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"All teachers are interested in improving their students’ ability to think critically, yet while most textbooks discuss the topic, few offer real direction on how to accomplish this primary pedagogical goal. The Critical Thinking Initiative is far more successful in two regards: First, it grounds itself (for faculty) in contemporary research on critical thinking from fields such as composition, neuroscience, psychology, education, and others. Second, it translates that research into a pragmatic system that students and faculty in any field can put to immediate use for improving critical thinking skills."
"Like so many educators, I’ve searched a long time for a way to improve critical thinking without sacrificing the content I need to cover. The Critical Thinking Initiative not only integrates easily, it improves my students’ engagement of the course material, and it has changed the writing outcomes entirely. I really can’t recommend it enough."
Andy Gurmankin Levy, Ph.D.
Middlesex Community College
- Henard, F. (2009). Learning our lesson: Review of quality teaching in higher education. OECD Higher Education Programme IMHE, 1-82.
- Struyven, K., Dochy, F., & Janssens, S. (2003). Students’ perceptions about new modes of assessment in higher education: A review. In Optimizing new modes of assessment: In search of qualities and standards (pp. 171-223). Springer Netherlands.
- Nicholas, M. & Raider-Roth, M. (2011). Approaches used by faculty to assess critical thinking: Implications for general education. American Society for Healthcare Engineering Conference.
- Strang, T. (2014). The importance of teaching critical thinking. Cengage. https://blog.cengage.com/importance-teaching-critical-thinking/
- Melzer, D. (2014). Assignments across the curriculum: A national study of college writing. Utah: Utah State University Press.
- Caine, R.N. & Caine, G. (2011). Natural Learning for a Connect World. New York: Teacher's College Press.