college success critical thinking

4.5 Critical Thinking

Questions to consider:.

• How can determining the situation help you think critically?
• How do you present informed, unbiased thinking?
• What is the difference between factual arguments and opinions?

Critical thinking  has become a buzz phrase in education and corporate environments in recent years. The definitions vary slightly, but most agree that thinking critically includes some form of judgement that thinkers generate after careful analysis of the perspectives, opinions, or experimental results present for a particular problem or situation. Before you wonder if you’re even capable of critical thinking, consider that you think critically every day. When you grab an unwashed T-shirt off the top of the pile on the floor of your bedroom to wear into class but then suddenly remember that you may see the person of your dreams on that route, you may change into something a bit less disheveled. That’s thinking critically—you used data (the memory that your potential soul mate walks the same route you use on that day on campus) to change a sartorial decision (dirty shirt for clean shirt), and you will validate your thinking if and when you do have a successful encounter with said soul mate.

Likewise, when you decide to make your lunch rather than just grabbing a bag of chips, you’re thinking critically. You have to plan ahead, buy the food, possibly prepare it, arrange to and carry the lunch with you, and you may have various reasons for doing that—making healthier eating choices, saving money for an upcoming trip, or wanting more quiet time to unwind instead of waiting in a crowded lunch line. You are constantly weighing options, consulting data, gathering opinions, making choices, and then evaluating those decisions, which is a general definition of critical thinking.

Consider the following situations and how each one demands your thinking attention. Which do you find most demanding of critical thinking? Why?

• Participating in competitive athletic events
• Watching competitive athletic events
• Reading a novel for pleasure
• Reading a textbook passage in science

Critical thinking forces you to determine the actual situation under question and to determine your thoughts and actions around that situation.

Determining the Problem

One component to keep in mind to guide your critical thinking is to determine the situation. What problem are you solving? When problems become complex and multifaceted, it is easy to be distracted by the simple parts that may not need as much thinking to resolve but also may not contribute as much to the ultimate problem resolution. What aspect of the situation truly needs your attention and your critical thinking?

Imagine you’re planning a fantasy vacation as a group assignment in a class you’re taking where each person is allowed only $200. The group doles out specific preliminary tasks to each member to decide where to go, what sort of trip to take, and how to keep costs low, all in the name of a fun fantasy vacation. In this scenario, whose plan demonstrates the most effective critical thinking?

• DeRhonda creates an elaborate invitation for a dinner party she’ll coordinate at an exclusive mountain cabin.
• Patrick researches cruises, cabin rentals, and staycation options, considering costs for various trip lengths.
• Rodrigio puts down a deposit for a private dining room for 25 at an expensive local restaurant for a date six weeks from the end of the semester.

Write out what each person’s thinking reflects about their expectations for this trip and why their actions may or may not help the group at this stage of the planning.

Critical thinking differs according to the subject you’re thinking about, and as such it can be difficult to pin down any sort of formula to make sure you are doing a good job of thinking critically in all situations. While you may need to adapt this list of critical thinking components, you can get started if you do the following:

• Question everything
• Conduct legitimate research
• Limit your assumptions
• Recognize your own biases
• Gather and weigh all options

Additionally, you must recognize that changes will occur and may alter your conclusions now and in the future. You may eventually have to revisit an issue you effectively resolved previously and adapt to changing conditions. Knowing when to do that is another example of critical thinking. Informed flexibility, or knowing that parts of the plan may need to change and how those changes can work into the overall goal, is also a recognized element of thinking critically.

For example, early in the 20th century, many people considered cigarette smoking a relaxing social pastime that didn’t have many negative consequences. Some people may still consider smoking a way to relax; however, years of medical research have proven with mounting evidence that smoking causes cancer and exacerbates numerous other medical conditions. Researchers asked questions about the impact of smoking on people’s overall health, conducted regulated experiments, tracked smokers’ reactions, and concluded that smoking did impact health. Over time, attitudes, evidence, and opinions change, and as a critical thinker, you must continue to research, synthesize newly discovered evidence, and adapt to that new information.

Defending against Bias

Once you have all your information gathered and you have checked your sources for currency and validity, you need to direct your attention to how you’re going to present your now well-informed analysis. Be careful on this step to recognize your own possible biases. Facts are verifiable; opinions are beliefs without supporting evidence. Stating an opinion is just that. You could say “Blue is the best color,” and that’s your opinion. If you were to conduct research and find evidence to support this claim, you could say, “Researchers at Oxford University recognize that the use of blue paint in mental hospitals reduces heart rates by 25% and contributes to fewer angry outbursts from patients.” This would be an informed analysis with credible evidence to support the claim.

Not everyone will accept your analysis, which can be frustrating. Most people resist change and have firm beliefs on both important issues and less significant preferences. With all the competing information surfacing online, on the news, and in general conversation, you can understand how confusing it can be to make any decisions. Look at all the reliable, valid sources that claim different approaches to be the  best  diet for healthy living: ketogenic, low-carb, vegan, vegetarian, high fat, raw foods, paleo, Mediterranean, etc. All you can do in this sort of situation is conduct your own serious research, check your sources, and write clearly and concisely to provide your analysis of the information for consideration. You cannot force others to accept your stance, but you can show your evidence in support of your thinking, being as persuasive as possible without lapsing into your own personal biases. Then the rest is up to the person reading or viewing your analysis.

Factual Arguments vs. Opinions

Thinking and constructing analyses based on your thinking will bring you in contact with a great deal of information. Some of that information will be factual, and some will not be. You need to be able to distinguish between facts and opinions so you know how to support your arguments. Begin with basic definitions:

• Fact:  a statement that is true and backed up with evidence; facts can be verified through observation or research
• Opinion:  a statement someone holds to be true without supporting evidence; opinions express beliefs, assumptions, perceptions, or judgements

Of course, the tricky part is that most people do not label statements as fact and opinion, so you need to be aware and recognize the difference as you go about honing your critical thinking skills.

You probably have heard the old saying “Everyone is entitled to their own opinions,” which may be true, but conversely, not everyone is entitled to their own facts. Facts are true for everyone, not just those who want to believe in them. For example,  mice are animals  is a fact;  mice make the best pets  is an opinion.

Determine if the following statements are facts or opinions based on just the information provided here, referring to the basic definitions above. Some people consider scientific findings to be opinions even when they are convincingly backed by reputable evidence and experimentation. However, remember the definition of  fact —verifiable by research or observation. Think about what other research you may have to conduct to make an informed decision.

• Oregon is a state in the United States. (How would this be proven?)
• Beef is made from cattle. (See current legislation concerning vegetarian “burgers.”)
• Increased street lighting decreases criminal behavior. (What information would you need to validate this claim?)
• In 1952, Elizabeth became Queen of England. (What documents could validate this?)
• Oatmeal tastes plain. (What factors might play into this claim?)
• Acne is an embarrassing skin condition. (Who might verify this claim?)
• Kindergarten decreases student dropout rates. (Think of different interest groups that may take sides on this issue.)
• Carbohydrates promote weight gain. (Can you determine if this is a valid statement?)
• Cell phones cause brain tumors. (What research considers this claim?)
• Immigration is good for the US economy. (What research would help you make an informed decision on this topic?)

Many people become very attached to their opinions, even stating them as facts despite the lack of verifiable evidence. Think about political campaigns, sporting rivalries, musical preferences, and religious or philosophical beliefs. When you are reading, writing, and thinking critically, you must be on the lookout for sophisticated opinions others may present as factual information. While it’s possible to be polite when questioning another person’s opinions when engaging in intellectual debate, thinking critically requires that you do conduct this questioning.

For instance, someone may say or write that a particular political party should move its offices to different cities every year—that’s an opinion regardless of whether you side with one party or the other. If, on the other hand, the same person said that one political party is headquartered in a specific city, that is a fact you can verify. You could find sources that can validate or discredit the statement. Even if the city the person lists as the party headquarters is incorrect, the statement itself is still a fact—just an erroneous one. If you use biased and opinionated information or even incorrect facts as your evidence to support your factual arguments, then you have not validated your sources or checked your facts well enough. At this point, you would need to keep researching.

Source:  OpenStax College Success  is licensed under  Creative Commons Attribution License v4.0

Strategies for First Year College Success Copyright © by OpenStax is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How to Develop Critical Thinking Skills Before College

Here are six ways high school students can sharpen their critical thinking skills for college success.

