An Empirical Model for Infusing Critical Thinking Into Higher Education
Abstract
An adaptation of Halpern’s (1998) model of critical thinking (CT) was implemented for seven semesters of data collection involving 904 students in 44 classes. A pretest-posttest qua-si-experimental design was utilized for evaluating student growth in CT. The model comprised the development of higher education students’ CT skills and dispositions by training, mentoring, observing, and consulting with professors on their pedagogy. The results indicated statistical and practical sig-nificance at all five levels of knowledge measured. The eight dispositional areas assessed resulted in statistically significant findings but not always practical significance.
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