GENERAL EDUCATION COMMITTEE
CRITICAL THINKING COURSES
Rationale
A Critical Thinking course fosters the development of higher-level cognitive abilities; that is, intellectual
skills that are purposeful, reasoned, and goal-directed. Critical thinking involves the ability to (a) develop
clearly articulated arguments, using evidence and/or systematic logical reasoning in support of a
conclusion or point of view; (b) identify relevant points of view and prioritize evidence and/or reasons in
support of a conclusion; and (c) describe the broader significance or context of an issue and/or apply logic
and reasoning to a novel problem or situation.
Guidelines
1. Critical Thinking assignments will be an integral part of the course.
• Students should practice forms of critical thinking typical of the discipline in which the course
is taught.
• Such assignments should be designed to develop and increase content knowledge.
2. There will be at least two Critical Thinking assignments, and they will be distributed throughout
the course.
• Assignments should focus on basic Critical Thinking skills and processes, including logical
inquiry, problem solving, decision making, and the scientific method.
• Assignments should focus on analytic processes and provide experiences in reasoning.
• Assignments should enhance students’ abilities to assess information, acquire and integrate
knowledge, construct relationships, and utilize argumentative skills.
3. Critical Thinking assignments will constitute a significant portion of the course grade and content.
At least 50% of the course grade and content should be based on such assignments.
4. There will be instruction in and evaluation of Critical Thinking assignments as they relate to the
discipline in which the course is taught.
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