QEP
The Brenau University Quality Enhancement Plan was developed over the past three years utilizing broad-based institutional involvement. An extensive literature review was conducted to ascertain prevailing trends in student learning theory. The university mission, vision, and strategic plan were considered to ensure the constructive alignment necessary for a sustained improvement plan. Institutional assessment data were analyzed to determine areas needing improvement. The culmination of this lengthy and comprehensive process was the selection of the improvement of undergraduates' critical thinking skills as the focus of the QEP.
Food for Thought
Image used with permission from Truthout.org
"I think, therefore I am."-- Rene Descartes
"I do not feel obligated to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgoe their use"-- Galileo
"Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity"-- Martin Luther King, Jr.
"Believe nothing, no matter where you read it, or who said it, no matter if I have said it, unless it agrees with your own reason"--Buddha
"Live as if you were to die tomorrow. Learn as if you were to live forever"-- Mahatma Gandhi
"The significant problems we face cannot be solved at the same level of thinking we were at when we created them"-- Albert Einstein
More Information
- Brookfield, S. D. (1997). Assessing critical thinking. Brookfield, S. D. (1997). Assessing critical thinking. New Directions for Adult & Continuing Education, 75(17).
- Daly, W. (1998). Critical thinking as an outcome of nursing education: What is it? Why is it important to nursing practice? Daly, W. (1998). Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing practice?. Journal of Advanced Nursing, 28(2), 323-331.
- Ennis, R. (1987). Critical thinking and the curriculum. Ennis, R. (1987). Critical thinking and the curriculum. In Marcia Heiman and Joshua Slomianko (eds.) Thinking skills instruction: Concepts and technicques. Washington, DC: National Education Association.
- Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of education assessment and instruction (executive summary). Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of education assessment and instruction (executive summary). In The Delphi Report, Millbrae, CA: California Academic Press.
- Facione, P. (2010). 2010 Update: Critical thinking: What it is and why it counts. Facione, P. (2010). 2010 Update: Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
- Foster, D. & Poppers, A. (2009). Using formative assessment to drive learning.Foster, D. & Poppers, A. (2009). Using Formative Assessment to Drive Learning: The Silicon Valley Mathematics Initiative: A Twelve-year Research and Development Project. Morgan Hill, CA: Silicon Valley Mathematics Initiative.
- Hargreaves, M. (2004). The use of assessment strategies to develop critical thinking skills in science Hargreaves, M. & Grenfell, A. (2004). The use of assessment strategies to develop critical thinking skills in science. Brisbane, Australia: Queensland University of Technology.
- Jones, E., Hoffman, S., Moore, L., Ratcliff, G., Tibbetts, S., & Click III, B. (1995). National assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking. Jones, E., Hoffman, S., Moore, L., Ratcliff, G., Tibbetts, S., & Click III, B. (1995). National assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking. Washington, DC: ERIC, Education Resources Information Center.
- Nelson, K. (2010). CS97 Triangulation in Assessment of Student Learning Outcomes. Nelson, K. (2010). CS97 Triangulation in Assessment of Student Learning Outcomes. Decatur, GA: Southern Association of Colleges and Schools.
- Shulman, L. (2007). Counting and Recounting: Assessment and the Quest for Accountability Shulman, L. (2007). Counting and Recounting: Assessment and the Quest for Accountability. Philadelphia: Taylor & Francis.
- Terenzini, P., Springer, L., Pascarella, E., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Terenzini, P., Springer, L., Pascarella, E., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Washington, DC: ERIC, Education Resources Information Center.
What's New in Critical Thinking?
"Academically Adrift might be the most important book on higher education in a decade. Combined with students' limited effort and great disparities in benefits among students, Arum and Roksa's findings raise questions that should have been raised long ago about who profits from college and what colleges need to do if they are to benefit new groups of students. In this new era of college for all, their analysis refocuses our attention on higher education's fundamental goals."--James Rosenbaum, Northwestern University
Arum, Richard. Academically adrift: Limited learning on college campuses.
Call Number: LA227.4 .A78 2011
ISBN: 0226028550
Arum, R. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
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Dr. Mark Taylor
Image from http://www.taylorprograms.com/
- Meet Generation NeXt: Dr. Mark Taylor's website
- Taylor, M. (2007). Generation neXt goes to work: Issues in workplace readiness and performance.Taylor, M. (2007). Generation neXt goes to work: Issues in workplace readiness and performance. In A collection of papers on self-study and institutional improvement, 2007. vol. 2, Leading for the common good : programs, strategies, and structures to support student success. Chicago, IL: Higher Learning Commission.
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