Learn to Think Critically Before College

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When teens read books that challenge norms, it can shed light on how the mind of a critical thinker works.

Holding politicians accountable, choosing the right friends and doing advanced math. Depending on who you ask, these actions may require a common denominator: the ability to think critically.

In college , students make important decisions, get exposure to different world views and hone skills in their academic fields of interest . Students can prepare to make the most of their college experience by becoming better critical thinkers while still in high school.

What Is Critical Thinking?

Scholars sometimes differ in how they describe and define critical thinking.

Daniel Willingham, a psychology professor at the University of Virginia , says someone using the term could mean one of two things. They could mean thinking at times when others might not, like when someone considers the writer’s viewpoint after reading a newspaper commentary. Or, they could mean thinking sharply when solving problems or completing tasks, Willingham says.

“The way you would want to approach these two types of critical thinking really differs,” Willingham says. “If there were a formula for getting kids to think critically, we’d be using it in schools.”

David Hitchcock, professor emeritus of philosophy at McMaster University in Canada, wrote the Stanford Encyclopedia of Philosophy’s entry on critical thinking and "came to the conclusion that it’s not really a specific kind of thinking. It’s just good thinking. It’s reflective thinking, careful thinking, rational thinking.”

And it's important regardless of how one may choose to describe it, experts say.

“Given that critical thinking allows you to arrive at beliefs and actions that are beneficial, it seems that it is actually vital to anyone,” says Eileen Gambrill, professor of the graduate school at the University of California, Berkeley ’s School of Social Welfare.

Ways to Develop Critical Thinking Skills

Here are six ways high school students can develop critical-thinking skills before college:

• Build your domain-specific skillset.
• Conduct experiments.
• Question your presumptions.
• Read books written by critical thinkers.
• Start a critical thinking club.
• Talk to peers with different perspectives.

Build Your Domain-Specific Skillset

People who view critical thinking as someone’s ability to use problem-solving skills to complete tasks can become better critical thinkers by improving their fundamental understanding of the subject they are studying, Willingham says.

“Think about the different domains that students study – science, literature and math , for example. These domains have different definitions of what it means to understand something," he says. You sort of have to respect those distinctions among the domains.”

Conduct Experiments

High school students who complete lab assignments as part of science courses are familiar with experimentation. Hitchcock outlines that as one of numerous mental processes that make up the critical thinking process.

Experimenting involves seeking answers, which requires open-mindedness. Hitchcock recommends that students investigate topics they find interesting.

“If you’ve got an issue that’s important to you personally, inquire into it in a personal way,” he says. “Don’t get in the habit of jumping to conclusions. Consider alternatives. Think it through.”

 Question Your Presumptions

“Most of us are ignorant about things,” Gambrill says. “Anything that students assume they know, they can start questioning.”

Students have presumptions, which form over time when they accept something they hear as truth. Critical thinkers challenge ideas presented by leaders, such as teachers and politicians, Gambrill says.

“Authoritarians love people who can’t think critically,” she says.

Read Books Written by Critical Thinkers

Reading books that challenge norms can help high school students understand how the mind of a critical thinker works. Doing so can help them realize that knowledge “is in a constant state of flux,” Gambrill says.

Gambrill recommends “Teachers Without Goals, Students Without Purposes” by Henry Perkinson, a book that challenges traditional notions of education and teaching.

Start a Critical Thinking Club

“Critical thinking is, in fact, very dangerous,” she says. “Asking questions is often viewed as a really bad thing, when in fact it is the essential thing.” 

Some students may be worried about asking critical questions in a classroom setting. Gambrill recommends they start a student-run club at their high school to facilitate conversations driven by open-mindedness. 

Teachers can also create classroom atmospheres that encourage students to ask critical questions, she says.  

Talk to Peers With Different Perspectives

Much like in college, students in high school can meet peers who have opposing viewpoints. Considering alternative viewpoints can help students become better critical thinkers, experts say.

“Cultivate conversations with people who think differently,” Hitchcock says. “Try to understand the thought processes of people who come at issues in a different way than yourself. Get an appreciation for the variety of ways you can think about something."

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Chapter 7: Critical and Creative Thinking

Learning Framework: Effective Strategies for College Success

Learning Objectives

By the end of this section, you will be able to:

• Define critical thinking
• Describe the role that logic plays in critical thinking
• Describe how critical thinking skills can be used to evaluate information
• Apply the CRAAP test to evaluate sources of information
• Identify strategies for developing yourself as a critical thinker
• Identify applications in education and one's career where creative thinking is relevant and beneficial
• Explore key elements and stages in the creative process
• Apply specific skills for stimulating creative perspectives and innovative options
• Integrate critical and creative thinking in the process of problem-solving

Critical and Creative Thinking

Critical Thinking

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It is a “domain-general” thinking skill, not one that is specific to a particular subject area.

What Is Critical Thinking?

Critical thinking  is clear, reasonable, reflective thinking focused on deciding what to believe or do (Robert Ennis.) It means asking probing questions like “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions rather than simply memorizing facts or blindly accepting what you hear or read.

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain biases in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

Who are critical thinkers, and what characteristics do they have in common? Critical thinkers are usually curious and reflective people. They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and they distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit. This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop and finely tune your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and glean important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching. With critical thinking, you become a clearer thinker and problem solver.

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

Critical Thinking and Logic

Critical thinking is fundamentally a process of questioning information and data and then reflecting on and assessing what you discover to arrive at a reasonable conclusion. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says.

You can also question a commonly held belief or a new idea. It is equally important (and even more challenging) to question your own thinking and beliefs! With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.

What Is Logic?

The word  logic  comes from the Ancient Greek  logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate the ideas and claims of others, make good decisions, and form sound beliefs about the world.

Questions of Logic in Critical Thinking

Let’s use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a man has a Ph.D. in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community. The man is now running for political office. Are his credentials and experience sufficient for entering public office? Will he be effective in the political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him. In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to think critically about how much information is adequate in order to make a decision based on  logic  instead of  assumptions.

The following questions, presented in Figure 1, below, are ones you may apply to formulate a logical, reasoned perspective in the above scenario or any other situation:

• What’s happening?  Gather the basic information and begin to think of questions.
• Why is it important?  Ask yourself why it’s significant and whether or not you agree.
• What don’t I see?  Is there anything important missing?
• How do I know?  Ask yourself where the information came from and how it was constructed.
• Who is saying it?  What’s the position of the speaker and what is influencing them?
• What else?   What if?  What other ideas exist and are there other possibilities?

Problem-Solving with Critical Thinking

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively. But with problem-solving, you are specifically identifying, selecting, and defending your solution. Below are some examples of using critical thinking to problem-solve:

• Your roommate was upset and said some unkind words to you, which put a crimp in the relationship. You try to see through the angry behaviors to determine how you might best support the roommate and help bring the relationship back to a comfortable spot.
• Your campus club has been languishing due to a lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
• Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
• Your math teacher sees that the class is not quite grasping a concept. They use clever questioning to dispel anxiety and guide you to a new understanding of the concept.

You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.

• You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.

Evaluating Information with Critical Thinking

Evaluating information can be one of the most complex tasks you will be faced with in college. But if you utilize the following four strategies, you will be well on your way to success:

• Read for understanding
• Examine arguments
• Clarify thinking
• Cultivate “habits of mind”

Read for Understanding

When you read, take notes or mark the text to track your thinking about what you are reading. As you make connections and ask questions in response to what you read,  you monitor your comprehension and enhance your long-term understanding of the material. You will want to mark important arguments and key facts. Indicate where you agree and disagree or have further questions. You don’t necessarily need to read every word, but make sure you understand the concepts or the intentions behind what is written. See the chapter on  Active Reading Strategies   for additional tips.

Examine Arguments

When you examine arguments or claims that an author, speaker, or other source is making, your goal is to identify and examine the hard facts. You can use the spectrum of authority strategy for this purpose. The spectrum of authority strategy assists you in identifying the “hot” end of an argument—feelings, beliefs, cultural influences, and societal influences—and the “cold” end of an argument—scientific influences. The most compelling arguments balance elements from both ends of the spectrum. The following video explains this strategy in further detail:

Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering probing questions, such as the logic questions discussed earlier. Design your questions to fit your needs, but be sure to cover adequate ground. What is the purpose? What question are we trying to answer? What point of view is being expressed? What assumptions are we or others making? What are the facts and data we know, and how do we know them? What are the concepts we’re working with? What are the conclusions, and do they make sense? What are the implications?

