Critical Thinking & Information Literacy Across the Curriculum

Information Literacy Across the Curriculum V2.2 (Archive Material)
1997 NSF GRANT APPLICATION

SECTION 1. SIGNIFICANT ACHIEVEMENTS IN SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY

Prior National Science Foundation Support. Bellevue College received a 1995 National Science Foundation Center of Excellence Award (DUE 9553727) of $990,000 per year for three years. This funding supports the NorthWest Center for Emerging Technologies: New Designs for Advanced Technological Education. The NorthWest Center for Emerging Technologies (NWCET) is an advanced technology education center that is facilitating curriculum development in Information Technology fields; developing a model for an Advanced Technology Education degree program; developing courseware and on-line technologies to support the Information Technology degree program; providing professional development programs in the progression and application of Information Technology curriculum; developing a student success model to assist in the recruitment and retention of under-represented populations in science and math, and working with K-12, community colleges, four-year universities and industry to better prepare students for the changing workplace and life-long learning.

Representatives from the National Science Foundation joined Bellevue College (BC) and other grant partners at the NWCET Campaign Launch (a private fundraising effort for capital funds to house the NWCET) in October, 1995 and at Edu.Tech @ Work Conferences in May 1996 and 1997. National Science Foundation representatives serve on the NWCET National Advisory Board. In addition, the National Science Foundation award is promoted regionally and nationally in documents, video and electronic media, and publications. Promotional materials have been shared with corporate, educational and philanthropic communities. The award is also recognized on web sites associated with this project.

Summary of Prior Accomplishments in Undergraduate Science, Mathematics, Engineering and Technology . Bellevue College continues to make strides in science, mathematics, engineering and technology through a variety of educational adaptations and innovations. Recognizing the changing demographics and demands of students, as well as the increasing demands for work-ready employers by industry, BC forms partnerships with business and educational institutions to formulate preparedness, and smooth transitions from K-12, to community colleges, and on to the workplace or four-year universities.

Bellevue College reforms in science, mathematics, engineering and technology include continual updates in course content and learning objectives; accreditation agreements with four-year universities to ensure acceptance of college credit; incorporation of pedagogical changes to meet the needs of contemporary students by building learning communities through in-class small group assignments; project-oriented learning and curriculum changes directed toward conceptual understanding; and student performance evaluations. Following are examples of significant reforms at BC.

• The University of Washington (UW), which historically refused to accept computer science major courses as equivalent, entered into a full accreditation agreement with BC. As a result fill rate enrollment in BC computer science courses increased from 50% to 100%. In addition, the groundwork laid by BC prompted the University of Washington to offer full accreditation of computer science courses offered by all community colleges in Washington state. BC is also working with UW, Bothell to begin a seamless 2+2 software engineering degree program.
• BC implemented pre- and post- testing with a nationally recognized diagnostic of Kinematical understanding in all Physics 114 and 121 classes. The results illustrate significant student increase (over traditional courses) in understanding of motion concepts.
• Incorporating technology into the curriculum plays a beneficial role in science, mathematics, engineering and technology courses at BC. Current computer applications include Maple, Mathematica, and Mathwriter in physics and mathematics; presentation software, interactive video-disc, and CD-ROM, such as Interactive A.D.A.M. in biology; and formulation and tutorial software in physics, chemistry and engineering.
• The Life Sciences department has been changing lab formats from more traditional 'cookbook' labs to investigative, open-ended activities. Students develop several explanations based on observations, then design and run a procedure to test their hypothesis. In both lecture and lab classes the emphasis is on student-centered group activities engaging students in dynamic learning. As a collaborative effort, the Life Sciences faculty produce their own lab manuals for Biology 100, Biology 101, and Environmental Science 250, incorporating many information literacy ideas.
• BC introduced faculty and students to Interactive Mathematics, an interactive multimedia college level Algebra course that uses tool based problem solving, open-ended exploration, real-world applications and team learning experiences in the teaching and learning of mathematics. Using text, audio, graphics and video this program is effective in generating greater interest and motivation in the classroom. Students and faculty using the program cite greater interaction in the classroom as well as increased ease and comfort in the use of technology as a learning tool. The program also provides student-paced learning, a variety of instructional modes, and a fully integrated assessment process.

Innovative Partnerships in a Changing Environment. Bellevue College quickly embraced changing demographics in the region and documented its support of pluralism within the college's mission and Overview statement. BC was the first public institution in Washington state to adopt a multi-cultural diversity policy committed to extending opportunity to under-represented populations. With National Science Foundation funding, BC joined the NorthWest Center for Emerging Technologies and the Regional Advanced Technology Education Consortium (RATEC) to increase activity in the recruitment and success of populations typically under-represented (women and people of color) in science, mathematics, engineering and technology career fields.

