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Thorington, Katherine K.; Lenzo, Anne; Lyons, Jessica O.; Viscido, Steven V. – Journal on Excellence in College Teaching, 2022
Winston-Salem State University incorporates critical thinking and oral communication into general education learning outcomes and assessment. To teach these critical skills, the authors used active learning techniques in a first-year seminar on animal behavior. Students performed simulation experiments and orally presented their findings. Their…
Descriptors: Skill Development, Critical Thinking, College Freshmen, Speech Communication
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Jensen, Birgit A.; Altstaedter, Laura Levi – Journal on Excellence in College Teaching, 2021
This quantitative and qualitative study explored students' perceptions of a flipped German course and its measurable impact on their critical-thinking skills. The instructional design of the course shifted grammar and vocabulary instruction outside of class so that students in the newly created collaborative in-class space could engage in more…
Descriptors: Flipped Classroom, Second Language Learning, Second Language Instruction, Critical Thinking
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Gilbert, Jacqueline A. – Journal on Excellence in College Teaching, 2021
Although many professors realize that note taking while listening to a lecture results in shallow learning and a lack of student engagement (Hartley & Davies, 1978), lecturing remains the primary mode of instruction. A recent challenger to the dominant notetaking/PowerPoint paradigm is Reacting to the Past (RTTP). To capitalize on the…
Descriptors: Grounded Theory, Business Administration Education, Learner Engagement, Teaching Methods
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Harkins Monaco, Elizabeth A. – Journal on Excellence in College Teaching, 2020
Introductory college courses are designed to comprehensively introduce divergent disciplines (Zipp, 2012) and can prepare students to understand the risks for multiple minoritized identities in their fields of study (Shriberg, 2016). This approach is effective, however, only if faculty are appropriately equipped to use intersectional pedagogy.…
Descriptors: Introductory Courses, Higher Education, College Faculty, Social Discrimination
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Nodeland, Brooke; Craig, Jessica M.; Meitl, Michele Bisaccia – Journal on Excellence in College Teaching, 2020
Team-based learning (TBL) is a non-traditional method of instruction that utilizes permanent teams working together to solve problems and make decisions. The authors extend the prior TBL criminal justice literature through a detailed explanation of the use of application-focused activities in the classroom. Specifically, application-focused…
Descriptors: Cooperative Learning, Criminology, Teaching Methods, Problem Solving
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Zehler, Alexis; Cole, Britt – Journal on Excellence in College Teaching, 2020
The literature supports the concept of a flipped classroom as a pedagogical approach that can improve critical thinking, enhance clinical judgment, and promote student engagement. This project implemented the flipped classroom concept in two nursing specialty courses, one didactic and one clinical. Data were gathered from both courses using a…
Descriptors: Flipped Classroom, Teaching Methods, Critical Thinking, Learner Engagement
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Lam, Paul; Ng, Hilary K. Y.; Lau, Carmen K. M.; Tse, Alan H. H. – Journal on Excellence in College Teaching, 2020
Is it worth the time and effort to overcome the challenges to flipping the classroom? To answer this question, we recruited university students from five government-funded universities in Hong Kong. They were asked to complete two surveys with the same measurements before and after the flipped lessons. The results from round 1 of students' pre-…
Descriptors: Foreign Countries, Flipped Classroom, Teaching Methods, Critical Thinking
Ruder, Suzanne; Brown, Patrick J. P.; Stanford, Courtney – Journal on Excellence in College Teaching, 2020
Process Oriented Guided Inquiry Learning (POGIL) is an active-learning pedagogy that emphasizes content mastery as well as the development of process skills like critical thinking and problem solving. Although published POGIL materials are available in several STEM disciplines, there are still a number of courses within a variety of disciplines…
Descriptors: Inquiry, Active Learning, Learning Activities, Critical Thinking
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Snyder, Stephen J.; Edwards, Laura C.; Sanders, Andrea L. – Journal on Excellence in College Teaching, 2019
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 quasi-experimental design was utilized for evaluating student growth in CT. The model comprised the development of higher education students' CT skills and dispositions by…
Descriptors: Critical Thinking, Higher Education, College Students, Teaching Methods
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Sanders, Andrea L.; Snyder, Stephen J.; Mathews, Sierra-Kailin – Journal on Excellence in College Teaching, 2019
Instructors' ability to foster students' disposition to engage in critical thinking (CT) is instrumental for CT growth. University students' (N = 1,352) semester-long gains across specific dispositions were compared when taught by professors who had received zero, one, two, or three semesters of training in CT pedagogy. All groups experienced…
Descriptors: College Students, Student Motivation, Critical Thinking, Thinking Skills
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Wray, Amanda – Journal on Excellence in College Teaching, 2018
This article introduces critical dialogue exercises, a pedagogical practice that links contemplation, rhetorical listening, and writing with directed storytelling in an effort to raise student consciousness about potentially oppressive histories embedded in our everyday language practices and to encourage social justice oriented discursive action.…
Descriptors: Consciousness Raising, Dialogs (Language), Story Telling, Reflection
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Terosky, Aimee LaPointe – Journal on Excellence in College Teaching, 2018
This qualitative study examines how 50 professors employed at open access, broad access, or regionally based institutions view their students and the ways in which these views influence their teaching practices. Analysis found that participants fell into one of two categories: (a) those following a nuanced understanding of the prestige model,…
Descriptors: College Faculty, Teacher Attitudes, Teaching Methods, College Students
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Stearns, Donald E.; Houlihan, Adam J.; Corbo, Christopher P.; Mosher, Roy H. – Journal on Excellence in College Teaching, 2017
Two professors co-taught critical and civic thinking in the same first-semester course for four years. For the first year, they used computerized argument mapping and critical-thinking-for-civic-thinking (CT)[superscript 2] exercises based on open-ended scenarios framed within a civic context. The instructors assessed student skill levels using…
Descriptors: College Freshmen, Critical Thinking, Thinking Skills, Civics
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Rodriguez, Fernando; Ng, Annalyn; Shah, Priti – Journal on Excellence in College Teaching, 2016
The authors examined college students' ability to critically evaluate scientific evidence, specifically, whether first- and second-year students noticed when poor interpretations were drawn from research evidence. Fifty students evaluated a set of eight psychological studies, first in an informal context, then again in a critical-thinking context.…
Descriptors: College Students, Evidence, Criticism, Critical Thinking
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Cocchiarale, Michael – Journal on Excellence in College Teaching, 2016
Flash writing--short narratives of less than 2000 words--is extremely popular these days. This essay describes a multi-genre course designed to introduce undergraduate students to a genre they will undoubtedly find appealing. Although the primary focus of the course is on creative writing, a great deal of emphasis is placed on literary analysis.…
Descriptors: Creative Writing, Literary Genres, Fiction, Writing (Composition)
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