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J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D. James H. Graham, Ph.D.

J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

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Page 1: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Engineering Critical Thinking

James E. Lewis, Ph.D.Jeffrey L. Hieb, Ph.D.Tim Hardin, Ph.D.James H. Graham, Ph.D.

Page 2: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Outline: i2a Background JB Speed School of Engineering

Involvement ENGR 100: Introduction to Engineering ENGR 205: Differential Equations for

Engineers CECS 230: Introduction to Computer

Engineering and Computer Science

ECE 496: Professional Issues and Current Topics Seminar

Page 3: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

i2a Background

Southern Association of Colleges (SACS) and UofL’s university-wide quality enhancement plan (QEP).

i2a – Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement

Page 4: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Speed School of Engineering Involvement

Currently developing and implementing its i2a plan

Faculty members have participated in Faculty Learning Communities (FLCs)

Page 5: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

ENGR 100

Course Description– Introduction to the engineering profession,

its disciplines, orientation to the university; includes critical thinking/engineering design, professionalism, ethics, team building, communication, computer software, freshman experience modules, diversity issues, and time management. Taken by all incoming engineering freshmen

Added to the curriculum in 2006/2007 academic year.

Page 6: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Critical Thinking in ENGR 100

Why include Critical Thinking in the Intro course?– Help students tackle the adjustment to

college– Engineers need to apply critical thought

and critical problem analysis throughout their career

Page 7: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Critical Thinking in ENGR 100

Incorporated explicitly in five ways1. Explicit lecture on critical thinking using

the Paul-Elder model2. Critical thinking breakout session

following the lecture3. A specific critical thinking assignment4. Through case study discussions5. A pre and post general critical thinking

assessment

Page 8: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Assessment

Pre-assessment Post-Assessment Motivation for the Assessment

Page 9: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Actual Assessment

5 multiple choice questions 5 Likert scale questions One open ended question

Page 10: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Comparisons of Assessment

Average score for pre assessment multiple choice questions 48%

Average score for post assessment multiple choice questions 48%

No statistical difference between pre and post assessments regarding the multiple choice questions

The Likert Data and Open Ended Question are still being evaluated

Page 11: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Conclusions / Changes

Increase the number of lectures on Critical Thinking and Paul-Elder model

Continue reinforcing the Paul-Elder model (by using the language) in assignments and grading of assignments

Rework/modify the assessment tool

Page 12: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Assessing Critical Thinking in ENGR 205

Jeffrey L. Hieb, Ph.D.Department of Engineering Fundamentals

Page 13: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Critical Thinking in ENGR 205

Three Goals1. Continue to explicitly reinforce critical

thinking instruction• more discipline specific

2. Assess students critical thinking skills3. Provide relevant and meaningful

feedback to ENGR 100

Page 14: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Reinforcement

Mathematical modeling section of the course

– Mathematical modeling is a part of critical thinking

– Critical thinking includes mathematical modeling

– Incorporate Paul-Elder language

Page 15: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

How to Assess Critical Thinking?

Modify or add exam or quiz questions?

What are we really after?– What is it we hope to assess?– What is it we hope to impart to students?

Page 16: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Rethinking Critical Thinking Assessment

University of Louisville definitionCritical thinking is . . .

a guide to belief or action. From FLC participation

– Modeling• Recognize critical thinking and see it in action

– Closing the loop• Motivational and instructional feed back

From i2a specialists– Aim for: a progression of critical thinking skills

Page 17: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Two Critical Thinking Assignments

1. Given two commentaries decide and justify which one best exemplifies critical thinking.– Model to students both good and bad critical thinking– See discipline specific example (both have ODEs)– Response requires critical thinking

• What is critical thinking? Paul Elder Model

– Not time consuming, students should just write a response

2. Compare the importance of two methods for solving differential equations.– Now do some of your own critical thinking.

Page 18: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Assignment #1 RubricAssignment #1 Rubric

Part 1: correctly identified the better example of critical thinking

1 – stated commentary number 2 better exemplified critical thinking

0 – stated commentary number 1 better exemplified critical thinking, or did not say

Part 2: Justification that commentary #1 exemplified poor critical thinking

0 – Gave no valid justification or gave no justification

1—Gave a single valid justification.

2 – Gave two valid justifications

3—Gave three valid justification.