Additionally, BC recognized a growing lack of adequate preparation in the areas of science, mathematics and technology by all students. Coupled with increasing demands by business, BC realized the importance of addressing pedagogical innovations throughout the educational system. To ensure BC meets the needs of a changing environment, the following innovative partnerships were established:

• BC is working closely with area high schools in the creation of a 2+2+2 advanced technology degree to ensure that students arrive at post-secondary institutions prepared for college-level work.
• Bellevue College faculty partnered with faculty and students from Issaquah High School, Issaquah Middle School and Liberty High School in a distance learning program. BC planned, designed, and delivered distance instruction and desk top videoconferencing to teachers and students using multimedia as both course content and as a tool for curriculum development. After the initial Multimedia course was completed, teachers integrated the use of multimedia into a number of classes including Journalism, Photo Media, Multimedia 121, and Applied Humanities. The developments made in this project resulted in an Internet accessible Multimedia course and wide-spread "train the trainer" formats throughout the Issaquah school district.
• BC is furthering education, professional association, and industry partnerships to strengthen curriculum design. A growing number of industry representatives participate in Developing a Task Analysis (D.A.T.A.) panels and focus groups, and serve on curriculum specific advisory committees. Industry partners also provide expertise in particular fields of study, contributions of goods and services, loaned executives, internships and faculty return-to-industry opportunities.
• To improve access to those students who are impacted by time, place, distance, or work constraints, Bellevue College took the lead in developing the NorthWest Telecommunications Network (NWTN), a fifteen member consortium of community colleges. NWTN specializes in the development and production of telecourses, as well as faculty instruction in the application of distance learning. Since its inception in July of 1995, the NWTN has provided over 6,000 students with distance education access in a variety of courses including Math 107, Chemistry, Geology, Environmental Science, and Oceanography.

Advanced Technology Education Reforms and Innovations. It is important to note that many of BC's greatest strides in innovation and reform have taken place in the area of technology - both as a curriculum and as an educational tool. Many of these progressive moves were made possible through National Science Foundation funding of the NorthWest Center for Emerging Technologies. Some of the innovations that have occurred over the past two years include the following:

• Successfully conducted industry mapping and competency specifications for careers in the field of Information Technology: identified ten career clusters; completed job profiles and skill standards for eight career clusters; identified and profiled competencies for job titles in each cluster; and gathered and reviewed projections for the Information Technology field.
• Since 1995, BC has sponsored more than fifty professional development workshops on the development and use of Information Technology curriculum and the application of technology to education to over 600 teachers and faculty from K-12, community colleges, and four-year universities.
• Increased the number of developmental courses and is investigating methods that will increase students' ability to acquire and benefit from additional training in a productive and efficient manner. The success of J3 Learn, a self paced computer basic skills software program providing teaching/learning techniques and evaluation components, is just one example of progress in this area. BC has successfully installed and equipped forty workstations with J-3 Learn. Utilization of J-3 Learn results in a reduction of time needed to acquire adequate computer skills and ensures faculty that students come to class with a base level of computer expertise.
• Completed the NWCET's first curricular experiment: Renaissance 2000: the Virtual Workplace, a multi-discipline course taught by a faculty team from Information Technology, Physics and English. Renaissance 2000 tested innovative and creative pedagogy and the effect of increased mathematics and science principles within the English curriculum. Findings from the pilot course are being applied to further curriculum and model projects as well as the design of future pilot courses.
• Established the BC web site - http://bellevuecollege.edu, the NWCET web site - http://nwcet.bcc.ctc.edu; the Internet Consultancy for Educators web site - http://nwcet.bcc.ctc.edu/ice; the Virtual Library web site - http://bellevuecollege.edu/lmc/; and the Information Literacy Across the Curriculum web site - http://bellevuecollege.edu/lmc//ilac/default.htm.
• Implemented return to industry fellowships with Microsoft and Boeing that allow faculty to gain new insight and knowledge into the application of technology in the workplace and return to their respective institutions prepared to share their knowledge and newly acquired skills with their peers and students.
• Provided and staffed a Faculty Multimedia Resource Center in which faculty can develop and experiment with courseware, multimedia presentations, on-line courses and other technological applications to instruction.
• Developed a nationally recognized helpdesk, serviced by student interns. The helpdesk provides campus-wide computer software and hardware support and equips students with strong real-work learning experiences.
• Invested over $2 million to develop and implement a campus wide integrated technology plan which includes a LAN, WAN, telecommunication connections, electronic and demonstration classrooms, an electronic kiosk for student information, and touch-tone registration. Provided faculty and staff with hardware, software, and a comprehensive technical support program.

