Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to…

Discusses an experimental competency-based general education program developed at Piedmont Technical College, stressing two process skills of communication and reasoning. Definition of "reasoning" is discussed and content and method for teaching a reasoning-based program are presented. (DR)

Guidelines are provided for the development of a community college course in critical thinking. The first sections offer an overview of the nature and basic concepts of critical thinking, indicating that: (1) the skills developed in critical thinking classes include the ability to formulate a clear statement of a thesis or problem, evaluate…

Argues that few students learn to think well within the disciplines and domains of knowledge and experience. Offers 18 ideas for students to utilize in order to become better critical thinkers and learners, including: (1) becoming an active learner; (2) becoming a questioner; and (3) looking for interconnections. First in a series of articles.…

Third in a series of columns focusing on teaching students to think critically, this column provides three templates useful in helping students practice analyzing and assessing the logic of a text. Discusses how to analyze an article, essay, or chapter; comprehend the logic of a textbook; and evaluate an author's reasoning. (NB)

Outlines the differences between inferences and assumptions in critical thinking processes. Explains that as students develop critical intuitions, they increasingly notice how their point of view shapes their experiences. (AUTH/NB)

Argues that the processes of locating, interpreting, and applying ideas gained from reading have remained constant, in spite of changing resources. Offers advice for structuring students' use of the Web by using an instructor-based site called WebQuest. Describes four ways to navigate this online resource. (NB)

Suggests that both general and developmental education focus on such preparatory skills as communicating effectively and thinking critically. Describes current approaches combining general and developmental education. Explains the mechanics of cross-over teaching between the two domains. (PAA)

Describes the rationale for and outcomes of La Guardia Community College's Critical Thinking Program. Considers the relationship of critical thinking to writing and reading. Evaluates the program's impact on students' reading, writing, and speaking skills; higher-order reasoning/problem-solving abilities; and critical attitudes toward their lives…

Describes how two Queensborough Community College reading faculty staged a debate for developmental students to illustrate the connections between reading, writing, and critical thinking; and to encourage students to critically question and evaluate what they read and hear. Details follow-up writing and group assignments, including a student…

Suggests that there are three ways of taking in information: internalizing inert information, forming activated ignorance, or achieving activated knowledge. Explains that only activated knowledge leads the learner, by implication, to more knowledge, and that seeking the logic of things can lead to discovery of activated knowledge. (NB)

This document contains materials about and products of a practicum devoted to creating and sustaining learning communities in the digital era that was conducted by Nova Southeastern University in Winter 1996. First, human resources development programs are discussed as vehicles for creating high-performance learners, workers, and leaders who are…