Cultivate “Habits of Mind”

“Habits of mind” are the personal commitments, values, and standards you have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence, being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions—in other words, developing an intellectual work ethic. Try to work these qualities into your daily life.

In 2010, a textbook being used in fourth-grade classrooms in Virginia became big news for all the wrong reasons. The book,  Our Virginia  by Joy Masoff, had caught the attention of a parent who was helping her child do her homework, according to  an article in  The Washington Post . Carol Sheriff was a historian for the College of William and Mary and as she worked with her daughter, she began to notice some glaring historical errors, not the least of which was a passage that described how thousands of African Americans fought for the South during the Civil War.

Further investigation into the book revealed that, although the author had written textbooks on a variety of subjects, she was not a trained historian. The research she had done to write  Our Virginia,  and in particular the information she included about Black Confederate soldiers, was done through the Internet and included sources created by groups like the Sons of Confederate Veterans, an organization that promotes views of history that de-emphasize the role of slavery in the Civil War.

How did a book with errors like these come to be used as part of the curriculum and who was at fault? Was it Masoff for using untrustworthy sources for her research? Was it the editors who allowed the book to be published with these errors intact? Was it the school board for approving the book without more closely reviewing its accuracy?

There are a number of issues at play in the case of  Our Virginia , but there’s no question that evaluating sources is an important part of the research process and doesn’t just apply to Internet sources. Using inaccurate, irrelevant, or poorly researched sources can affect the quality of your own work. Being able to understand and apply the concepts that follow is crucial to becoming a more savvy user and creator of information.

When you begin evaluating sources, what should you consider? The  CRAAP test  is a series of common evaluative elements you can use to evaluate the  C urrency,  R elevance,  A uthority,  A ccuracy, and  P urpose of your sources. The CRAAP test was developed by librarians at California State University at Chico and it gives you a good, overall set of elements to look for when evaluating a resource. Let’s consider what each of these evaluative elements means. 

One of the most important and interesting steps to take as you begin researching a subject is selecting the resources that will help you build your thesis and support your assertions. Certain topics require you to pay special attention to how current your resource is—because they are time sensitive, because they have evolved so much over the years, or because new research comes out on the topic so frequently. When evaluating the currency of an article, consider the following:

• When was the item written, and how frequently does the publication come out?
• Is there evidence of newly added or updated information in the item?
• If the information is dated, is it still suitable for your topic?
• How frequently does information change about your topic?

Understanding what resources are most applicable to your subject and why they are applicable can help you focus and refine your thesis. Many topics are broad and searching for information on them produces a wide range of resources. Narrowing your topic and focusing on resources specific to your needs can help reduce the piles of information and help you focus in on what is truly important to read and reference. When determining relevance consider the following:

• Does the item contain information relevant to your argument or thesis?
• Read the article’s introduction, thesis, and conclusion.
• Scan main headings and identify article keywords.
• For book resources, start with the index or table of contents—how wide a scope does the item have? Will you use part or all of this resource?
• Does the information presented support or refute your ideas?
• If the information refutes your ideas, how will this change your argument?
• Does the material provide you with current information?
• What is the material’s intended audience?

Understanding more about your information’s source helps you determine when, how, and where to use that information. Is your author an expert on the subject? Do they have some personal stake in the argument they are making? What is the author or information producer’s background? When determining the authority of your source, consider the following:

• What are the author’s credentials?
• What is the author’s level of education, experience, and/or occupation?
• What qualifies the author to write about this topic?
• What affiliations does the author have? Could these affiliations affect their position?
• What organization or body published the information? Is it authoritative? Does it have an explicit position or bias?

Determining where information comes from, if the evidence supports the information, and if the information has been reviewed or refereed can help you decide how and whether to use a source. When determining the accuracy of a source, consider the following:

• Is the source well-documented? Does it include footnotes, citations, or a bibliography?
• Is information in the source presented as fact, opinion, or propaganda? Are biases clear?
• Can you verify information from the references cited in the source?
• Is the information written clearly and free of typographical and grammatical mistakes? Does the source look to be edited before publication? A clean, well-presented paper does not always indicate accuracy, but usually at least means more eyes have been on the information.

Knowing why the information was created is a key to evaluation. Understanding the reason or purpose of the information, if the information has clear intentions, or if the information is fact, opinion, or propaganda will help you decide how and why to use information:

• Is the author’s purpose to inform, sell, persuade, or entertain?
• Does the source have an obvious bias or prejudice?
• Is the article presented from multiple points of view?
• Does the author omit important facts or data that might disprove their argument?
• Is the author’s language informal, joking, emotional, or impassioned?
• Is the information clearly supported by evidence?

When you feel overwhelmed by the information you are finding, the CRAAP test can help you determine which information is the most useful to your research topic. How you respond to what you find out using the CRAAP test will depend on your topic. Maybe you want to use two overtly biased resources to inform an overview of typical arguments in a particular field. Perhaps your topic is historical and currency means the past hundred years rather than the past one or two years. Use the CRAAP test, be knowledgeable about your topic, and you will be on your way to evaluating information efficiently and well!

Next, visit the  ACC Library’s Website  for a tutorial and quiz on using the CRAAP test to evaluate sources.

Developing Yourself As a Critical Thinker

Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:

• Reflect and practice : Always reflect on what you’ve learned. Is it true all the time? How did you arrive at your conclusions?
• Use wasted time : It’s certainly important to make time for relaxing, but if you find you are indulging in too much of a good thing, think about using your time more constructively. Determine when you do your best thinking and try to learn something new during that part of the day.
• Redefine the way you see things : It can be very uninteresting to always think the same way. Challenge yourself to see familiar things in new ways. Put yourself in someone else’s shoes and consider things from a different angle or perspective.  If you’re trying to solve a problem, list all your concerns: what you need in order to solve it, who can help, what some possible barriers might be, etc. It’s often possible to reframe a problem as an opportunity. Try to find a solution where there seems to be none.
• Analyze the influences on your thinking and in your life : Why do you think or feel the way you do? Analyze your influences. Think about who in your life influences you. Do you feel or react a certain way because of social convention, or because you believe it is what is expected of you? Try to break out of any molds that may be constricting you.
• Express yourself : Critical thinking also involves being able to express yourself clearly. Most important in expressing yourself clearly is stating one point at a time. You might be inclined to argue every thought, but you might have greater impact if you focus just on your main arguments. This will help others to follow your thinking clearly. For more abstract ideas, assume that your audience may not understand. Provide examples, analogies, or metaphors where you can.
• Enhance your wellness : It’s easier to think critically when you take care of your mental and physical health. Try taking activity breaks throughout the day to reach 30 to 60 minutes of physical activity each day. Scheduling physical activity into your day can help lower stress and increase mental alertness. Also,  do your most difficult work when you have the most energy . Think about the time of day you are most effective and have the most energy. Plan to do your most difficult work during these times. And be sure to  reach out for help i f you feel you need assistance with your mental or physical health (see  Maintaining Your Mental (and Physical) Health  for more information).

Complete ACTIVITY 1:  REFLECT ON CRITICAL THINKING at the end of the chapter to deepen your understanding of critical thinking in action. 

Creative thinking.

Creative thinking  is an invaluable skill for college students because it helps you look at problems and situations from a fresh perspective. Creative thinking is a way to develop novel or unorthodox solutions that do not depend wholly on past or current solutions. It’s a way of employing strategies to clear your mind so that your thoughts and ideas can transcend what appears to be the limitations of a problem. Creative thinking is a way of moving beyond barriers and it can be understood as a  skill —as opposed to an inborn talent or natural “gift”—that can be taught as well as learned.

However, the ability to think and act in creative ways is a natural ability that we all exhibited as children. The curiosity, wonder, imagination, playfulness, and persistence in obtaining new skills are what transformed us into the powerful learners that we became well before we entered school. As a creative thinker now, you are curious, optimistic, and imaginative. You see problems as interesting opportunities, and you challenge assumptions and suspend judgment. You don’t give up easily. You work hard. Is this you? Even if you don’t yet see yourself as a competent creative thinker or problem-solver yet, you can learn solid skills and techniques to help you become one.