Professional Development. Seeking to create fundamental and positive change in how faculty deliver curricula across the campus, BC continues to invest heavily in professional development, budgeting $1,000 per full-time faculty member. Of the $155,000 invested each year, 15% is set aside for divisional development opportunities. These funds provide faculty with the opportunity to learn and evaluate experimental techniques, develop and introduce new course content, investigate innovative methodologies, interact with others in their particular field of study, develop interdisciplinary courses and strengthen contact with representatives from industry, K-12, and four-year universities.

General Education Infusion Model Bellevue College launched a General Education Initiative to improve the instructional structure of curricula. The first step involved identifying objectives and outcomes important for a student's career success as well as those leading to life-long learning skills and personal enrichment. From these, BC developed five components of a comprehensive program:

1. An active General Education Program to assist faculty and staff in addressing and providing learning outcomes and objectives
2. An emphasis on teaching strategies that maximized student learning
3. Strong professional development programs
4. A strategy to assist students entering college and to help them move through college and beyond
5. An assessment of outcomes.

To address questions of whether BC faculty and programs were meeting general education program objectives, a major course inventory was undertaken. During this audit, over 700 college academic, occupational, and occupational support courses were identified in fundamental, quantifiable terms regarding general education program knowledge, essential skills and intellectual qualities. The rating scale, developed from this audit, is still in use to revise and institute new courses. Program and division chairpersons, as well as faculty, understand that general education program outcomes are parallel considerations. Over the past five years, the majority of course master outlines and syllabi have been upgraded to reflect the six basic general education objectives and their outcomes.

General Education Objectives	Outcomes
1. Creative and Cognitive Skills	Creativity, Analysis, Synthesis
2. Communication Skills	Research, Written Communication, Oral Communication, Visual Communication
3. Quantitative Skills	Mathematical Problem Solving, Statistics, Computer Skills
4. Personal Skills	Personal Skills, Group Process and Planning, Personal Health, Learning
5. Cultural Tradition & Social Change	Cultural Relationships, Historical/Cultural Perspective, Tradition of Thought, Cultural Diversity
6. Science and Environment	Scientific Method, Interrelationships, Technology, Ecology

SECTION 2. PROBLEM STATEMENT

As we move from an industrial-based to an information-based world economy, citizens must be equipped with the necessary skills to succeed in a world of increasing scientific discoveries and technological demands. Advanced technology has brought with it a proliferation of information. To comprehend the amount of information available through the Internet alone, one need only take into account the overwhelming number of information retrieval systems available. How are students and educators to equip themselves with the skills needed to access, evaluate and apply these enormous resources?

Bellevue College recognizes the need to provide both critical thinking and information literacy skills if it is to provide education of excellence and necessity in this rapidly changing environment. Michael Scriven and Richard Paul of the Center for Critical Thinking define critical thinking as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and or evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action." According to the Washington State Strategic Plan for Educational Technology 1996-2001, students need "information literacy proficiency that provides the ability to find needed information, analyze it, synthesize it into knowledge, and apply that knowledge for useful purposes." The American Library Association Presidential Committee on Information Literacy echoes this statement, "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the information needed." Without critical thinking and information literacy skills, even the best equipped students and faculty are not performing to their maximum potential. If students are to be equipped with the skills, tools, and inquisitiveness needed for life-long learning and success in the workplace then BC and others must be prepared to look beyond the narrow focus of specialized fields. If students are to succeed, they must be able to engage in cooperative problem solving and be fully motivated to independently seek and use knowledge and information. To do so, they need the assistance of a creative, innovative faculty in a supportive environment promoting opportunities and benefits derived from a strong sense of inquiry and discovery.

The following proposed project will build upon and compliment the accomplishments of Bellevue College and the NorthWest Center for Emerging Technologies by utilizing the advancements made in technology education and seeking the advice and expertise of those who have made dramatic improvements in this vast arena. The proposed project brings unique elements to our rapidly changing technological environment - the incorporation of critical thinking and information literacy skills combined with the application of the scientific concepts and issues. To maximize opportunities for all students and faculty, Bellevue College proposes to build on tremendous gains in science and technology by applying a number of innovations to comprehensive reform throughout the curricula. Prior National Science Foundation and industry support, has led to significant improvements largely restricted to areas of Information Technology as a skill in the workplace and Information Technology curriculum reform throughout the educational continuum. To fully build upon these and other educational improvements, it is crucial to expand these developments into innovations across the curriculum and not simply restrict technological breakthroughs to students and faculty pursuing advanced technology education.

