Critical Thinking: Not Just for Synthesis Courses

Abstract

The synthesis course is expected to engage students in critical thinking, but if critical thinking is a developmental process, what are the essential underpinnings to successful critical thinking that need to be developed prior to synthesis level course work? Borrowing heavily from other faculty groups at Mason and the AAC&U VALUE rubrics for critical and creative thinking, the Critical Thinking Faculty Learning Community created a “development of critical thinking rubric” that outlines the progression of skills across a number of criteria. This rubric includes performance descriptions for the novice (expected in entry-level courses), the milestones of emerging and showing strength (typical of a synthesis course), and expert or advanced levels (more likely to be found in capstone courses). We will share data from the university-wide effort to assess critical thinking in synthesis courses and engage participants in a discussion of how to prepare Mason students for more advanced, sophisticated forms of critical thinking as they move through the university. It seems clear that to achieve the goals outlined for synthesis courses, students need some foundation in critical thinking from their lower division courses. In what ways can the university curriculum support these critical thinking goals? Panel members will share their experiences with cultivating critical thinking in their students at all levels of the curriculum.