Critical Thinking, Transfer, and Student Satisfaction
Joanne R. Reid, Phyllis R. Anderson
A pedagogical treatment was developed to teach critical thinking
knowledge, skills, and strategies to college students. This
treatment was implemented at a Midwestern University for a
three-year period. Graduates were surveyed to determine the
extent to which the treatment affected their personal, academic,
and professional lives. Graduates reported that they had
transferred the critical thinking knowledge, skills, and strategies
they had acquired, and were using it in their personal, academic,
or professional lives. The graduates also reported that this
transfer was extremely beneficial to them in all aspects of their
personal, academic, or professional lives, leading to high levels
of satisfaction in their undergraduate education. Full Text
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