Part 3: Justification that commentary #2 exemplified good critical thinking

0 – Gave no valid justification or gave no justification

1 – Gave only one valid justification

2 – Gave two valid justifications

3—Gave three valid justification

Page 19: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Spring 2009 – Pilot

Both Assignments given to students enrolled in the ENGR 205 class in the Spring of 2009

Most of these students did not take EGNR 100 after explicit critical thinking was added

Pilot Goals– Develop a baseline– Identify problems– See what kind of responses students give

Currently this data is being analyzed

Page 20: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Pilot Results for Assignment #1

Assignment #1 (61 responses)– 54 (89%) correctly identified commentary

#2 as the better example of critical thinking.

– For justification against #1 the average scorewas 1 (out of 3)

– For justification for #2 the average scorewas .6 (out of 3)

Page 21: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Comments on Student Responses

Very few mentioned the PE model– Most of these students were not exposed

to PE in ENGR 100 Most correctly identified good and bad

critical thinking Less successful at providing

justification Some bad justification

– The formulas were more complicated– It was longer

Page 22: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Closing the Loop

Give the instructor’s response to students– Commend students on giving good

responses– Stress/reinforce Paul-Elder model as a

reliable way to evaluate thinking (any thinking) and to justify why it is or is not “good thinking”.

Page 23: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Feedback to ENGR 100

Percentage of responses that used the PE model– Need to add this to the rubric

Percentage of correct identifications Average for part 2 and part 3 of the

rubric.

Page 24: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Conclusions

Students responded well, and there was a general engagement

Students exhibit common problem– Seem to know what critical thinking is,

don’t know how to define. Planned improvements

– Reflective piece• Revise mission: to a fellow student.

– Formalize rubric.

Page 25: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

An Example from CECS230 (Intro to

Computer Science and Engineering)

Tim Hardin, Ph.D.Computer Engineering and Computer Science Department

Page 26: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

About the course

3 credit hours 2nd semester freshmen Pre-requisite is intro to programming Course is a breadth-first look at the

CECS curriculum Occasional lab projects to reinforce

lecture material

Page 27: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

When to do a Lab?

Before lecturing on the material? After lecturing on the material?

Page 28: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Motivation

Beginning programmers No thought to program maintainability Minimal thought to program testing Some thought to program design

Page 29: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Example: Variable Names

Students tend to choose variable names with no meaning: a,b,c,d

After being told to use descriptive variable names: tim01, tim02, tim03

The goal: length, width, area, etc.

Page 30: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Lab Assignment – part 1

Two students, one computer 10 minutes to find all errors in a

programHere is the menu 1 - square 2 - rectangle 9 - quitYour choice: 2Enter side #1: 3Enter side #2: 4Rectangle: 4 x 4, perimeter = 14, area = 12

Page 31: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Lab Assignment – part 2

15 minutes to download source code and fix the errors

int a,b,c,d,e,f;int main(){a=b=c=d=e=f=0;a1: printf("Here is the menu\n");printf(" 1 - square\n");a2: printf(" 2 - rectangle\n");printf(" 9 - quit\n");printf("Your choice: ");int r;scanf("%d", &r);if ( r == 1 ) goto x4; else goto q1;q1: if ( r == 2 ) goto hell0; else goto q2;

Page 32: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Lab Assignment – part 3

15 minutes to add functionality for a circle

Page 33: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Critical Thinking Discussion

What did you learn in the last 40 minutes?– Do NOT use ‘goto’ statements– Use meaningful variable names– Format and indent code– One instruction per line

Page 34: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Take home assignment:

Download and look at “good” code What are obvious differences? Which is easier to understand? Why? What about ‘goto’ statements? Is the number of lines of code a good

indicator of program complexity? Why? How will you change the way you write

code in the future?

Page 35: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Summary:

Lab was before the lecture Lecture was much more meaningful...

Students recognized elements of lecture from lab experience.

Students got a flavor of the “real world”

“... as a guide to belief and action”

Page 36: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

i2a in ECE 496

James H. Graham, Ph.D.Department Chair, Electrical and Computer Engineering

Page 37: J.B. Speed School of Engineering – University of Louisville Engineering Critical Thinking James E. Lewis, Ph.D. Jeffrey L. Hieb, Ph.D. Tim Hardin, Ph.D

J.B. Speed School of Engineering – University of Louisville

Questions?