SECTION 3. RESPONSE

Under the leadership of President Jean Floten, Dean of Information Resources Bob Edelbrock, and Science Division Chair Jack Surendranath, Bellevue College (BC) proposes to build and institutionalize a program that infuses Critical Thinking and Information Literacy across the curricula as a competency and incorporates scientific concepts and science-related issues as a vehicle for developing skills that will assist students throughout their educational and professional careers.

The pilot project, Information Literacy Across the Curriculum (ILAC) was first initiated on a test basis in 1996, with seed money from Bellevue College. Five faculty members and 227 students representing Accounting, English, Psychology, Biology and Nursing participated. Throughout the project, faculty and student input assisted in the on-going development and adaptation of instructional needs and applications. The outcomes of this pilot project included:

• Improved faculty skills in locating information using electronic resources
• Curriculum revisions with greater emphasis in critical thinking and information literacy skills
• An Information Literacy Across the Curriculum web site
• Five individual faculty web sites with discipline specific hot links
• Assignments incorporating critical thinking applications to unique disciplines and information literacy skills and resources
• Increased technology skills and applications
• An equipped collaboratory providing workshop and lab space
• Follow up assessments and surveys that provide project coordinators with essential input that will be used to motivate institution-wide reforms.

BC proposes, with National Science Foundation assistance, to expand, enhance and restructure this project for broader applications including emphasis on scientific concepts and themes. To ensure on-going developments and assistance, the Dean of Information Resources will facilitate necessary steps leading toward the incorporation of Critical Thinking and Information Literacy Across the Curriculum (CTILAC) as a required element for BC core classes. The pilot project and other research illustrates a strong need to incorporate CTILAC into the curriculum since stand alone and extra credit workshops rarely attract participation from a student body with increasingly limited time. Ultimately, faculty will determine to what extent CTILAC is incorporated into their individual courses. With a full understanding of limited time, a reluctance to revise curriculum and on occasion, a reluctance to adapt new technologies, the CTILAC Team will work closely with college administration and faculty representatives to promote CTILAC and provide a full array of support services that will ensure institution-wide applications:

• Wide-spread faculty representation from SMET disciplines in the CTILAC program from planning to implementation stages
• BC librarians assigned to each discipline
• A faculty and student mentorship program
• Faculty led workshops on CTILAC topics
• Student led workshops
• Interdisciplinary courses incorporating CTILAC components
• Division specific presentations by faculty within the Division
• Discipline specific joint presentations by interdisciplinary faculty and librarians
• Professional development opportunities open to all faculty
• Release time for CTILAC activities.

Based on previous success in science, mathematics, engineering and technology, the infusion model set forth by the General Education Initiative, and the ILAC pilot project, BC seeks to build on these initial undertakings and provide an environment that benefits all students at Bellevue College. The efficient infusion of CTILAC will serve as a catalyst for collaborations in the development of effective teaching and learning tools that will ensure strong methods and processes for research, the ability to make informed judgments, and the utilization of skills that have long-lasting workplace and life-long learning applications. By promoting and providing a learning platform for the incorporation of Critical Thinking and Information Literacy, students and faculty pursuing a variety of interests will be motivated to integrate rapidly changing applications into all facets of life. Issues to be addressed on an institution-wide basis, with emphasis in the areas of science, mathematics, engineering and technology include:

1. Development of critical thinking skills
   • Identification and articulation of the problem
   • Identification of information needed
   • Identification of sources of information
     • Development of searching skills to access the sources and desired information
   • Evaluation of the information accessed
   • Synthesis and application of the information
2. Integration of information technology resources as a methodology into the general curricula
3. Evaluations of the usefulness, appropriateness and validity of information
4. The application of critical thinking as it applies to developing, locating, synthesizing, evaluating and using digital resources and information
5. Faculty and student training in the use of digital resources and the application and integration of critical thinking skills into the curriculum.

SECTION 4. IMPLEMENTATION

The goal of this project is to infuse Critical Thinking and Information Literacy across the curricula using interdisciplinary topics based on scientific concepts and science-related issues. This project will involve a comprehensive approach incorporating and leveraging many of the current structures and resources at Bellevue College. The College will provide additional staffing, technical support, facilities, equipment and materials in support of the Critical Thinking and Information Literacy Across the Curriculum (CTILAC) project.

The CTILAC Management Team will implement and oversee a project that provides representation from all college divisions, intensive workshops and training programs, technical support, one on one consultation, collaborations, courseware and tutorials, and ongoing support.

• Dean of Information Resources, Dr. Bob Edelbrock - Principal Investigator
  • Science Division Chair, Jack Surendranath, M.S. - Co-Principal Investigator
  • Director of Library Media Center, Myra Van Vactor, M.S. - Co-Principal Investigator
  • University of Washington, U-Wired Administrator and Vice Provost for Educational Partnerships, Louis Fox, Ph.D. - Co-Principal Investigator
  • SMET Librarian and Faculty member, Francine Walls, Ed.D. - CTILAC Co-Coordinator
  • Science faculty representative, Carol Burton, M.S. - CTILAC Co-Coordinator
  • Multimedia Resource Center Director and Courseware Developer, Jim Shuman, M.B.A.

