February 21, 2014

Guiding Students to Think Critically Using Case Studies

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One of the best practices in teaching and learning is the use of a three-part case study, or a scenario-based story, to help students deepen their understanding of a concept. The three parts of a case study are a scenario-based story that focuses on a specific, hypothetical problem, supporting literature that aligns with the main themes of the story, and guiding questions that help the learner gain the most from understanding the concepts and objectives of the case study by applying critical and higher order thinking skills.



July 29, 2013

The Instructor’s Challenge: Moving Students beyond Opinions to Critical Thinking

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Critical thinking is defined as a reflective and reasonable thought process embodying depth, accuracy, and astute judgment to determine the merit of a decision, an object, or a theory (Alwehaibi, 2012). Creative thinking involves analysis, evaluation, and a synthesizing of facts, ideas, opinions, and theories. Possessing the capacity to logically and creatively exercise in-depth judgment and reflection to work effectively in the realm of complex ideas exemplifies a critical thinker (Carmichael & Farrell, 2012).


May 6, 2013

The Little Assignment with the Big Impact: Reading, Writing, Critical Reflection, and Meaningful Discussion

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Several years ago, I came across the Purposeful Reading Assignment that was reported to encourage students to read, reflect, and write about readings assigned for class. Research (Roberts and Roberts, 2008) and experience tell us that supporting students’ reading, writing, and reflective practices is one of the most challenging aspects of learning and teaching. Although this assignment appeared to be simple, it has proven to be an influential tool for learning and has increased engagement and participation among my students.


May 3, 2013

Assessing Critical Thinking Skills

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The guidelines suggested below propose how critical thinking skills can be assessed “scientifically” in psychology courses and programs. The authors begin by noting something about psychology faculty that is true of faculty in many other disciplines, which makes this article relevant to a much larger audience. “The reluctance of psychologists to assess the critical thinking (CT) of their students seems particularly ironic given that so many endorse CT as an outcome…” (p. 5) Their goal then is to offer “practical guidelines for collecting high-quality LOA (learning outcome assessment) data that can provide a scientific basis for improving CT instruction.” (p. 5) The guidelines are relevant to individual courses as well as collections of courses that comprise degree programs. Most are relevant to courses or programs in many disciplines; others are easily made so.



January 3, 2013

Critical Thinking: Definitions and Assessments

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Despite almost universal agreement that critical thinking needs to be taught in college, now perhaps more than ever before, there is much less agreement on definitions and dimensions. “Critical thinking can include the thinker’s dispositions and orientations; a range of specific analytical, evaluative, and problem-solving skills; contextual influences; use of multiple perspectives; awareness of one’s own assumptions; capacities for metacognition; or a specific set of thinking processes or tasks.” (p. 127)


December 14, 2012

Assignments That Promote Critical Thinking

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Teaching students to think critically has long been a goal of education. Some, like the authors of the article highlighted here, think it’s a goal whose importance has increased. When today’s students graduate, they “must fend for themselves in an information environment characterized by a fragmented media establishment, blurb-driven news coverage, and an increasingly polarized political system. Given the normative bias, questionable logic, and contorted facts that people face these days, it is essential that students learn to discern and evaluate different types of information.” (p. 619)


September 25, 2012

A Call for Engaged Teaching

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As I left my desk to attend the faculty development workshop, I picked up four thank-you cards for the rotations program, a report to read, and a newsletter to edit. I’ve been to dozens of development seminars, and I’ve learned to be prepared with something else to do in case the presenter is mind-numbingly boring. The pleasant surprise of the morning was that the speaker engaged us in learning for more than three hours! How did he do that?


September 6, 2011

An Innovative Way of Analyzing Critical Thinking Skills

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The goal of most majors is to develop the kind of critical thinking skills students will need to address the not clearly defined and conceptually complicated problems that most professionals regularly face. Faculty in the Finance Department at Seattle University wondered if they were preparing their majors to solve these kinds of problems.