Creative Thinking in Education

College is a great ground for enhancing creative thinking skills. The following are some examples of college activities that can stimulate creative thinking. Are any familiar to you? What are some aspects of your own college experience that require you to think creatively?

• Design sample exam questions to test your knowledge as you study for a final.
• Devise a social media strategy for a club on campus.
• Propose an education plan for a major you are designing for yourself.
• Prepare a speech that you will give in a debate in your course.
• Arrange audience seats in your classroom to maximize attention during your presentation.
• Participate in a brainstorming session with your classmates on how you will collaborate on a group project.
• Draft a script for a video production that will be shown to several college administrators.
• Compose a set of requests and recommendations for a campus office to improve its services for students.
• Develop a marketing pitch for a mock business you are developing.
• Develop a plan to reduce energy consumption in your home, apartment, or dorm.

How to Stimulate Creative Thinking

The following video,  How to Stimulate the Creative Process , identifies six strategies to stimulate your creative thinking.

• Sleep on it . Over the years, researchers have found that the REM sleep cycle boosts our creativity and problem-solving abilities, providing us with innovative ideas or answers to vexing dilemmas when we awaken. Keep a pen and paper by the bed so you can write down your nocturnal insights if they wake you up.
• Go for a run or hit the gym . Studies indicate that exercise stimulates creative thinking, and the brainpower boost lasts for a few hours.
• Allow your mind to wander  a few times every day. Far from being a waste of time, daydreaming has been found to be an essential part of generating new ideas. If you’re stuck on a problem or creatively blocked, think about something else for a while.
• Keep learning . Studying something far removed from your area of expertise is especially effective in helping you think in new ways.
• Put yourself in nerve-racking situations  once in a while to fire up your brain. Fear and frustration can trigger innovative thinking.
• Keep a notebook  with you, or create a file for ideas on your smartphone or laptop, so you always have a place to record fleeting thoughts. They’re sometimes the best ideas of all.

The following video, Where Good Ideas Come From by Steven Johnson, reinforces the idea that time allows creativity to flourish.

Watch this supplemental video by PBS Digital Studies: How To Be Creative | Off Book | PBS Digital Studio for a more in-depth look on how to become a “powerful creative person.”

Below is an article by Professor Tobin Quereau, called In Search of Creativity . Perhaps the article can help you think about some simple principles that can enhance your own creative thinking.

In Search of Creativity Tobin Quereau As I was searching through my files the other day for materials on creativity, I ran across some crumpled, yellowed notes which had no clear identification as to their source. Though I cannot remember exactly where they came from, I pass them along to you as an example of the absurd lengths to which some authors will go to get people’s attention. The notes contained five principles or practices with accompanying commentary which supposedly enhance creativity. I reprint them here as I found them and leave you to make your own judgment on the matter.... 1. Do It Poorly! One has to start somewhere and hardly anyone I know starts perfectly at anything. As a result, hardly anyone seems to start very much at all. Often times the quest for excellence quashes any attempt at writing, thinking, doing, saying, etc., since we all start rather poorly in the beginning. Therefore, I advocate more mediocrity as a means to success. Whatever you want, need, or have to do, start doing it! (Apologies to Nike, but this was written long before they stole the concept....) Do it poorly at first with pleasure, take a look or listen to what you’ve done, and then do it again. If you can turn out four good, honest, poor quality examples, the fifth time you should have enough information and experience to turn out something others will admire. And if you do the first four tries in private, only you need to know how you got there. 2. Waste Time! Don’t spend it all doing things. Give yourself time and permission to daydream, mull over, muse about your task or goal without leaping into unending action. “But what,” you say, “if I find myself musing more about the grocery shopping than the gross receipts?” Fine, just see what relationships you can come up with between groceries and gross receipts. (How about increasing the volume and lowering mark-ups? Or providing comfortable seating in the local superstore so that people can relax while shopping and thus have more energy with which to spend their money??) Whatever you do, just pay attention to what comes and get it down in writing somewhere somehow before it goes again. No need to waste ideas.... 3. Be Messy! (Not hard for some of us.) Don’t go for clarity before confusion has had time to teach you something new. In fact, I advocate starting with a large sheet of blank paper–anything up to 2 feet by 4 feet in size–and then filling it up as quickly and randomly as possible with everything that is, might be, or ought to be related to the task at hand. Then start drawing arrows, underlining, scratching through, highlighting, etc., to make a real mess that no one but you can decipher. (If you can’t figure it out either, that’s O.K., too–it doesn’t have to make sense in the beginning.) Then go back to Principle #1 and start doing something. 4. Make Mistakes! Search out your stumbling blocks. Celebrate your errors. Rejoice in your “wrongs” for in them lie riches. Consider your faux pas as feedback not failure and you’ll learn (and possibly even earn!) a lot more. Be like a research scientist and get something publishable out of whatever the data indicates. As one creative consultant, Sidney X. Shore, suggests, always ask, “What’s Good About It?” Some of our most precious inventions have resulted from clumsy hands and creative insight. 5. Forget Everything You Have Learned! (Except, perhaps, these principles!) Give yourself a chance to be a neophyte, return to innocence, start with “beginner’s mind”. In the Zen tradition of Japan, there is a saying in support of this approach because in the beginner’s mind all things are possible, in the expert’s mind only one or two. What would a five-year-old do with your task, goal, project, or problem? Take a risk and be naive again. Many major advances in math and science have come from young, wet-behind-the-ears upstarts who don’t know enough to get stuck like everyone else. Even Picasso worked hard at forgetting how to draw.... But I must stop! There was more to this unusual manuscript, but it would be a poor idea to prolong this further. As a responsible author, I don’t want to waste any more of your time on such ramblings. You know as well as I that such ideas would quickly make a mess of things. I am sure that the original author, whoever that was, has by now repudiated these mistaken notions which could be quite dangerous in the hands of untrained beginners. I even recall a reference to these principles being advocated for groups and teams as well as for individual practice—if you can imagine such a thing! It is a pity that the author or authors did not have more to offer, however, “In Search of Creativity” could have made a catchy title for a book....

Problem Solving with Creative Thinking

Creative problem-solving is a type of problem-solving that involves searching for new and novel solutions to problems. It’s a way to think “outside of the box.” Unlike critical thinking, which scrutinizes assumptions and uses reasoning, creative thinking is about generating alternative ideas— practices and solutions that are unique and effective. It’s about facing sometimes muddy and unclear problems and seeing how things can be done differently.

Complete ACTIVITY 2:  ASSESS YOUR CREATIVE-PROBLEM SOLVING SKILLS  at the end of the chapter to see what skills you currently have and which new ones you can develop further. 

As you continue to develop your creative thinking skills, be alert to perceptions about creative thinking that could slow down progress. Remember that creative thinking and problem-solving are ways to transcend the limitations of a problem and see past barriers.

Critical and creative thinking complement each other when it comes to problem-solving. The process of alternatively focusing and expanding your thinking can generate more creative, innovative, and effective outcomes. The following words, by Dr. Andrew Robert Baker, are excerpted from his “Thinking Critically and Creatively ” essay. Dr. Baker illuminates some of the many ways that college students will be exposed to critical and creative thinking and how it can enrich their learning experiences.

