Peter A Facione - Academia.edu (original) (raw)

Papers by Peter A Facione

The Chronicle of higher education, Mar 20, 2009

Times are tough, very tough. The great majority of colleges are looking at 2009 and 2010 and beyo... more Times are tough, very tough. The great majority of colleges are looking at 2009 and 2010 and beyond, in anticipation of the deepest budget cuts in more than a generation. But as bad as the financial situation may be, colleges can survive if they take swift and strong emergency action.

It is time for some straight talk, starting with the realization that organizations that can't or won't adapt will fail. This recession has caused many of the nation's largest retailers, banks, airlines, manufacturers, and brokerage houses to do so. Millions of Americans have lost jobs and homes. Why would we think colleges, and those employed by them, would be exempt from the same fate? The market sorts itself out
at times like these. Industries realign.

The first message for higher-education institutions has to be that competition is going to become fierce. For college leaders to believe that their main worries are the inwardly focused challenges and politics of maneuvering campus groups through an unpleasant budget realignment would be a major mistake. The institutions that will survive will be those that have built collaborations among internal groups in order
to compete externally for students, faculty talent, and financial resources.

Notre Dame Journal of Formal Logic, Apr 1, 1972

American Journal of Kidney Diseases, 2011

Teacher Education Quarterly, 1985

Philosophy and Phenomenological Research, Jun 1, 1976

Philosophy and Phenomenological Research, Dec 1, 1977

The Southwestern journal of philosophy, 1972

Notre Dame Journal of Formal Logic, Oct 1, 1975

Notre Dame Journal of Formal Logic, Jul 1, 1977

The Chronicle of higher education, Mar 20, 2009

Notre Dame Journal of Formal Logic, Apr 1, 1972

American Journal of Kidney Diseases, 2011

Teacher Education Quarterly, 1985

Philosophy and Phenomenological Research, Jun 1, 1976

Philosophy and Phenomenological Research, Dec 1, 1977

The Southwestern journal of philosophy, 1972

Notre Dame Journal of Formal Logic, Oct 1, 1975

Notre Dame Journal of Formal Logic, Jul 1, 1977

THINK Critically is a cutting-edge, self-reflective guide for improving critical thinking skills ... more THINK Critically is a cutting-edge, self-reflective guide for improving critical thinking skills through careful analysis, reasoned inference, and thoughtful evaluation of contemporary culture and ideas. An engaging visual design developed with extensive student feedback and 15-page chapters makes THINK Critically the textbook your students will actually read. It delivers the core concepts of critical thinking in a way they can easily understand. Additionally, engaging examples and masterful exercises help students learn to clarify ideas, analyze arguments, and evaluate reasoning.https://scholarcommons.scu.edu/faculty_books/1095/thumbnail.jp

An academic directory and search engine.

In all professional fields, the key to teaching for thinking is engaging students in the applicat... more In all professional fields, the key to teaching for thinking is engaging students in the application of their own reasoning skills and thinking mindset. Occasionally called "active learning pedagogy" the skillful use of problem-based learning, case studies, think-aloud, reflective logs, role-play, team problem-solving, and similar educational approaches have been
demonstrated to be more successful in engaging students in the exercise of their skills in interpretation, analysis, inference, evaluation, explanation, and meta-cognition. Not simply opinion, the test score data for health sciences students, as for other students, confirm that active learning pedagogy fosters and sustain positive habits of mind such as truth-seeking, inquisitiveness, open-mindedness, maturity of judgment, and confidence in reasoning. The positive effects of these approaches have registered as significant improvements in students’ reasoning test scores and have been documented in the health sciences educational research literature in growing numbers of publications over the past decade or more.

Today health science and health care educators are more concerned with the practical question: What can I do in my classes to improve my students’ reasoning test scores and
their clinical judgment processes?

This anthology offers some answers by way of successful examples of favorite lessons which work when teaching for both thinking and content. The 39 authors in this anthology work in health sciences professional development and education. All of them have published their educational research. They are drawn from a broad spectrum of health sciences professions, professional levels, and academic ranks. From four different continents, they represent both pre-service and inservice programs. We sincerely thank these fine authors for working with us to be able to share what they have learned with you.

Principal Investigator and Author - Noreen C. Facione, Ph.D. Collaborating Author - Peter A. Faci... more Principal Investigator and Author - Noreen C. Facione, Ph.D.
Collaborating Author - Peter A. Facione, Ph.D.

This report summarizes the analysis of an aggregate data set comprising 145 predominantly undergraduate samples contributed by on-site collaborative investigators at 50 programs of nursing education throughout the United States (Total N = 7,926 cases). Collaborators are listed in this report, as are the analyses of each independent sample, for purposes of validation of the reported findings. The data analyzed were collected from 1992 through 1997.

