What is CTIL and where do students develop these competencies?
Critical Thinking (CT) and Information Literacy (IL) are two key competencies required to problem solve, evaluate claims made by others, and reason competently through life’s twists and turns. These two competencies are also highly sought by employers, and are requirements for a university curriculum accredited by USD’s regional accrediting agency.
Why are we changing CTIL in the Core?
Through the process of Core revision (2012-2017), USD faculty approved embedding these two competency areas of the curriculum into one specific inquiry area. This embedding had advantages, like keeping Core unit requirements down to allow students flexibility in choosing electives or adding a minor or second major. But there were disadvantages, too, including an added burden on faculty teaching in this inquiry area as well as a perceived decrease in importance of critical thinking and information literacy as part of the Core because these competencies are “hidden.”
Purpose of CTIL revision in the Core
The purpose is to examine alternative models for CT and IL in USD's core curriculum, with the goal of selecting a new place for CT and IL which is both developed and supported by faculty across each of the three undergraduate units: The College of Arts and Sciences, The School of Business and Shiley-Marcos School of Engineering.
Revision Process and Timeline
Updated August 2023.
| Spring 2019 | |
| CCC approve the formation of a CTIL Task Force | Read the charge for the CTIL Task Force. |
| Fall 2019 | |
| CTIL Task Force completes research on alternative models for CT and IL in the Core, building on the previous work completed by the CTIL ATF during Core revision | Summary of proposed new CT and IL models was created |
| Spring 2020 | |
| Faculty provide input on the proposed new models for CTIL. | Faculty Forum scheduled for Tuesday, April 14, 2020, 1:15 - 2:15 p.m., Salomon Hall, Maher Hall was canceled due to COVID-19 |
| The CTIL revision process was placed on hold during COVID-19 remote working. In Spring 2020, we were at the step in the process where faculty discussion is desired. Given the transition to remote learning the CCC agreed to temporarily halt the faculty forum and the CTIL Task Force work. |
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| Fall 2021 | |
| Recreate and reconvene CTIL Task Force; determine if current proposed models need revisions prior to faculty discussions. | CTIL Task Force 2.0 was created. The group discussed the models; the summary of model options was updated. |
| Spring 2022 | |
| Faculty forum discussions (early spring) Distribute faculty survey for model preferences CTIL Task Force collates faculty feedback and produces a ranking on proposed new CTIL models. |
CTIL Faculty Forum (via Zoom, presentation will be recorded): Thursday, March 31, 2022, 12:30-2 pm Q&A Sessions (via Zoom, not recorded):
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| Fall 2022 | |
| CTIL Task Force presents ranking of proposed models to the CCC. | At 22 Sept, 2022 CCC Meeting, the CCC approved these recommendations:
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| Formation of new CT+IL Task Force | CT+IL Task Force was created. Read the CT+IL Task Force charge. |
| Spring 2023 and Beyond | |
| CT+IL Task Force writes new learning outcomes for CT and IL and prepares report. | CT+IL Task Force begins work in Spring 2023 and presents findings at CCC meeting in late spring. |
| CCC, as a governing body of the Core, makes a recommendation on a proposed model for CT+IL implementation. | Spring 2023 |
| Each undergraduate unit (CAS, SB, SMSE) votes on the proposed new CTIL model. | Spring 2023 |
| The proposed new CTIL model moves forward for Senate and Board of Trustees approval. | Fall 2023 |
| New CTIL model is implemented during a transition period. | AY 2024-25 |