Abstract
The first year of college is a critical time in the cognitive development of students, a time when students experience measurable gains in learning (Reason, Terenzini, & Domingo, 2006). Through the implementation of a 1-credit hour required Critical Inquiry (CI) course, faculty at one institution are encouraging this development by engaging first semester first-year students in deeper learning that applies critical inquiry knowledge and skills. In this session, the presenters will draw from collective experiences developing and implementing the CI course, and related faculty development to: a) communicate strategies that have been used to get students engaged in the critical inquiry process; b) share examples of student work on activities and assignments that encourage deeper thinking and learning; c) explain the methods used to evaluate critical thinking and inquiry skills through student learning outcomes measurement and a common CI Portfolio; d) present findings related to the authentic portfolio assessment; and e) facilitate a discussion with the audience about how they can adapt activities and assignments in their courses to promote deeper learning.
Location
Room 1909
Recommended Citation
Dyer, Andy and Foote, Stephanie, "Critical Inquiry in The Classroom: Creating Opportunities for Deeper Learning and Application" (2012). SoTL Commons Conference. 51.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/51
Critical Inquiry in The Classroom: Creating Opportunities for Deeper Learning and Application
Room 1909
The first year of college is a critical time in the cognitive development of students, a time when students experience measurable gains in learning (Reason, Terenzini, & Domingo, 2006). Through the implementation of a 1-credit hour required Critical Inquiry (CI) course, faculty at one institution are encouraging this development by engaging first semester first-year students in deeper learning that applies critical inquiry knowledge and skills. In this session, the presenters will draw from collective experiences developing and implementing the CI course, and related faculty development to: a) communicate strategies that have been used to get students engaged in the critical inquiry process; b) share examples of student work on activities and assignments that encourage deeper thinking and learning; c) explain the methods used to evaluate critical thinking and inquiry skills through student learning outcomes measurement and a common CI Portfolio; d) present findings related to the authentic portfolio assessment; and e) facilitate a discussion with the audience about how they can adapt activities and assignments in their courses to promote deeper learning.
