A Critical Thinking Rubric as the Basis of Assessment and Curriculum

Lewittes, Hedva

doi:10.4018/978-1-60566-667-9.ch002

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…And it is generalizations that allow new situations to be tackled effectively" (p. 9). Reflective thinkers are self-directed learners performing intellectual tasks by employing a variety of critical thinking strategies (Lewittes, 2009), which helps them in becoming lifelong learners.…”

Section: Reflective Thinking and Writingmentioning

confidence: 99%

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Deveci¹,

Nunn²

2018

Yuksekogretim Derg

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T T he engineering discipline is comprised of a range of specialized fields making it difficult to define. However, the roots of the word 'engineering' offer some insights. It derives from the Latin words 'ingenium' and 'ingeniare'. The former means 'cleverness' while the latter means 'to contrive, devise.' The term is defined in the Merriam-Webster dictionary as "the work of designing and creating large structures (such as roads and bridges) or new products or systems by using scientific methods." Taken together, these definitions suggest that the engineering discipline aims at inventing, designing and improving tools, materials, machines, etc. in clever and scientific ways with the overall aim of enhancing our lives. Neil Armstrong (cited in Landis, 2013, p. 37) Mühendislerin yaln›zca teknik becerilerle yetinebilece¤ine iliflkin tart›flmalar art›k geçerlili¤ini yitirmifl bulunmaktad›r. Gerek mesleklerinde gerekse yaflam boyu ö¤renme konusunda baflar›l› olabilmek için bir tak›m sosyal becerilere de sahip olmalar› gerekmektedir. Ancak mühendislik e¤itimi veren kurumlardaki müfredatlarda, ö¤rencilerin iletiflim becerilerini gelifltirmelerine yard›mc› olacak türden ders içerik ve uygulamalar› yeterince yayg›n de¤ildir. Bu becerilerin en önemlilerinden bir tanesi, kiflinin kendisiyle (içsel) iletiflimidir. Görüfl türünde haz›rlanm›fl bulunan bu makalede içsel iletiflimin anlam› ve yaflam boyu ö¤renmeye iliflkin önemi tart›fl›lmaktad›r. Bu iletiflim türünün önemine dair fark›ndal›k, kendimizi tan›mam›za, bilinçli, etik ve topluma faydal› kararlar vermemize yard›mc› olacakt›r. Yaflam boyu ö¤renmenin, bireylerin ve toplumun geliflmesine iliflkin hedefini göz önünde bulundurarak mü-hendislerin mesleklerinde yaflam boyu ö¤renme tutumu gelifltirmeleri gerekti¤ini savunaca¤›z. Bunun için ise içsel iletiflim becerilerinin gelifltirilmesi gerekti¤inin alt›n› çizece¤iz. Ayr›ca içsel iletiflimin, kifliler aras› iletiflimin etkinli¤i aç›s›ndan önemini tart›flaca¤›z. Bu amaçlar ›fl›¤›nda mühendislerin gerçeklefltirmeleri gereken içsel iletiflim becerilerini ve aktivitelerini betimleyece¤iz. Yap›land›rmac› ö¤renme kapsam›nda, yans›mac› düflünme, imgeleme ve geliflim raporu gibi e¤itim uygulamalar›n›n ö¤rencilerin içsel iletiflim becerilerine ve dolay›s›yla yaflam boyu ö¤renmeye katk›lar›n› tart›flaca¤›z. Anahtar sözcükler:Bireyler aras› iletiflim, içsel iletiflim, mühendislik e¤i-timi, sosyal beceriler, yans›mac› yazma, yaflam boyu ö¤renme.A discussion as to whether technical skills per se are enough for engineers may no longer be relevant. In order to succeed as lifelong learners, they also need a variety of soft-skills. Despite this, engineering curricula in general seem to pay relatively little attention to cultivating communication skills in students. One of the most essential of these is intrapersonal communication.In this non-research, discussion paper, we discuss the meaning and importance of intrapersonal communication in relation to 'lifelong learning': awareness of the importance of intrapersonal communication helps...

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Section: Reflective Thinking and Writingmentioning

confidence: 99%

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Deveci¹,

Nunn²

2018

Yuksekogretim Derg

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“…Though definitions vary to some degree, engaged learning has emerged as a theory of pedagogy with a track record of successful outcomes, encompassing many of the pillars of the AAC&U's high-impact practices. Defined by Lewittes (2009) as "an active process in which knowledge and understanding are acquired through participation, inquiry, involvement, and direct experience" (p. 6), engaged learning seeks to use tactile experiences in and, especially, outside of the classroom to provide real-world experience and opportunities for reflection. Nationwide, post-secondary institutions promote their engaged learning initiatives on their university websites, which they say, "create practices beyond the traditional" (James Madison University), "steps out of the classroom and engages … around the world" (Cornell), and "equip you, our future leaders, with the skills and confidence you need to solve some of society's most vexing challenges" (IUPUI).…”

Section: Engaged Learningmentioning

confidence: 99%

Investigating Name, Image, and Likeness Through Project-Based Learning

O'Hallarn,

Morehead,

Carpenter

et al. 2023

sij

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The 2021 Supreme Court ruling granting college athletes the right to monetize their name, image, and likeness (NIL) was greeted in equal measure by enthusiasm and confusion by college athletes and the institutions for which they compete. This paper suggests an approach whereby college classes can provide guidance for college athletes to navigate the nascent, evolving NIL rules and provide an opportunity for current, relevant project-based learning. The Old Dominion University Name, Image, and Likeness Knowledge Hub had limitations in its deliverable—a guide for college athletes seeking to leverage their NIL rights—but it represents a novel learning opportunity because of the uncertainty surrounding NIL. This can offer engaged learning for classrooms in a variety of academic disciplines. In addition, small and mid-sized university athletic departments can use this approach to help build institutional knowledge of the new athlete rights and obligations while forming robust learning partnerships with academic units on their campuses.

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“…Individuals that are engaged in introspection through reflective thinking become aware of their own as well as others' thoughts, feelings, and beliefs and how these are influenced by their experiences. Reflective thinking encourages people to use higher-order thinking skills and facilitates self-directed learning (Lewittes, 2009).…”

Section: Interpersonal Communicationmentioning

confidence: 99%

Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

Deveci¹

2019

Journal of Education and Future

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The idea that learning continues throughout life, and cannot be confined to a particular age or place is a fact. This has led to the argument that individuals need to be active agents of their own learning. This has caused learning to be viewed as an individual attainment, with little attention to the role of interpersonal communication in advancing lifelong learning skills. With an attempt to bridge this gap, this paper focused on 205 college students' and five professors' thoughts on the interplay between our communication with others and lifelong learning. Considering their views as well as literature on interpersonal communication and lifelong learning, a thirty-item scale with four sub-domains was developed: learning reciprocity, perseverance, engagement with instructors, and motivation. This scale was then used with a total of ninety-two of first year students on two communication courses in the UAE. Results revealed that the students' scores were above average, indicating their relatively developed predispositions for interpersonal communication supporting lifelong learning. The project-based nature of the courses the students were registered in was thought to influence students' scores. Results are discussed, and recommendations are made for both classroom instruction and future research.

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A Critical Thinking Rubric as the Basis of Assessment and Curriculum

Cited by 6 publications

References 13 publications

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Intrapersonal Communication As a Lifelong Learning Skill in Engineering Education

Investigating Name, Image, and Likeness Through Project-Based Learning

Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

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