THINKING CRITICALLY AND CREATIVELY Critical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them. The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking. The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers. While critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found. Brainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once, we can block-out our brain’s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions/thoughts and invent new ones. It is sort of like sprinting through a race’s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor’s demands. Creative thinking skills ask questions such as—What if? Why not? What else is out there? Can I combine perspectives/solutions? What is something no one else has brought-up? What is being forgotten/ignored? What about ______? It is the opening of doors and options that follows problem-identification. Consider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor’s opinion and invent new perspectives on the authors that have not previously been considered. So, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True—it’s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical/creative thinking modes. For example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other’s analyses/ideas and responding to challenges to our own analyses/ideas. This is part of why students tend to avoid group work—it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this—that’s why we assign it—to help you grow as students, learners, and thinkers! —Dr. Andrew Robert Baker,  Foundations of Academic Success: Words of Wisdom

Problem-Solving Action Checklist

Problem-solving can be an efficient and rewarding process, especially if you are organized and mindful of critical steps and strategies. Remember to assume the attributes of a good critical thinker: if you are curious, reflective, knowledge-seeking, open to change, probing, organized, and ethical, your challenge or problem will be less of a hurdle, and you’ll be in a good position to find intelligent solutions. The steps outlined in this checklist will help you adhere to these qualities in your approach to any problem:

KEY TAKEAWAYS

• Critical thinking is logical and reflective thinking focused on deciding what to believe or do.
• Critical thinking involves questioning and evaluating information.
• Evaluating information is a complex, but essential, process. You can use the CRAAP test to help determine if sources and information are reliable.
• Creative thinking is both a natural aspect of childhood and a re-learnable skill as an adult.
• Creative thinking is as essential a skill as critical thinking and integrating them can contribute to  innovative and rewarding experiences in life.
• Critical and creative thinking both contribute to our ability to solve problems in a variety of contexts.
• You can take specific actions to develop and strengthen your critical and creative thinking skills.

ACTIVITY 1: REFLECT ON CRITICAL THINKING

• Apply critical thinking strategies to your life

Directions:

• Think about someone you consider to be a critical thinker (friend, professor, historical figure, etc). What qualities does he/she have?
• Review some of the critical thinking strategies discussed on this page. Pick one strategy that makes sense to you. How can you apply this critical thinking technique to your academic work?
• Habits of mind are attitudes and beliefs that influence how you approach the world (i.e., inquiring attitude, open mind, respect for truth, etc). What is one habit of mind you would like to actively develop over the next year? How will you develop a daily practice to cultivate this habit?
• Write your responses in journal form, and submit according to your instructor’s guidelines.

ACTIVITY 2: ASSESS YOUR CREATIVE PROBLEM-SOLVING SKILLS

• Access  Psychology Today ’s  Creative Problem-Solving Test  at the  Psychology Today  Web site.
• Read the introductory text, which explains how creativity is linked to fundamental qualities of thinking, such as flexibility and tolerance of ambiguity.
• Then advance to the questions by clicking on the “Take The Test” button. The test has 20 questions and will take roughly 10 minutes.
• After finishing the test, you will receive a Snapshot Report with an introduction, a graph, and a personalized interpretation for one of your test scores.

Complete any further steps by following your instructor’s directions.

LICENSES AND ATTRIBUTIONS

CC LICENSED CONTENT, ORIGINAL

• Critical and Creative Thinking  Authored by : Laura Lucas, Tobin Quereau, and Heather Syrett.  Provided by : Austin Community College.  License :  CC BY-NC-SA-4.0

CC LICENSED CONTENT, SPECIFIC ATTRIBUTION

• Chapter cover image.  Authored by : Hans-Peter Gauster.  Provided by : Unsplash.  Located at :  https://unsplash.com/photos/3y1zF4hIPCg .  License :  CC0: No Rights Reserved
• Creative Thinking Skills  in College Success.  Authored by : Linda Bruce.  Provided by : Lumen Learning.  Located at :  https://courses.lumenlearning.com/collegesuccess-lumen/chapter/creative-thinking-skills/ .  License :  CC BY 4.0
• Critical Thinking  in Educational Psychology.  Authored by : Kelvin Seifert and Rosemary Sutton.  Provided by : Lumen Learning.  Located at:  https://courses.lumenlearning.com/educationalpsychology/chapter/critical-thinking/ .  License :  CC BY 4.0
• Critical Thinking Skills  in College Success.   Authored by : Linda Bruce.  Provided by : Lumen Learning.  Located at :  https://courses.lumenlearning.com/collegesuccess-lumen/chapter/critical-thinking-skills/ .  License :  CC BY 4.0
• Critical Thinking 101: Spectrum of Authority. Provided by: UCB Learn.  Located at :  https://youtu.be/9G5xooMN2_c .  License :  CC BY 4.0
• Evaluate: Assessing Your Research Process and Findings  in Information Literacy.  Authored by : Bernnard, Bobish, Hecker, Holden, Hosier, Jacobsen, Loney, Bullis.  Provided by : Lumen Learning.  Located at :  https://courses.lumenlearning.com/informationliteracy/chapter/evaluate-assessing-your-research-process-and-findings/ .  License :  CC BY-NC-SA-4.0
• Image.  Authored by : Mari Helin-Tuominen.  Provided by : Unsplash.  Located at :  https://unsplash.com/photos/ilSnKT1IMxE .  License :  CC0: No Rights Reserved

ALL RIGHTS RESERVED CONTENT

Where Good Ideas Come From.  Authored by : Steven Johnson. Provided by: Riverhead Books.  Located at :  https://www.youtube.com/watch?v=NugRZGDbPFU .  License :  All Rights Reserved .  License Terms : Standard YouTube License

How to Stimulate the Creative Process.  Provided by : Howcast.  Located at :  https://youtu.be/kPC8e-Jk5uw .  License :  All Rights Reserved .  License Terms : Standard YouTube License

Version History

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Chapter 3: Thinking about Thought

CollegeDegrees360 – Backpack – CC BY-SA 2.0.

Where Are You Now?

Assess your present knowledge and attitudes.

Where Do You Want to Go?

Think about how you answered the questions above. Be honest with yourself. On a scale of 1 to 10, how would you rate your level of thinking skills at this time?

In the following list, circle the three most important areas in which you think you can improve:

• Applying information
• Analyzing information
• Thinking critically
• Asking questions about information
• Evaluating information
• Coming up with new ideas
• Solving problems
• Making decisions
• Identifying weaknesses in ideas
• Choosing sources for research

Are there other areas in which you can improve your thinking skills? Write down other things you feel you need to work on.

__________________________________________________________________

How to Get There

Here’s what we’ll work on in this chapter:

• Understanding what makes thinking in college different from thinking in high school
• Learning how to think
• Knowing the types of thinking
• Recognizing why all types of thinking are important
• Understanding what critical thinking is
• Recognizing and avoiding logical fallacies and faulty assumptions
• Establishing critical thinking habits
• Researching and thinking critically
• Understanding what creative thinking is
• Developing creative thinking habits
• Brainstorming

It’s All in Your Head

Throughout this book, we make the case that college is really quite different from high school. Sure, the social life is different, and there are different pressures in college, perhaps a family to support or a job schedule to coordinate with studies. But the two most fundamental differences involve expectations—the expectation that you will be independent and take responsibility for your actions and the expectation that you will think for yourself.

Remember the heavy “thinking” you did in high school? Most of it was recalling facts or information you had previously committed to memory. Perhaps in some courses you were asked to support a statement or hypothesis using content from your textbook or class. Your thinking in high school was very structured and tied closely to reflecting what was taught in class.

In college, you are expected to think for yourself; to access and evaluate new approaches and ideas; to contribute to your knowledge base; and to develop or create new, fresh ideas. You will be required to develop and use a variety of thinking skills—higher-order thinking skills—which you seldom used in high school. In college, your instructors’ roles will be not only to supply a base of new information and ideas, as good instructors will challenge you to stretch your skills and knowledge base through critical and creative thinking. Much of their teaching involves the questions they ask, not the directions they give. Your success in college education—and in life beyond college—is directly linked to becoming a better and more complete thinker. Becoming a better and more complete thinker requires mastering some skills and consistent practice.

College Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Critical thinking for college, career, and citizenship

Subscribe to the center for universal education bulletin, diane f. halpern dfh diane f. halpern diane f. halpern is the dean of social sciences, emerita at the minerva schools at kgi and a past president of the american psychological association and the society for teaching of psychology. diane has published hundreds of articles and many books including, thought and knowledge: an introduction to critical thinking (5th ed., 2014); sex differences in cognitive abilities (4th ed.), and women at the top: powerful leaders tell us how to combine work and family (co-authored with fanny cheung). her other recent books include psychological science (5th ed. with michael gazzaniga and todd heatherton) and the edited book, undergraduate education in psychology: a blueprint for the future of the discipline..

May 26, 2016

Editor’s note: In the “ Becoming Brilliant ” blog series, experts explore the six competencies that reflect how children learn and grow as laid out by Kathy Hirsh-Pasek and Roberta Golinkoff in their new book  “ Becoming Brilliant .”

