Integrating Critical Thinking into the Business Curriculum

Transcription

1 Integrating Critical Thinking into the Business Curriculum Linda L. Miles, Ph.D. Dean of the School of Business Colgate Darden Professor of Finance Chowan University Andrew T. Babyak, Ph.D. Assistant Professor of Management Chowan University

2 Presentation Outline Quotes from the literature Millennials Demographics of Chowan University The Chowan School of Business experience with integrating critical thinking

3 From the Literature Four questions related to critical thinking to consider as business educators: 1. What does it mean to think critically? 2. How do we introduce critical thinking in the curriculum? 3. How do we develop critical thinking in our courses? 4. How do we evaluate critical thinking? (Sormunen, 1992)

4 From the Literature Critical thinking is an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one s experiences, knowledge of the methods of logical inquiry and reasoning, and some skill in applying those methods (Glaser, 1942).

5 From the Literature Critical thinking skills are a fundamental requirement for competing in today s global and complex environment (Paul, 1993)

6 From the Literature Business schools should really be teaching critical thinking more than anything else. (Dr. Jerry Wind, Wharton School of Business, as cited in Braun, 2004)

7 From the Literature The business educator s goal is specific. We strive to prepare students for the work force who are equipped to engage in work immediately and do it in a timely manner (Sormunen, 1992)

8 From the Literature CT Approaches in Business Programs: 1. Problem-based learning (case studies, applied projects) 2. Course-content-embedded learning (discussions, debates, guided questioning) 3. An element underlying other pedagogies (critical theory, critical reflection) (Braun, 2004)

9 Does this sound familiar? There are, of course, students who take their academic work seriously, but. The preference and norm on most college campuses is toward maximum exertion in activities and minimum adjustment to academic requirements. Mediocrity is the rule in the classroom. Only in exceptional cases is [the professor s] real influence more than marginal. The anti-intellectual values of the students result in hostility, contempt, and suspicion toward the faculty.

10 The source Preceding quote from P. Fass, 1977 Writing about college students from the 1920 s! Fass s work was entitled The Damned and the Beautiful: American Youth in the 1920 s Social history of the youth culture in the middle class in the 1920 s

11 So What About Millennials? a third of the students surveyed said that they expected Bs just for attending lectures, and 40 percent said they deserved a B for completing the required reading (Roosevelt, 2009) the point of the college experience is to have a good time and walk away with a valuable credential after putting in the least effort possible (Herbert, 2011)

12 Engaging Millennials Answer their What s in it for me? question Degree will get you in the door, will help you keep your job and advance How can we fill in the blank? Communication Analysis Research ability Soft skills Then relate why employers/the market value these abilities

13 Chowan University Founded in 1848 in Murfreesboro, North Carolina Affiliated with Baptist Church Recruits the average student Enrollment ~ 1,400 Undergraduate liberal arts education Graduate program in Elementary Ed. Graduate program planned for business Fall 2014 freshman class 35% first generation 55% $0 EFC 60% acceptance rate Total university population 72% students of color 47% $0 EFC

14 Chowan University Ortiz (2000) posits that culturally diverse classrooms can be used as a feature to enhance critical thinking. Encourage students to share their own experiences and background Students and teachers can reflect on the different value systems and cultures Ideas on how to implement in quantitative courses, such as accounting and finance?

15 Bloom s Taxonomy - Updated

16 Chowan University s Critical Thinking Program Established in Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. Foundation for Critical Thinking, criticalthinking.org. The program is about teaching, implementing, and inculcating 25 terms

17 25 Terms Introduced in CT 101 & CT 102 Dispositions (8) Intellectual Humility Intellectual Autonomy Intellectual Integrity Intellectual Courage Intellectual Perseverance Confidence in Reason Intellectual Empathy Fair-mindedness Elements (8) Purpose Question at Issue Information Assumptions Conclusions Concepts Point of View Implications Standards (9) Clarity Logic Accuracy Relevance Precision Depth Breadth Significance Fairness

18 Upper Level CT Courses 2 required to graduate; at least 1 in major Traditionally, professors take an existing upper level course and incorporate the Critical Thinking elements, standards, and dispositions into the course. CT terminology must be utilized in the syllabus and course At least 50% of the grade comes from assignments directly related to the elements and standards

19 Faculty Incentive Master Teacher Program Teach 1 section of CT 102 Teach 2 sections of Upper Level CT Use one year professional development funds on CT oriented training Designation = $1,000 raise

20 Critical Thinking in the School of Business The CT program addresses one of the greatest needs of our students. We focused on incorporating CT into all of our courses through: Shared Rubric for all Papers Quality over Quantity for our case studies Utilizing the CT elements to ensure that we are teaching business principles in an effective manner.

21 The Elements of Thought

22 Critical Thinking in the School of Business: BUS 324 Syllabus Program Outcome Student Learning Outcome Upon completion of the program, Chowan University School of Business students will demonstrate mastery of critical thinking skills to analyze and create solutions for issues arising in the changing business environment. At the conclusion of this course, students will be able to Ask precise and important questions that are consistent with a global business point of view. Develop and defend clear conclusions and/or interpretations that deal fairly with the sources. IDEA Objectives Objective 3: Learning to apply course material (to improve thinking, problem solving, and decisions) Objective 11: Learning to analyze and critically evaluate ideas, arguments, and points of view Evaluation Group Project, Analytical Research Paper, Presentations

23 Linking our Practices to Literature Business curriculum aimed at critical thinking skill development should identify specific skills being addressed, the standards applied to each skill, and acceptable evidence that reflects attainment of those standards (Braun, 2004).

24 Critical Thinking in the School of Business We have tried to incorporate a constructivist approach in our upper level courses in which the role of the professor is really more of a facilitator to guide and support critical thinking (Critchley, 2011).

25 Critical Thinking in the School of Business Critical thinking is best developed in business courses through the use of case studies, group projects, simulations, computer applications, role playing, and other techniques (Sormunen, 1992)

26 Evaluating Critical Thinking in the School of Business BUS 492 Glo-Bus simulation Detailed case study (used as direct measure in assessment) BUS 324 Projects written & oral (used as direct measure in assessment) BUS 484 & ACCT 399 Projects

27 Brief Review of Presentation There are four questions related to critical thinking that we must consider as business educators: 1. What does it mean to think critically? 2. How do we introduce critical thinking in the curriculum? 3. How do we develop critical thinking in our courses? 4. How do we evaluate critical thinking? (Sormunen, 1992)

28 Additional Information

29 References Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), Critchley, B. (2011). Critical thinking in business education. Investigations in University Teaching and Learning, 7, Glaser, E. (1942). An experiment in the development of critical thinking. Teachers College Record, 43(5). Hagopian, K. (2013). Rethinking the structural architecture of the college classroom, New Directions for Teaching and Learning, (135), Herbert, B. (2011, March 14). College the easy way. New York Times, pp. A21. Knowlton, D. S. (2013) Navigating the paradox of student ego. New Directions for Teaching and Learning, (135), Ortiz, A. (2000). Expressing cultural identity in the learning community: Opportunities and challenges. New Directions for Teaching and Learning, (82). Paul, R. (1993). Critical thinking: Identifying the targets. In J. Willsen & A. Binker (Eds.), Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Santa Rosa, CA: Foundation for Critical Thinking. Roosevelt, M. (2009, February 18). Student expectations sees as causing grade disputes. New York Times, pp. A15. Sormunen, C. (1992, December). Critical thinking in business education. Paper presented at the American Vocational Association Convention, St. Louis, MO.