The CTILAC Leadership Team, will assist in planning and developing the CTILAC project, participation and evaluation of the project and on-going peer recruitment and training.

• BC Science Faculty and students
• BC Mathematics Faculty and students
• BC Engineering Faculty and students
• BC Technology Faculty and students
• BC Faculty and Students - representation from other college divisions
• BC Information Resources - Technical Services Specialist
• BC Library Media Center - Teaching Librarians and Media Specialist
• BC Faculty Multimedia Resource Center - Multimedia Specialist
• NorthWest Center for Emerging Technologies - Web Specialist
  • University of Washington, U-Wired Librarian, Andi Bartelstein

The CTILAC Advisory Team, made up of the Management Team, representatives from the Leadership team, and the Director of the NorthWest Center for Emerging Technologies, Neil Evans, will meet monthly to discuss the CTILAC project and advise members on possible next steps, improvements and strategies.

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Objective 1: Refocus the Information Literacy Across the Curriculum project to use interdisciplinary scientific concepts and issues as vehicles for the integration of critical thinking and information literacy into the curriculum.

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Deliverables:

1. A Critical Thinking and Information Literacy Across the Curriculum (CTILAC) Model that demonstrates interrelationships between critical thinking, the elements of reasoning and information literacy, using the application of scientific concepts and issues.
2. A resource pool of interdisciplinary topics that integrate scientific concepts and science issues used by faculty in various disciplines. Interdisciplinary topics will relate to the General Education objectives for Science which include an understanding of such concepts as the scientific method, interrelationships, technology and ecology.
3. A resource pool of faculty members skilled in the integration of scientific concepts and science issues into both SMET and non-SMET courses.
4. Pilot project courses that are student-centered/resource-based and use interdisciplinary topics to integrate scientific concepts and science issues to teach critical thinking and information literacy skills in both SMET and non-SMET courses.
5. Revised and enhanced curriculum focusing on student-centered learning
6. Pre and Post Science Attitude Survey for Faculty
7. Tip sheets for Scientific Methods, Issues and Concepts

Objective 1	Activities
Spring 1998	Revise ILAC model addressing issues uncovered during the pilot project of 1996/97 and focusing on SMET courses.	Francine Walls and Carol Burton
Spring 1998	Develop a schedule for bi-weekly CTILAC Management Team meetings and twice quarterly CTILAC Advisory Team Meetings.	Francine Walls
Fall 1998	Solicit and evaluate faculty projects for application of CTILAC. As of July, 1997 some possible projects for the incorporation of CTILAC projects in interdisciplinary courses include: Botany and Nutrition, Geography and the Changing Distribution of Major Diseases, Psychology and the Challenges of Living with AIDS, Human Genome Project and Ethics, Economics and the Decline of Biodiversity	CTILAC Management and Leadership Team
Fall 1998	Participation of 1996/97 ILAC pilot project faculty in mentoring oncoming CTILAC faculty	ILAC participating faculty
Fall 1998	Select faculty projects and identify students and faculty from science, mathematics, engineering and technology and other disciplines to serve as CTILAC learners and trainers. Ensure representation and broad appeal throughout the institution. Participating faculty will submit a project statement for a CTILAC web site. Participating faculty and students will act as "train the trainers" to ensure wide spread application of ILAC principles. Participating faculty will agree to Division presentations to encourage wide-spread participation. Students will be recruited and trained to serve as Information Literacy Assistants for both students and faculty.	CTILAC Management and Leadership Team
Fall 1998	Conduct Science Attitude Surveys with CTILAC faculty.	Francine Walls and Carol Burton
Fall 1998	Revise and update ILAC Web sites. A minimum of monthly revisions and updates will continue throughout the project.	Lori Tiede and Ursula Acosta, (Multi-Media Specialist and Web Specialist)
Winter 1999	Develop ongoing workshops for faculty and Information Literacy Assistants. Workshops will consist of bi-weekly sessions on topics including the following: Developing Interdisciplinary topics for use by non-science faculty Integrating Science Issues into the curriculum Using Science Issues as a vehicle to integrate critical thinking and information literacy into the curriculum Researching Innovative Applications to Undergraduate Education.	A UWired Librarian, Francine Walls, and Science and Technology faculty representatives
Beginning Fall 1998	Develop tip sheets regarding scientific methods and science concepts and issues.	Carol Burton
Fall 1998	Begin Threaded Conferences with ILAC faculty members on the topic of integrating science concepts and science issues as vehicles for the application of critical thinking and information literacy into SMET and non-SMET courses	Francine Walls and Carol Burton and Web Specialists
Beginning Fall 1998	Provide ongoing support and workshops on the application of discipline specific research using on-line and off-line sources.	BC Library staff, Information Literacy Assistants, Francine Walls and SMET faculty
Spring 1999	Infuse classes with the scientific concepts and science issues topics developed during the Fall/Winter sessions.	CTILAC Faculty

