Critical Thinking Dispositions: The Need for a Balanced Curriculum in Collegiate Critical Thinking Courses

The aim of this synthesis is to argue that students cannot become effective thinkers simply by being taught the analytical skills of critical reading, writing, and thinking. Without learning the necessary dispositions of critical thinking students will not develop into well-rounded, effective thinkers. The study is focused on an already existing course at Mass Bay Community College. The present curriculum is based on the fundamental skills of determining the soundness and validity of an argument. Assisting and encouraging the obtainment of critical thinking dispositions will inspire students to become more aware of the role their listening and communicating skills and behaviors have on their ability to think effectively. As Kirby and Goodpaster assert, We have become what we have thought about and who we will become is limited by how and what we think (5). Dispositions are inclinations and habits of mind that benefit productive thinking (Tishman, Perkins, and Jay 1995, 37). Being open-minded, deferring judgment, listening to multiple perspectives, and having intellectual humility and intellectual curiosity are a few thinking dispositions that are presented in the discussion as well as in the proposed curriculum. Ennis, Paul, Tishman et al, all support the incorporation of thinking dispositions into critical thinking course curriculums. The curriculum presented in this synthesis is designed to engage students in thoughtful exploratory activities to help foster and cultivate dispositions required for effective thinking. The lesson plans are created with the intention of reinforcing students\u27 tendencies to transfer knowledge, utilize metacognitive strategies, and practice applying thinking dispositions in various scenarios and exercises. The curriculum utilizes critical thinking dispositions and incorporates the enhancement of listening, communicating, and behavioral skills. Each lesson includes a description of dispositions to be explored; an activity to encourage the fostering of those dispositions; goals and objectives; and attention to mental management and transfer of skills. The objective of incorporating nineteen dispositions into a pre-existing critical thinking curriculum is to help freshman college students become reasonable, reflective, and focused thinkers and decision-makers

Mentor Coaching: Insights into Mentoring Practice in Independent Schools

Mentorship Coaching: Insights into Mentoring Practice in Independent Schools is aqualitative study that identifies and analyzes effective mentoring practices in the context of independent schools. This study addresses a current gap in mentoring literature, providing insight into how mentors can create effective opportunities for mentee development by using researched-based models, strategies, and methods based on coaching pedagogy. Incorporating evidence from a qualitative survey across eight institutions, one-to-one interviews, thesis literature, and participant narratives, this study demonstrates coaching pedagogy supports mentors in their ability to form authentic partnerships that prioritize mentee learning. To provide a complete and illustrative picture of effective mentoring practice, the study looks at the cycle of mentoring relationships giving a descriptive narrative of the experiences of the mentor and mentee. The study also highlights mentor coaching curricula used to instruct mentors. The starting point of the research utilized a qualitative survey and one-to-one interviews, which led to the initial discovery that effective mentors used researched-based models, strategies, and methods based on coaching pedagogy. After this initial discovery, the project focused on highlighting effective mentoring techniques by exploring how mentors use coaching practices to encourage two specific competencies; growth mindset and emotional intelligence. Study participant interviews were used to construct mentoring narratives to illustrate how mentors encourage the enduring practice of a growth mindset and foster emotional resilience in mentees. This study concludes that mentoring relationships and mentee development are most effective when supported by coaching principles

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

WHITENESS AND MULTICULUTRAL COMPETENCE: COUNSELING PSYCHOLOGY FACULTY AS GATEKEEPERS TO UNDERSTANDING WHITENESS

The current phenomenological study aimed to explore how counseling psychology faculty’s understanding of whiteness informs their definition of multicultural competence and practice of psychology. The study presents a conceptual model for researching multicultural competence informed by critical race (Delgado & Stefancic, 2001), feminist standpoint (Smith, 1987, 1997), and intersectional (Collins, 1986; Chrenshaw, 1989) paradigms. Twelve counseling psychology faculty (N=12) teaching in APA-accredited programs were nominated by graduate trainees who deemed them multiculturally competent. Participants’ understanding and experiences of whiteness are described, including the dispositions, behaviors, and academic socialization that propagate whiteness. White faculty’s experience of whiteness and that of faculty of color were expectedly divergent given their positionality. Results reflect the need to expand current definition, application, and operationalization of multicultural competence from awareness, knowledge, and skills (Sue et al., 1982; 1992) with focus on race and culture across foci of competence (Sue, 2001) to a positional practice of psychology informed by a critical understanding of whiteness. Whiteness-informed aspects of multiculturally competent psychology practice noted by participants are: (a) multicultural competence being considered an area of specialty and expertise that can be achieved (b) through adoption of universal dispositions and competence during graduate study, (c) the use of scientific standards of neutrality and objectivity that (d) lead to disconnection from self and others, and (e) assumption that psychology can be reduced to academic and intellectual study. In contrast, positional practice of psychology emerges as a need to consider how whiteness and psychologists’ relation to power are foundational to all psychology endeavors. Counseling psychology faculty assumed an orientation of cultural humility, embraced ambiguity, sought connections, and engaged in advocacy when aware of their position and relation to whiteness. Dispositions and behaviors participants engaged in to foster ongoing systemic and personal reflexivity about whiteness are discussed. Implications of findings for the profession of counseling psychology, institutions of higher education, psychology training and education, research and clinical practice are delineated

A structural equation modeling approach to factors that contribute to the impact mymathlab has on commitment and integration of technology

Learning with educational technology in higher education is rapidly increasing and shows promise of providing cost effective instructional delivery to a wide audience. Information technology scholars have begun to explore multiple antecedent variables leading to successful learning with technology. Yet, the ideal conditions or barriers have not been fully explored. The current study attempted to link certain personality characteristics and technology acceptance constructs within a nomological network that could predict factors that might influence student integration and commitment to educational technology. Data were gathered using a survey collection approach at a large southern Research I university. Students are required to actively engage in a computer-mediated learning environment that consists of an interactive software program, MyMathLab, and a math lab that provides faculty and peer support. Students responded to two surveys designed to capture their initial perceptions of the value of educational technology and measures of stable personality constructs. A second survey collected attitudinal responses directly related to their learning experiences with MyMathLab. Data were analyzed using Partial Least Squares (PLS) Structural Equation Modeling approach. The researcher specifies a predictive model of variables and, subsequently, examines the measurement and structural components of the model. The overall strength and statistical significance of the path relationships within the constructs are given by R2 and t-test statistics. The results suggest that affective measures of computer self-efficacy impact a student’s willingness to experiment with technology. In addition, students who feel comfortable with the level of complexity within MyMathLab, and who see the advantages to using the program, are more likely to integrate the system into their normal school routine. Another finding relates to the connection between integration and commitment. At the level of commitment, students moved beyond basic acceptance to a willingness to explore the technology further. Overall, the variables of the model explained 43.5% of the total variance in Commitment. An exploratory study of this nature can help educators gain a better understanding of potential curricular and instructional interventions that could be incorporated into computer-mediated learning environments