Abstract
Students' ability to think critically is essential in achieving success not only in college, but also later in their jobs. In order to increase students' long term performance, the general education program at our university was completely restructured to allow the introduction of three required credit hours in critical thinking across curriculum at the freshmen level. The dissemination of the learning outcomes is complicated, because this course is not content driven. The solution is for students to including a meta-cognitive reflection with their assignments, describing their personal academic plan and their experience with the learning process. This proposal presents the implementation by the PI of a critical thinking course across curriculum, and the evidence gathered by monitoring the progress of the students that took this class. The students reflections are compared against PI's evaluation and conclusions are drawing in assessing the students' progress and the success of the program itself.
Location
Room 2911
Recommended Citation
Babiuc-Hamilton, Maria, "Building-Up Student Success" (2011). SoTL Commons Conference. 35.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/35
Building-Up Student Success
Room 2911
Students' ability to think critically is essential in achieving success not only in college, but also later in their jobs. In order to increase students' long term performance, the general education program at our university was completely restructured to allow the introduction of three required credit hours in critical thinking across curriculum at the freshmen level. The dissemination of the learning outcomes is complicated, because this course is not content driven. The solution is for students to including a meta-cognitive reflection with their assignments, describing their personal academic plan and their experience with the learning process. This proposal presents the implementation by the PI of a critical thinking course across curriculum, and the evidence gathered by monitoring the progress of the students that took this class. The students reflections are compared against PI's evaluation and conclusions are drawing in assessing the students' progress and the success of the program itself.