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OBJECTIVE 2: EQUIP FACULTY AND STUDENTS WITH CRITICAL THINKING AND INFORMATION LITERACY SKILLS THAT WILL EMPOWER THEM WITH THE SKILLS NEEDED TO FULLY FUNCTION IN THE GLOBAL INFORMATION ENVIRONMENT.

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Deliverables:

1. Revised core curriculum for workshops on critical thinking and information literacy skills.
2. Faculty and students equipped with critical thinking and information literacy and information technology skills applicable to SMET and non-SMET courses as well as life long learning and workplace applications.
3. Surveys and pre- and post-testing for critical thinking and information literacy skills for students and faculty.
4. Electronic resources for SMET and other discipline specific case studies, exercises and projects designed to develop critical thinking skills, and web sites, CD-ROM products and services, commercial on-line databases, and the Internet.
5. Generic critical thinking and information literacy courseware template that allows faculty to insert discipline specific tasks and assignments.
6. An Information Research Model (information research process model employing scientific methods) applicable to varying educational institutions and curriculum.
7. Student and faculty acquisition of basic technology literacy skills and the incorporation of newly acquired or enhanced skills across the curriculum.
8. Information Literacy Assistants who will assist faculty, librarians and students in on-going workshops and training sessions.
9. Tip sheets and Reference Manuals including but not limited to search strategies and syntax, search engines, descriptions of subject content, unique features of specific CD-ROM products, Web sites and on-line databases.
10. Self-paced courseware for training students and faculty in the use of commercially available web-based databases and magazine indexes on CD-ROM including the formulation of efficient search strategies.
11. Computer-based courseware to train faculty in the integration of electronic resources.
12. Student workshops on web-etiquette.

Objective 2	Activities
Fall 1998	Present a general faculty workshop utilizing a CTILAC Model that defines and identifies critical thinking and science and information literacy skills.	CTILAC Management Team and Leadership Team
Fall 1998	Begin development of a generic critical thinking and information literacy courseware template that allows faculty to insert discipline specific tasks and assignments.	Jim Shuman, Carol Burton and Francine Walls
Fall 1998	Develop and implement pre- and post-testing for critical thinking skills and information literacy. Employing the critical thinking inventory is one example of the activities that will take place.	Francine Walls and Carol Burton
Fall 1998	Launch bi-weekly workshops and on-going support for faculty and students in the application of critical thinking and information literacy skills: Fundamental Concepts of Critical Thinking Secrets to Effective Use of Online and Print Resources Researching Scholarly Information in Electronic and Print Media Evaluating Electronic and Print Resources	Francine Walls, SMET Faculty and Information Literacy Assistants
Fall 1998	Provide intensive training on the skills needed to use electronic communication tools and navigation tools for searching electronic resources. Bi-weekly workshops and on-going support for the train the trainer team (mentors) of faculty and students in the following areas: Using Electronic Mail, Threaded Conferencing and Listservs in instruction The Internet browser and various search engines Evaluation of evidence Downloading and incorporation of on-line search results into a word processing document, spreadsheet or slide presentation Searching electronic indexes Internet vs Full text databases vs CD-ROM products vs printed indexes Effectively using the virtual library Web page orientation and design By the end of the training sessions Overview will be able to integrate the use of on-line searching, critical thinking and information utilization into the teaching/learning process and their curriculum. Student team members will serve as Information Literacy Assistants.	Francine Walls and Carol Burton, BC Librarians, and Information Resources
Winter 1999	Develop ongoing workshops for faculty and Information Literacy Assistants. Workshops will consist of bi-weekly sessions on topics including the following: How to use the Internet for Discipline-based Research How to Ease Students into Using Technology Creating a Home Page for Course Materials and Syllabi Using the On-line Catalog of BC and Other Libraries Managing Electronic Mail Communications in Teaching and Learning Effective Use of Electronic Discussion Lists.	A UWired Librarian, Francine Walls, and Science and Technology faculty representatives
Winter 1999	Begin consultation with faculty to develop discipline specific case studies, assignments and projects incorporating electronic resources requiring the utilization of critical thinking skills.	BC Librarians and SMET faculty serving as mentors and consultants
Beginning Fall 1998	Provide on-going one-on-one technology training and consultation as it pertains to information literacy skills.	BC Librarians and Information Literacy Assistants
Fall 1998	Roll-out on-line courseware, such as computer based tutorials, related to the utilization of technology skills in developing information literacy skills.	BC Librarians, BC and NWCET Technology staff
Winter 1999	Work with faculty to integrate on-line courseware, such as computer based tutorials, into the curriculum.	Francine Walls and NWCET staff
Winter 1999	Provide consulting services in the development of Home Pages.	Information Resources
Beginning Fall 1998	Conduct student workshops on web etiquette.	BC Librarians and Information Literacy Assistants
Beginning Fall 1998	Pre and post-testing of faculty and students in critical thinking and information literacy skills	Francine Walls and Carol Burton
Winter 1999	Provide ongoing support and workshops for faculty on how to incorporate critical thinking skills and Information Literacy into their curricula. Integrating Critical Thinking into the Curriculum and Assignments Teaching Students to Think Critically About World Wide Web Sources Effective Search Techniques for the World Wide Web	BC Library staff and SMET faculty serving as mentors and consultants
Spring 1999	Using science concepts and issues, infuse classes with the critical thinking and information literacy skills learned and the materials developed during the Fall/Winter sessions.	CTILAC Faculty team members

