Critical Thinking Instruction and Minority Engineering Students

Annette Mallory Donawa

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering
Tagged Division: Cooperative & Experiential Education
Page Count: 23
Page Numbers: 22.403.1 - 22.403.23
DOI: 10.18260/1-2--17684
Permanent URL: https://strategy.asee.org/17684
Download Count: 559

Paper Authors

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Annette Mallory Donawa Independent Consultant

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Dr. Annette Mallory Donawa resides in Maryland with her husband and two children. She received her Bachelor’s and Doctoral degrees from higher education institutions in Maryland: Towson University and Morgan State University. She received her Master’s degree from Illinois – Northern Illinois University. Dr. Donawa has more than 25 years of experience comprising of K-12 and higher education, corporate training, and human resources. Her doctoral research focused on examining the outcomes of critical thinking instruction with minority engineering students. Dr. Donawa’s goal is to continue her research in critical thinking to broader audiences, having a greater impact on student retention and graduation rates. Dr. Donawa has travelled extensively throughout the U.S. and West Africa where she has trained corporate and government personnel. She feels honored to have presented her research on critical thinking for ASEE in Chicago (2005) and Hawaii (2008).

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Abstract

CRITICAL THINKING INSTRUCTION AND MINORITY ENGINEERING STUDENTS AT A PUBLIC URBAN HIGHER EDUCATION INSTITUTION The enhancement of critical thinking skills is necessary for studentspursuing degrees in science, technology, engineering, and mathematics (STEM)disciplines. A three-year mixed methods study conducted at an urban institutionin Maryland focused on enhancing critical thinking skills for African Americanstudents. A total of ninety students participated in a summer residentialenrichment program during 2006-2008. The quasi-experimental study consistedof 50 students in the experimental group and 40 students in the control group. A standardized critical thinking assessment, the Cornell Critical Thinkingassessment, was administered as a pre- and post-test which gave implications tothe effectiveness of a critical thinking intervention that was implemented in theexperimental group. Quantitative data collection and analyses focused on resultsfrom the pre- and post-test results, while qualitative data collection and analysesconsisted of textual analyses of students’ written narrative statements andinterviews with engineering faculty.The most important implication of this study is that integrating critical thinkingpedagogy opposed to rote memorization into curricula will better prepare studentsfor careers in STEM disciplines. The study includes several recommendationsregarding the integration of critical thinking pedagogy for college and universityadministrators and faculty. Summary of Critical Thinking Pedagogy Pedagogy Researcher(s)1. In-class active learning exercises Tsui, (1998, 1999)2. Class discussions, debates, role plays, Braxton, Milem, & Sullivan, collaborative learning (2000); Paul & Elder, (2002, 2006); Tsui, 1998, 1999)3. Synthesizing chapters and articles Paul & Elder, (2003, 2004)4. Paraphrasing real-time Paul & Elder, (2003, 2004, 2005, 2006)5. State, Elaborate, Explicate, and Paul & Elder, (2002, 2004) Illustrate (SEEI) model6. Frequent interaction with faculty Braxton, Milem, & Sullivan; (2000); Gellin, (2003); Tsui, (1998)7. Out of class experiences, involvement Gellin, (2003) in clubs, and social activities8. Peer-reviewed papers Tsui, (1998, 1999)9. Self-reflection and assessment Fowler, (2003)10. Apply deep approach to learning Fowler, (2003); Lee, (2004)11. Practice solving ill-structured, open- Fowler, (2003); Lee, (2004) ended problems with unlimited solutions12. Teacher/Professor preparation Jackson, (1995); Paul & Elder, (2003, 2004); Tsui, (1998, 1999)13. Practical application so knowledge construction occurs individually Gordon & Brown, (2004)14. Help students connect and find Diamond, (1998) meaning enables them to retain information15. Frequent writing assignments, Darling-Hammond, (2000) thoughtful examination

Citation
Format

Donawa, A. M. (2011, June), Critical Thinking Instruction and Minority Engineering Students Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17684

TY  - CPAPER
AB  -              CRITICAL THINKING INSTRUCTION AND               MINORITY ENGINEERING STUDENTS AT A PUBLIC URBAN HIGHER EDUCATION INSTITUTION        The enhancement of critical thinking skills is necessary for studentspursuing degrees in science, technology, engineering, and mathematics (STEM)disciplines. A three-year mixed methods study conducted at an urban institutionin Maryland focused on enhancing critical thinking skills for African Americanstudents. A total of ninety students participated in a summer residentialenrichment program during 2006-2008. The quasi-experimental study consistedof 50 students in the experimental group and 40 students in the control group.        A standardized critical thinking assessment, the Cornell Critical Thinkingassessment, was administered as a pre- and post-test which gave implications tothe effectiveness of a critical thinking intervention that was implemented in theexperimental group. Quantitative data collection and analyses focused on resultsfrom the pre- and post-test results, while qualitative data collection and analysesconsisted of textual analyses of students’ written narrative statements andinterviews with engineering faculty.The most important implication of this study is that integrating critical thinkingpedagogy opposed to rote memorization into curricula will better prepare studentsfor careers in STEM disciplines. The study includes several recommendationsregarding the integration of critical thinking pedagogy for college and universityadministrators and faculty.                Summary of Critical Thinking Pedagogy              Pedagogy                                Researcher(s)1.   In-class active learning exercises      Tsui, (1998, 1999)2. Class discussions, debates, role plays, Braxton, Milem, &amp; Sullivan,   collaborative learning                  (2000); Paul &amp; Elder, (2002,                                           2006); Tsui, 1998, 1999)3. Synthesizing chapters and articles        Paul &amp; Elder, (2003, 2004)4. Paraphrasing real-time                    Paul &amp; Elder, (2003, 2004, 2005,                                             2006)5. State, Elaborate, Explicate, and          Paul &amp; Elder, (2002, 2004)   Illustrate (SEEI) model6. Frequent interaction with faculty         Braxton, Milem, &amp; Sullivan;                                             (2000); Gellin, (2003); Tsui,                                             (1998)7. Out of class experiences, involvement     Gellin, (2003)   in clubs, and social activities8. Peer-reviewed papers                      Tsui, (1998, 1999)9. Self-reflection and assessment            Fowler, (2003)10. Apply deep approach to learning          Fowler, (2003); Lee, (2004)11. Practice solving ill-structured, open-   Fowler, (2003); Lee, (2004)    ended problems with unlimited    solutions12. Teacher/Professor preparation            Jackson, (1995); Paul &amp; Elder,                                             (2003, 2004); Tsui, (1998, 1999)13. Practical application so knowledge    construction occurs individually         Gordon &amp; Brown, (2004)14. Help students connect and find           Diamond, (1998)    meaning enables them to retain    information15. Frequent writing assignments,            Darling-Hammond, (2000)    thoughtful examination
AU  - Annette Mallory Donawa
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Critical Thinking Instruction and Minority Engineering Students
UR  - https://strategy.asee.org/17684
DO  - 10.18260/1-2--17684
ER  -