Education is about the future—students learn in schools and other places based on two underlying assumptions: (a) What they learn today will be recalled sometime in the future when the knowledge is needed, and (b) today’s learning will transfer across time, place, and space. Teachers are preparing students for higher levels of education, careers that may not even exist today, and the increasingly complex world of citizenship—voting intelligently, recognizing, and supporting good options for societal problems. With the amount of information increasing exponentially and new information often replacing what we formerly believed to be true, the twin abilities of learning well and thinking critically are essential skills for students at every level.

But what does it mean to think critically?

Critical thinking is using the skills or strategies that that are most likely to lead to a desired outcome. It is purposeful, reasoned, and goal-directed. It is the sort of thinking we should be engaging in when deciding what and whom to believe, which of two job offers to accept, or whether vaccinations really do cause autism. It is different from, but often relies upon, simple recall (e.g., what does five plus seven equal?), unsupported opinions (e.g., I like vanilla ice cream), and automated actions (e.g., stopping at a red light).

Critical thinking has two main components: understanding information at a deep, meaningful level, and overcoming fallacies and biases. For example, suppose you are learning about a new theory. You could learn to recite the definition of the theory with little meaning (e.g., photosynthesis is a process used by plants to synthesize foods from carbon dioxide and water using sunlight) or you could process it at a deeper level. There are many learning activities that facilitate deep level processing. For example, you could write out the theory in your own words, explain it to someone who is not familiar with it, and provide evidence for (and possibly against) the theory. What is it explaining? What theory is it replacing (if applicable)? What is its history? How could it be applied to an everyday problem?  If you could answer these questions, the theory would become easier to recall, and you could use it to generate new theories or see flaws or strengths in other theories. Argument analysis is another example of deep processing. Critical thinkers learn to identify the conclusion, the evidence, and reasoning used to support the conclusion. They also look for assumptions, counterevidence, and limiting conditions (times when the conclusion may not apply).

Some educators prefer to consider critical thinking as “debiasing” or recognizing and resisting fallacies. Suppose someone asks you if children become brilliant because of their nature or nurture. This is an example of the “either-or” fallacy, and anyone who is trained to recognize it can avoid its pitfalls. Similarly, critical thinkers recognize when correlational data are being used to make causal claims. For example, an article in the Los Angeles Times told readers that if they want their children to get good grades they should make sure that their kids’ friends get good grades. But after reading the article, it was apparent that children with good grades had friends with good grades, and children with poor grades had friends with poor grades. But nowhere did it show that kids with poor grades would improve by friending kids with good grades. The data were correlational, which any critical thinker should recognize.

If you are thinking critically, and I hope you are, you may be wondering: Can we teach students to be better thinkers? The answer is a resounding “yes.” There is a large amount of research literature (reviewed in my book, “Thought and Knowledge: An Introduction to Critical Thinking”). In one project that I conducted with a doctoral student, who is now Dr. Lisa Marin, we went into very low-performing high schools in California. There were several studies, some that involved parents and some in which classes were assigned at random with different critical thinking instruction. We found that when critical thinking skills were deliberately taught (not as an ancillary to other content), students improved in their abilities to think critically. There are many studies showing substantial gains in critical thinking in college students, the military, and other populations as well. Critical thinking can be taught at any grade, as long as it is taught in a way that is developmentally appropriate.

Finally, critical thinking has a self-reflective component. Good thinkers consider the steps of problem solving, how they are mentally approaching a problem, and the quality of their conclusion or solution.  

Those who care about the future for today’s children understand that the jobs of the future will require the ability to think critically. So let’s be sure that our students are ready for college, careers, and citizenship by including deliberate instruction in critical thinking. It is probably the most difficult topic to teach and learn, but it is also the most important.

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Chapter 8: Thinking, Communicating & Problem-Solving

Critical Thinking & Problem-Solving

Assess your critical thinking strategies.

• Visit the Quia Critical Thinking Quiz page and click on Start Now (you don’t need to enter your name).
• Select the best answer for each question, and then click on Submit Answers. A score of 70 percent or better on this quiz is considered passing.
• Based on the content of the questions, do you feel you use good critical thinking strategies in college? In what ways could you improve as a critical thinker?

The essence of the independent mind lies not in what it thinks, but in how it thinks. —Christopher Hitchens, author and journalist

Critical Thinking

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s a discipline-general thinking skill, not a thinking skill that’s reserved for a one subject alone or restricted to a particular content area. Of all your thinking skills, critical thinking may have the greatest value.

What Is Critical Thinking?

Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching.

Critical thinkers are curious and reflective people. They explore and probe new areas and seek knowledge, clarification, and solutions. They ask pertinent questions, evaluate statements and arguments, and distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. Critical thinkers are open to changing their mind. Perhaps most of all, they actively enjoy learning and view seeking new knowledge as a lifelong pursuit.

Thinking critically will help you develop more balanced arguments, express yourself clearly, read more critically, and glean important information efficiently. With critical thinking, you become a clearer thinker and problem solver.

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

The Role of Logic in Critical Thinking

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1] . Logical thinkers provide reasonable and appropriate evidence to support their claims, acknowledge the strengths of the opposing side’s position, actively investigate a variety of possible outcomes or new solutions, and use measured and objective language to present their positions.

Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering logical, probing questions. Design your questions to fit your needs, but be sure to cover adequate ground.

• What is the purpose?
• What question are we trying to answer?
• What point of view is being expressed?
• What assumptions are we or others making?
• What are the facts and data we know, and how do we know them?
• What are the concepts we’re working with?
• What are the conclusions, and do they make sense?
• What are the implications?

Avoid Fallacies

You’ll also want to make sure you can avoid and spot logical fallacies. Fallacies are faults in thinking or illogical approaches used to persuade the other side. Statements such as, everyone else is doing it ca n be very persuasive even though they demonstrate faulty logic, in this case, the bandwagon appeal. These fallacies can undermine your authority and weaken your position. Students shouldn’t park in the faculty lot because that lot is for faculty is another example of a logical fallacy, this time circular reasoning.

Consult the two websites below to identify and avoid some of the many kinds of logical fallacies:

• Fallacies Files—Home
• Logical Fallacies Jeopardy

Applying critical thinking

The following questions may apply to formulating a logical, reasoned perspective in the scenario below or any other situation:

• What is happening? Gather the basic information and begin to think of questions.
• Why is it important? Ask yourself why it’s significant and whether or not you agree.
• What don’t I see? Is there anything important missing?
• How do I know? Ask yourself where the information came from and how it was constructed.
• Who is saying it? What’s the position of the speaker and what is influencing them?
• What else? What if? What other ideas exist and are there other possibilities?

A man has a Ph.D. in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community. The man is now running for political office.

Are his credentials and experience sufficient for entering public office? Will he be effective in political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him. In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant.

What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

Problem-Solving with Critical Thinking

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively, but with problem-solving, you are specifically identifying, selecting, and defending your solution.

Applying the strategies described in the action checklist below can help you utilize critical thinking skills to solve problems.

Problem-solving can be an efficient and rewarding process, especially if you are organized and mindful of critical steps and strategies. Remember, too, to assume the attributes of a good critical thinker. If you are curious, reflective, knowledge-seeking, open to change, probing, organized, and ethical, your challenge or problem will be less of a hurdle, and you’ll be in a good position to find intelligent solutions.

Check out the following video that shows visual problem-solving steps including stage, populate, arrange, choose, and execute:

How might using the methods in the video, especially using videos, help you solve problems?

