her low proficiency rate (45%), but thought the low pass rate was partly her fault because she had inflated assumptions about what the students can do, and because she didnt do enough to teach reading skills earlier in the semester.
Questions raised: (Participating faculty were not asked this question.)
How can GE faculty teach reading skills i n s t e a d o f j u s t a s s i g n i n g r e a d i n g ?
T o w h a t d e g r e e i s c r i t i c a l r e a d i n g a m a t t e r o f a c c u r a t e c o m p r e h e n s i o n , a n d t o w h a t d e g r e e i s i t a m a t t e r o f b e i n g a b l e t o d r a w i n f e r e n c e s ? ( J u d y e m p h a s i z e d a c c u r a c y , a n d A l e x a n d C i n d y e m p h a s i z e d i n f e r e n c e . )
H o w c a n w e i ncrease students critical reading abilities?
How can we teach students to read more effectively when faced with readings that are over their heads, readings that are difficult for them?
What we plan to do next to improve student learning: (Participating faculty were not asked this question.)
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