abstract

There appears to be a significant gap between faculty expectations for incoming college
students and these same students perceptions of their abilities. Incoming college students
are not very confident of their critical thinking abilities, yet faculty expect students to enter
college already being able to critically evaluate information and to reach conclusions based
on a critical analysis of the data. The current study challenges the preconception that critical
thinking cannot be taught and delineates a model for critical thinking that can be employed
regardless of one’s discipline. Outcome data strongly suggests critical thinking can lead to
both proximal and distal increases in student success.

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