Developing Yourself As a Critical Thinker and Problem-Solver

Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit that we continually refine. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:

• Reflect and practice : Always reflect on what you’ve learned. Is it true all the time? How did you arrive at your conclusions?
• Use wasted time : It’s certainly important to make time for relaxing, but if you find you are indulging in too much of a good thing, think about using your time more constructively. Determine when you do your best thinking and try to learn something new during that part of the day.
• Redefine the way you see things : It can be very uninteresting to always think the same way. Challenge yourself to see familiar things in new ways. Put yourself in someone else’s shoes and consider a certain situation from a different angle or perspective. If you’re trying to solve a problem, list all your concerns, such as what you need in order to solve it, who can help, and what some possible barriers might be. It’s often possible to reframe a problem as an opportunity. Try to find a solution where there seems to be none.
• Analyze the influences on your thinking and in your life : Why do you think or feel the way you do? Analyze your influences. Think about who in your life influences you. Do you feel or react a certain way because of social convention or because you believe it is what is expected of you? Try to break out of any molds that may be constricting you.
• Express yourself : Critical thinking also involves being able to express yourself clearly. Most important in expressing yourself clearly is stating one point at a time. You might be inclined to argue every thought, but you might have greater impact if you focus only on your main arguments. This will help others to follow your thinking clearly. For more abstract ideas, assume that your audience may not understand. Provide examples, analogies, or metaphors where you can.
• Enhance your wellness : It’s easier to think critically when you take care of your mental and physical health. Try taking 10-minute activity breaks to reach 30 to 60 minutes of physical activity each day . Try taking a break between classes and walk to the coffee shop that’s farthest away. Scheduling physical activity into your day can help lower stress and increase mental alertness.
• Do your most difficult work when you have the most energy: Think about the time of day you are most effective and have the most energy. Plan to do your most difficult thinking during these times.

Reflect on critical thinking

• Think about someone whom you consider to be a critical thinker (friend, professor, historical figure, etc). What qualities does he/she have?
• Review some of the critical thinking strategies discussed on this page. Choose one strategy that makes sense to you. How can you apply this critical thinking technique to your academic work?
• Habits of mind are attitudes and beliefs that influence how you approach the world (inquiring attitude, open mind, respect for truth, etc.). What is one habit of mind you would like to actively develop over the next year? How will you develop a daily practice to cultivate this habit?

Cultivate Critical Habits of Mind

Earlier in this text we discussed, “habits of mind,” the personal commitments, values, and standards people have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence. Other important habits of mind include being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions. In their quest towards developing an intellectual work ethic, critical thinkers constantly try to work these qualities into their daily lives.

 Problem-solving with critical thinking

Below are some examples of using critical thinking to problem-solve. Can you think of additional action steps to apply to the following situations? You may want to look back to Chapter 2 “Defining Goals” to utilize the five step problem solving strategy described there.

• Your roommate was upset and said some unkind words to you, which has put a crimp in the relationship. You try to see through the angry behaviors to determine how you might best support your roommate and help bring the relationship back to a comfortable spot.
• Your campus club has been languishing on account of lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
• Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
• Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
• You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
• You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.
• "logike." Wordnik. n.d. Web. 16 Feb 2016. ↵
• "Student Success-Thinking Critically In Class and Online."  Critical Thinking Gateway . St Petersburg College, n.d. Web. 16 Feb 2016. ↵

College Success Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

College Success

(21 reviews)

Amy Baldwin, University of Central Arkansas

Lisa August, Canisius College

James Bennett, Herzing University

Copyright Year: 2020

ISBN 13: 9781951693176

Publisher: OpenStax

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Jeffrey Tracy, Adjunct Professor, Klamath Community College on 11/2/23

College Success is exceptionally comprehensive, covering all areas and ideas relevant to college success. The text effectively incorporates an index and glossary, making it easy for students to locate specific topics and concepts. The book... read more

Comprehensiveness rating: 5 see less

College Success is exceptionally comprehensive, covering all areas and ideas relevant to college success. The text effectively incorporates an index and glossary, making it easy for students to locate specific topics and concepts. The book provides a thorough exploration of essential subjects related to academic achievement, personal development, and career readiness.

Content Accuracy rating: 5

The content in College Success is accurate, error-free, and unbiased. The information presented is reliable and supported by reputable sources, ensuring that students receive accurate guidance and advice.

Relevance/Longevity rating: 5

The content is current and relevant, striking a balance that prevents quick obsolescence. The text can be updated easily to incorporate new developments, ensuring its longevity without becoming outdated rapidly.

Clarity rating: 5

The book is written in clear, accessible language, making complex topics understandable to a wide range of readers. Jargon and technical terminology are explained adequately, providing students with the necessary context to grasp the concepts presented.

Consistency rating: 5

College Success maintains consistency in terminology and framework throughout the text. The language and concepts used are uniform, contributing to a cohesive reading experience.

Modularity rating: 5

The text is highly modular, allowing easy division into smaller reading sections. It avoids overwhelming readers with large blocks of text, enhancing readability. Its flexibility enables educators to adapt the material to various course structures without disrupting the flow of learning.

Organization/Structure/Flow rating: 5

The topics in College Success are organized logically, with a clear and coherent structure. Concepts are introduced in a sequence that facilitates understanding, and the flow of information is smooth and intuitive.

Interface rating: 5

The book's interface is user-friendly and free of significant issues. It ensures easy navigation, and all visual elements are displayed correctly. The text's design enhances the overall reading experience without causing distractions.

Grammatical Errors rating: 5

College Success is very well written, containing no grammatical errors. The language used is polished and professional, enhancing the text's readability.

Cultural Relevance rating: 5

The text demonstrates cultural sensitivity, avoiding offensive language or examples. It incorporates inclusive examples from diverse races, ethnicities, and backgrounds, ensuring that students from various cultural contexts can relate to the content.

This book is a great tool for new students. It is easy enough to understand for all types of students, but also comprehensive enough to answer most questions. The inexpensive price makes it the ideal choice to use for students new to higher education.

Reviewed by Melissa Kelley, Assistant Professor, Western Oregon University on 8/25/23

This is a great overview of the college experience, and it has a nice survey of many important college topics. It covers college vs. high school, college culture and expectations, financial literacy, civility and cultural competency, and other big... read more

This is a great overview of the college experience, and it has a nice survey of many important college topics. It covers college vs. high school, college culture and expectations, financial literacy, civility and cultural competency, and other big topics.

I didn't notice any errors.

I think these topics are relevant for the vast majority of US university students. I like that it is inclusive of community college and 4-year degree experiences both. One area I'd like to see updated in future editions is some discussion of learning strategies in online classes specifically, and some mention of appropriate use of AI technologies to support learning. Also, in the chapter covering safety and healthy living, a paragraph or two about disaster preparedness would be helpful for students living in earthquake and wildfire zones. Otherwise it all felt relevant and up to date.

I didn't notice any issues with this. Specific terminology was used but it was explained well and used in context. The "College Has Its Own Language and Customs" section was especially good.

I didn't notice any issues with this.

The book is very modular, I have used single chapter sections as readings in class before and didn't notice any confusion from students.

I thought the book was well-organized.

Overall this was good and easy to use. I liked the inclusion of the "What students say" surveys and that students can be part of the textbook's data if they decide to fill the surveys out.

Cultural Relevance rating: 4

Overall I think the book does a nice job including images of students from diverse backgrounds. It also has a chapter devoted to diversity and cultural competency, and some specific mention of the different pathways that students with disabilities can go through to get the support they need at school, though I would like to have seen something like an example flow chart or story of a student who was able to navigate accommodations in school, since so many students feel lost about how to get help with learning disabilities. I'm giving it a 4 rather than a 5 partly for that reason, and partly because I think in a book focused on the college experience there should be more talk about college experiences for 1) nontraditional students including students returning to school after an education gap and those living at home not on campus and 2) first generation students who don't have the family history of college to rely on. Otherwise the book does a great job with cultural awareness and discussion of things like gender, diversity, equity, and privilege.

I like this book a lot and have used it in my first year seminar classes. It is a good overall introduction to college and what questions students should think about. A small nitpick I have is that more images and charts would be helpful in some of the chapters that are text heavy or have large data tables with a lot of words. I will use this book in class again!

Reviewed by Sonja Gaddy, Adjunct Professor/Coordinator of Academic Support and Testing, Texas Wesleyan University on 8/23/23

The text provides a variety of content that benefits the student in personal growth and provides awareness of hidden skills that impact academics such as time management, mindset, metacognition, and healthy lifestyles. read more

Comprehensiveness rating: 4 see less

The text provides a variety of content that benefits the student in personal growth and provides awareness of hidden skills that impact academics such as time management, mindset, metacognition, and healthy lifestyles.

Content Accuracy rating: 4

Because of the comprehensive nature of the text, I can use specific chapters and sections to meet the needs of my course. I have not incurred any inaccuracies in the text, and the information is presented in an unbiased manner. It allows for all students to respond to and interpret the information from a variety of viewpoints without feeling othered.

