Check out our six minute "i2a Snapshots Across Campus" for a quick introduction to Ideas to Action told from the point of view of our faculty, staff and students.
View “Voices of i2a: Stories from Across Our Campus," our 2013 video marking the 5th year of Ideas to Action at UofL.
Watch our 2012 i2a video titled "Faculty, Staff and Students Speak about i2a"
Do you want to be featured on our next video about your i2a work? Email Dr. Edna Ross, i2a Specialist for Critical Thinking, to find out more!
i2a Collaborates with Wayside Christian Mission
Dr. Edna Ross' resources from her presentation at the 2012 i2a Institute
Student i2a Video Project: "Trip to the Moon"
Full Length Video (7 Minutes)
Students Max Moore and Everett Rush created this original film in response to their Philosophy 211 critical thinking assignment for instructor Brian Barnes. Here's what they had to say about their experience:
This assignment was an excellent way to make me look at the course content in a new way. It was an interesting assignment that opened a different view and approach to my critical thinking.
Previously my approach to critical thinking was rather dichromatic. My questions seemed to give bland answers: true or false. The assignment challenged me to find different questions, and using the critical thinking framework reinforced the benefits of continuing to use the framework.
UofL Faculty participants from the i2a Faculty Learning Community on Critical Thinking (FLC-CT) speak about their experiences infusing new critical thinking concepts and the Paul-Elder vocabulary into their teaching activities.
Below you can view the entire i2a Faculty Speak! twenty-one minute video, followed by two abridged versions of the video—an 8-minute version and a 3-minute version. Then, below the videos, you may view a listing of the faculty featured in the video and the questions used to prompt their responses.
Full Length Video (21 Minutes)
Abridged: 8 minutes
Abridged: 3 minutes
|Faculty Participant||Department||School/College||FLC Course|
|Rich Lewine||Psychological and Brain Sciences||College of Arts & Sciences||PSYC 375: Personality|
|Imad Elhaj||Finance||College of Business||FIN 370: International Finance|
|Julia Dietrich||English||College of Arts & Sciences||ENGL 301: British Literature I|
|Karen Gray||Humanities||College of Arts & Sciences||HUM 355: Masterpieces of Ancient Rome|
|Jerry Evans||Industrial Engineering||J. B. Speed School of Engineering||IE 643: Analysis for Decision Making|
|Pat Gagne||Sociology||College of Arts & Sciences||SOC 320: Social Theory|
|Jeff Heib||Engineering Fundamentals||J. B. Speed School of Engineering||ENGR 201: Engineering Analysis III|
|Tamara Yohannes||English||College of Arts & Sciences||ENGL 312: American Literature II|
|Jennifer Mansfield-Jones||Biology||College of Arts & Sciences||BIO 262: Human Anatomy and Physiology Laboratory|
|Shamus McNamara||Electrical and Computer Engineering||J. B. Speed School of Engineering||ECE 600: Semiconductor Principles|
|Bill Brantly||Communication||College of Arts & Sciences||COMM 360: Website Development|
|Stuart Esrock||Communication||College of Arts & Sciences||COMM 317: Internship|
|Jennie Burnet||Anthropology||College of Arts & Sciences||ANTH 336: War and Society|
|Edna Ross||Psychological and Brain Sciences||College of Arts & Sciences||PSYC 201: Introduction to Psychology|
|Roy Fuller||Humanities||College of Arts & Sciences||HUM 216: Introduction to World Religions|
|Jim Lewis||Engineering Fundamentals||J. B. Speed School of Engineering||ENGR 100: Introduction to Engineering|
|Bob Urekew||Philosophy||College of Arts & Sciences||PHIL 211: Critical Thinking|
|Mary Makris||Classical/Modern Languages||College of Arts & Sciences||ML 401: African American & Hispanic (Latino) Children's Culture|
- Describe your reasons for participating in the i2a Faculty Learning Community on Critical Thinking.
- What was the greatest benefit of integrating the i2a critical thinking principles into your teaching?
- What was the greatest challenge of integrating the i2a critical thinking principles into your teaching?
- What did you learn about yourself as a result of participating in the i2a Faculty Learning Community on Critical Thinking?
- What permanent revisions have you made to your teaching as a result of the i2a Faculty Learning Community on Critical Thinking?
- How did students respond to the revisions or changes in your teaching?
- What do you believe is the long-term impact of this work for you and your students?
- What is the central message you’d like to share about your experiences in the i2a Faculty Learning Community on Critical Thinking?