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OBJECTIVE 3. DEVELOP AN UNDERSTANDING OF PERSONAL, INSTITUTIONAL AND PUBLIC POLICY ISSUES AS THEY RELATE TO INFORMATION LITERACY.

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Deliverables:

1. Centralized, online list of web-sites and other resources regarding public policy issues such as privacy, access, and copyright for print and electronic resources.
2. Workshops and curriculum regarding personal, institutional and public policy issues.
3. Legislation updates for faculty and students on laws that affect the use of media and the Internet.
4. College-wide policy and procedures regarding copyright issues for print and electronic materials.

Objective 3	Activities
Winter 1999	Conduct campus-wide faculty workshops regarding public policy issues, privacy and electronic databases. Workshops may include, but are not limited to: Censorship and Intellectual Freedom Privacy vs. Electronic Invasions Security and Encryption Privatization of Government Information Information Elite	Invited Speakers
Beginning Fall 1998	Conduct faculty and student workshops on proper acknowledgment of ideas and documentation of resources.	BC Librarians
Beginning Fall 1998	Conduct student workshops on copyright issues.	BC Librarians and Information Literacy Assistants
Beginning Fall 1998	Work with college administration to develop policies and procedures regarding copyright use.	Myra Van Vactor and members of the CTILAC Management Team

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OBJECTIVE 4. DEVELOP AN ENVIRONMENT TO FOSTER COLLABORATIVE EFFORTS BETWEEN FACULTY, STUDENTS, INFORMATION TECHNOLOGISTS AND LIBRARIANS.

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Deliverables:

1. An updated CTILAC web-site describing mission and Overview of the NSF CTILAC project, including an outline of CTILAC curricula and curriculum development projects.
2. Participation and guidance in a Critical Thinking and Information Literacy program using scientific concepts and issues among community and technical colleges throughout Washington state.
3. Faculty and student peer mentoring program. An on-going team of mentors consisting of student and faculty members representing SMET and other educational divisions.
4. Two CTILAC Symposia including Regional Advanced Technology Education Consortium representation.
5. Fully utilized collaboratory.
6. Evaluation and assessment of CTILAC program.