Significant relationships are reported between two measures of critical thinking (CT), the CCTST, which is a skills measure, and the CCTDI, which profiles CT dispositions, and a wide variety of academic achievement indicators (e.g. grade point average, standardized test scores), student descriptors (e.g. age, sex, RN-status, NCLEX passage), and program descriptors (e.g. student to faculty ratio, location of program, faculty focus on CT in planning and curriculum development). Modest cross sectional increases and longitudinal gains are demonstrated in CT skills and habits of mind. Several of these relationships are also explored in the limited graduate level sample available. Initial percentile norms for the CCTST are calculated for nursing students by undergraduate class level. Percentile distributions by class for the seven scales of the CCTDI are also reported.
A relative strength in students CT skills and dispositions scores were observed in samples collected in nursing programs where faculty reported being engaged in discussions about CT and
curriculum reform to optimize teaching for CT. Evidence was observed for a comparable strength in CT skills in both generic and RN completion students on both entry and exit. Disposition scores were higher for RN to BSN students than for same class level generic nursing student on entry. Scores in CT disposition for exiting RN to BSN students raise concern for whether these students’ CT disposition is being nurtured by current nursing curricula. A similar concern is raised in relation
to female students versus male students as a result of analyses of observed CCTDI scores by sex at exit.

Using this dataset, the largest aggregation of CT skills and dispositions test data known to date, the theoretical relationships between the traditional and the Delphi constructs, in terms of division of CT skills, are also explored empirically, as was the relationship between CT skill and the
disposition toward CT.

From theory to illustrative case studies, this volume describes a new methodology for describing,... more From theory to illustrative case studies, this volume describes a new methodology for describing, explaining and predicting naturalistic human decision making. The method of argument and heuristic analysis combines both quantitative and qualitative research designs. The decision mapping techniques presented in this volume enable one to display visually the flow of a reasoning process and to examine the influence of the explicitly stated reasons, counter-arguments, abandoned lines of reasoning, cognitive heuristics, logical inferences, and dominance structuring which shape human decision-making.

Derived from decades of research into human decision making, this book offers a scientifically grounded and very widely applicable methodology for explaining and predicting human decisions. Applying the method, investigators can predict how the inferences and cognitive shortcuts most likely to be utilized by several individuals who may be confronted with the same issue. This has the potential to reveal patterns in natural human decision making, and leverage points within that pattern for possible cognitive interventions.

Because the method of argument and heuristic analysis also accounts for the reasons actually used by decision makers to make naturalistic decisions, this approach provides objective methods for evaluating the logical strength and appropriate reliance on thinking heuristics. The focus is on high risk, time limited judgments made under conditions of uncertainty. Using this new approach one can explain unwarranted confidence in poor reasoning and persistence in defending poor judgments when there is ample evidence to the contrary.

Using this approach, professionals and scholars can map human decisions in leadership, business, military, health care, and human interpersonal situations. And they can craft ways of predicting and addressing errors through interventions designed to respect and build upon those elements in human thinking and reasoning which can become the basis for better judgments in all those contexts.

The argument and decision mapping techniques first presented in this book, along with many of its other features, have been rendered accessible for teaching to undergraduates in THINK CRITICALLY, Facione & Gittens, Pearson Education.

Insight Assessment blog posts, 2021

A brief exemplification, with graphics, of how data from aggregated group score reports advance e... more A brief exemplification, with graphics, of how data from aggregated group score reports advance educational effectiveness, increase retention, improve student success, and prepare for accreditation self-studies. The activities and plans described are real examples of the kinds of action steps educational institutions take in response to the critical thinking skills data reported about their students.

This "message to colleagues," although composed in the first person, is a distillation of many conversations with deans and academic vice-presidents. The specific critical thinking skills referenced are metrics reported by the California Critical Thinking Skills Test (CCTST), and by our professional school related Health Sciences Reasoning Test (HSRT), Business Critical Thinking Test, (BCTST), and the Test of Everyday Reasoning (TER).

SPANISH: Senior Managers: A manager, faced with under-performing units and changing competitive ... more SPANISH: Senior Managers: A manager, faced with under-performing units and changing competitive environment, plans to combine departments and move resources to create a new department. But not everyone, including members of the manager's own staff, is on board.

Senior Managers: A manager, faced with under-performing units and changing competitive environmen... more Senior Managers: A manager, faced with under-performing units and changing competitive environment, plans to combine departments and move resources to create a new department. But not everyone, including members of the manager's own staff, is on board.

Presidents: An influential trustee offers the university a 1.5M piece of property and a 40M build... more Presidents: An influential trustee offers the university a 1.5M piece of property and a 40M building, but the gift comes with a few strings.