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Critical thinking in the university curriculum
Date Issued
2010
Date Available
2011-03-24T16:24:09Z
Abstract
This paper describes a multi-qualitative study undertaken to examine the issue of critical thinking as a graduate attribute. Critical thinking is a graduate attribute that many courses claim to produce in students. However, it is important to understand how academics define and describe critical thinking and whether their understandings of critical thinking differ, depending on their discipline or subject area.
The paper describes a series of in-depth, semi-structured interviews with academics involved in teaching and learning in a number of disciplines, including engineering. The objective of these interviews is to look at how different disciplines define critical thinking and how they teach critical thinking in their courses. In addition the paper describes how a selection of modules particularly concerned with the acquisition and development of critical thinking will be chosen, and the interviews that will be carried out with module coordinators about the module design and assessment, recognition and measurement of critical thinking.
Sponsorship
Not applicable
Type of Material
Conference Publication
Subject – LCSH
Critical thinking
Universities and colleges--Curricula
Engineering--Study and teaching (Higher)
College graduates
Language
English
Status of Item
Peer reviewed
Part of
Proceedings of the 3rd International Symposium for Engineering Education ISEE 2010
Conference Details
Presented at the 3rd International Symposium for Engineering Education (ISEE), 1-2 July 2010, University College Cork, Ireland
ISSN
2009 3225
This item is made available under a Creative Commons License
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Critical Thinking in the University Curriculum.doc
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69 KB
Format
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