Objective 4	Activities
Spring 1999	Develop and implement peer mentoring workshops for faculty students.	Francine Walls and Carol Burton
Fall 1998	Develop evaluation instruments for assessment of CTILAC program.	Northwest Regional Educational Laboratory and CTILAC management team
Fall 1998	Institutionalize a mentoring program that will utilize skills of technologically capable students to assist new learners.	Francine Walls and Carol Burton, BC Librarians, and Information Literacy Assistants
Fall 1998 Winter 1999 Spring 1999	Conduct preliminary evaluations. Conduct end of program evaluations.	Francine Walls and Carol Burton, BC Librarians, and Information Literacy Assistants
Spring 1999	Conduct individualized division presentations regarding CTILAC and how faculty may incorporate the CTILAC model into their classes. BC Divisions include both academic and occupational course work.	CTILAC and SMET faculty
Winter 1999	Incorporation of CTILAC principles into Of Mice and Matter, an interdisciplinary course for Chemistry 101, Biology 101, HD 120 (Learning Strategies for Student Success).	Cathy Lyle, Donna Sharpe, Glen Kelso
Winter and Spring 1999	Conduct two symposia to develop collaborative efforts using Critical Thinking and Information Literacy Across the Curriculum in the teaching/learning process. Key topics include developing strategies and specific steps to improve teaching and learning through the integration of information literacy and improving policy making, planning and implementation through improved collaboration and cooperation. These two-day symposia will be offered to twenty-five Overview per symposium consisting of faculty, librarians and administrators from RATEC institutions. (The Boeing Company may host additional symposia.)	UWired, CTILAC Management and Leadership Team and the NWCET
Winter 1998	Provide an electronic forum as part of the CTILAC home page dedicated to discussions designed to further critical thinking and information literacy, the application of science concepts and issues, and the dissemination of training programs and materials, electronic courseware, and model curricula.	Information Resources
Completed	Establish a location (collaboratory) with appropriate hardware, software and network connections for training students and for conducting classes that need a technological set-up for accessing information from electronic sources. In addition, the facility will provide an open lab for research and collaboration efforts. Information Resources will provide ongoing technical support for hardware and software used in the collaboratory.	Information Resources, the NWCET and the Library
Spring 1998	On an ongoing basis, consult with CTILAC faculty to expedite the availability of course materials on the CTILAC Home Page. Also, update the CTILAC Home Page to keep all faculty current about new electronic sources of information and ways of incorporating them into the curriculum.	Francine Walls, Library Staff and/or Information Literacy Assistants
Beginning Fall 1998	Participate in professional development days and invite speakers of national reputation in regards to critical thinking to make campus-wide presentations.	CTILAC faculty and management team
Beginning Fall 1998	Provide workshops open to all students.	CTILAC faculty, students and coordinators
Ongoing Spring 1998	Conduct division presentations and one on one faculty meeting regarding the CTILAC program.	CTILAC faculty

SECTION 6. EVALUATION

The external evaluation of this project will be performed by the Northwest Regional Educational Laboratory in cooperation with internal evaluators at Bellevue College. The external evaluation team will consult with the BC staff on the evaluation design, instrument development, and on the analysis and reporting of data. The internal and external evaluation effort will focus on three issues:

• Level of success of the Science and Information Literacy skills training provided in grant supported workshops and symposia.
• Extent to which the project achieves the broad infusion of Science and Information Literacy across BC curricula with particular emphasis on science, mathematics, engineering and technology.
• Extent to which the infusion of Science and Information Literacy content yields enhanced general critical thinking and problem solving skills among students.

1. Prepare an evaluation design. Within one month of the project start up identify the purposes for the evaluation, audiences, key questions, methodologies, data analysis and reporting procedures; specify the relationship between the external and internal evaluators and the roles of each; specify the timelines for the major evaluation activities.
2. Development of evaluation instruments. Based on the evaluation design and the key objectives to be evaluated and in consultation with BC and UWired staff, the external evaluators will design and pilot test student and faculty survey instruments to be used in the evaluation. These instruments will be reviewed by the key project staff, pilot tested, and revised as needed before use with the targeted audiences. Potential evaluation instruments include skill-based assessments, focus groups and interviews with stratified samples of students and faculty.
3. Preparation of an interim evaluation report. A draft interim evaluation report will be prepared by January 1999 and presented for review by the Principal Investigators for factual accuracy. Corrections or modifications will be made as needed and a final interim report prepared by February 1, 1999. This report will contain all data collected as of December 31, 1998 and will indicate any recommendations for program changes.
4. Preparation of a final evaluation report and executive summary. A draft and final copy of the final evaluation report will be prepared by September 30, 1999 in accordance with guidelines from the National Science Foundation. This report will be used as an appendix to the projects final report. An executive summary of approximately three pages will also be prepared and disseminated to the project partners, educators in Washington state, the National Science Foundation and to other interested parties.

SECTION 7. DISSEMINATION

Dissemination is an ongoing process for Critical Thinking and Information Literacy Across the Curriculum. To support institution-wide reform, this project will be promoted throughout the campus and on a regional and national level. Presentations will be made to the Presidents Staff, Educational Services Cabinet, the Faculty Association, and at divisional and professional development venues. On a broader front, dissemination is planned through publications, presentations, workshops, and electronic formats as follows:

1. Publication of articles describing the Critical Thinking and Information Literacy Across the Curriculum experience at Bellevue College in professional journals (i.e Chronicle of Higher Education, Computers in Libraries, Library Journal).
2. Presentations at regional and national conferences: EDUCOM, EduTech@Work, American Library Association, League for Innovation in the Community College, American Chemical Society, and the CTC Technology Conference.
3. Electronic distribution through the CTILAC Home Page of model syllabi, course materials, and electronic courseware.
4. Workshops with Overview from other institutions of higher education.
5. Participation on a state wide Science and Information Literacy program for community and technical colleges.
6. Partnerships to integrate the CTILAC model into area high schools.

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Updated August 26, 2003