Relevance/Longevity rating: 4

The content is relevant and up-to-date. I appreciate the focus on financial literacy and a healthy lifestyle. The content is appropriate for post-COVID pandemic needs and helps students to extend their learning to other areas of their lives.

The text is clear and understandable for a variety of reading levels. Definitions are used with key terms to support comprehension, and questions help students to anticipate content.

The text is consistent using repetitive sections such as chapter outline, introduction, questions to answer, section dividers, application activities, and analysis questions.

I am using individual blocks of content from selected chapters in my course. The smaller sections support the overall chapter objectives as well as provide sufficient content as a stand-alone reading assignment.

The chapters are outlined and presented in a logical and predictable order.

Interface rating: 4

There is an abundance of content. I appreciate the icons used to mark section divisions within a chapter. However, the different heading levels can be confusing or not as pronounced which can interrupt the reading flow.

Grammatical Errors rating: 4

I have not experienced any notable grammar issues.

There are a variety of ethnicities and races used in graphics and images which supports the relevancy and relatability of the content.

Reviewed by Amy Mays, Adjunct- Assistant Professor, Tidewater Community College on 4/24/23

Baldwin’s College Success includes topics for the transition to college for both the traditional and non-traditional student. The text covers what is expected from the college student to how to be successful in navigating the numerous campus... read more

Baldwin’s College Success includes topics for the transition to college for both the traditional and non-traditional student. The text covers what is expected from the college student to how to be successful in navigating the numerous campus resources available for success.

The content is accurate and reinforced by numerous examples. Diversity, equity, and cultural competence are relevant to the status quo.

The web version of the book is up-to-date (January 27, 2022). It was nice to see the inclusion of content regarding emotional and mental health topics.

The text is easy to read and presents concepts in user-friendly terms. College vernacular is broken down by what it means and why the student needs to know it.

The text is consistent; beginning with a chapter outline and ending with a chapter summary.

The text is well organized and the topics can be easily presented at different points in the course. There are opportunities for student reflection.

The text is well thought out and seemed to move quite fluidly.

My review is of the web version on Open Stax. It is easy to navigate. I appreciate the option to highlight material. There is a vast array of instructor resources including LMS course cartridges. The student resources include note taking, study tips, and time management strategies.

The text did not appear to contain any grammatical errors.

The text features examples that are inclusive of a variety of diverse and relevant topics.

Reviewed by Jesus Hernandez, Adjunct Lecturer, University of Texas Rio Grande Valley on 12/20/22

“College Success” is an ideal text for First Year Experience courses. It covers standard topics such as learning styles, time management, goal-setting, taking notes, and taking tests. Its value-add chapters cover topics such as communication,... read more

“College Success” is an ideal text for First Year Experience courses. It covers standard topics such as learning styles, time management, goal-setting, taking notes, and taking tests. Its value-add chapters cover topics such as communication, cultural competence, and financial literacy. A major component of First Year Experience courses is to teach students about navigating college life. The text has the added benefit of functioning as a guide to understanding college culture, expectations in learning environments, and career planning.

The content is accurate and supported by an array of sources. A conversation that comes up often for First Year Experience course instructors is getting students to take the course seriously. The content of this text relies on sources that have stood the test of time, as well as more recent ones, which provides some balance. It helps emphasize to students that learning-about-learning has both been around for a long time and needs to be refreshed as the college experience continues to evolve.

The content of the text is up-to-date. The text is anchored by topics that are staples of First Year Experience courses—learning styles, time management, types of thinking, etc. At the same time, the text includes chapters on diversity and on various aspects of college student health and safety. Considering the general profile of a traditionally-aged college student in 2022, the content on emotional health and mental health has the potential to spark good discussion among cohorts that have destigmatized these topics and that are more readily willing to share about the health issues they are experiencing.

The language used in the text is user-friendly. First Year Experience course instructors teach students the importance of asking, “Do I understand what I just read? Could I explain it to someone else?” The text presents concepts in a way that makes them easy to digest. In particular, section 6.1 conveys the science of memory without getting students lost in information about the complexities of the human brain. The beginning of the text includes a primer on common college terms and expectations; it is a helpful reminder to instructors to check their assumptions about what students know about college. It is especially useful for students who are first-generation college students.

The text employs a structure that is easy to follow. It addresses its audience consistently throughout. All but two of the chapters include a summary. Each summary is concise and does not replace needing to read the chapter to fully understand its contents. A student would not be able to rely on the summary alone to engage in a class discussion about the chapter. A “Where do you go from here?” section is included in almost all chapters. It provides next steps for students to continue to explore the ideas covered in the chapter, which could double as extra credit opportunities.

The text is structured in a way that dividing the chapters across a regular term would allow for readings to still be manageable for students. Some of the topics can be assigned in an order that is different from how they are placed in the book, and it would not create issues. There are activities, surveys, and opportunities for reflection throughout the text that provide variety to the reader and help with engagement in reading. The headings make the start and end of a topic easily identifiable. The figures and tables help keep various sections of the text from being too text-heavy.

The text is well-organized. It is clear that the goal of the authors was to group together concepts that are complementary. For example, the topic of memory is covered first, before the text transitions into the topic of studying; then, the topic of test taking brings the chapter to a close. This positions instructors to be able to make connections between these topics more easily (e.g., how cramming does not align with how memory works). The text opens by engaging students in reflection to answer the question, “Why are you in college?” The end of the text emphasizes the importance of career planning throughout college. From a big picture lens, this is ideal because it reinforces the idea that First Year Experience courses are designed to help students in their first year, certainly, but also beyond their first year of college. The topics covered between the starting point and the ending point of the text are organized in a logical way.

The interface makes the text very easy to navigate. The search function yields results that are closely matched and relevant. There are optional surveys that are embedded within the text, and a student would not need to take a lot of extra steps to access them. The links to the surveys in the introduction to each chapter are currently intact. The estimated completion time posted at the start of each section is one of the text’s best features.

The text does not contain notable grammatical errors.

Throughout the text, the student experiences that are highlighted represent a wide range of backgrounds. Moreover, they are presented in a way that strongly reinforces the point that each college student’s journey is different (e.g., presenting viewpoints of both traditionally-aged college students and post-traditional college students). Chapter 9 “Understanding Civility and Cultural Competence” discusses diversity. It acknowledges the fact that students arrive to college by different means. It reminds students that they will interact with individuals who do not share their own values or perspectives—during their time in college and beyond. It emphasizes that civility is paramount in these interactions. The chapter encourages students to equip themselves with knowledge that could be useful to them in diverse environments.

Highly recommend for First Year Experience courses

Reviewed by Karen Jewette, Adjunct Professor, Tidewater Community College on 12/16/22

The text definitely covers topics that are pertinent to new college students who are trying to adjust to college and want to know how to navigate on a college campus. read more

The text definitely covers topics that are pertinent to new college students who are trying to adjust to college and want to know how to navigate on a college campus.

The information provided is accurate and provides data to support the information.

The topics covered in the book are relevant to the experiences of a college student and addresses current situations

The text is comprehendible and gives explanations for terminology that may be misunderstood

The text is uniform throughout in its format which provides comfort in what is expected next when reading the information,

The text has topics that can serve as stand-alone subjects that would be easy to designate as assignments

Subjects in the book follow a logical and sequential order relating to the overall theme of the book.

The book does not contain interface issues, there is ease in navigating different sections and accessing activities, links, and charts.

No grammatical errors were viewed in the text

The book has evidence of being diverse and inclusive in regard to race, ethnicities, and disabilities.

The activities provided are relevant and promotes higher order thinking,

Reviewed by Merissa Bunton, Language Arts and Learning Skills Lecturer, Leeward Community College on 12/6/22

I liked that the book covered the "typical" how to be successful and what to expect information as well as chapters about the importance of financial literacy, healthy lifestyle, and looking beyond college to plan for future. read more

I liked that the book covered the "typical" how to be successful and what to expect information as well as chapters about the importance of financial literacy, healthy lifestyle, and looking beyond college to plan for future.

I didn’t see any major challenges with accuracy. I liked that all the images offered reference information and footnotes were present for other citations. I would like a comprehensive references section at the end of the book and perhaps more options in the index.

The book offers links to surveys and polls for students. Results are periodically updated allowing faculty to see in almost real time how students using this book respond.

The financial literacy section is written in a way that non-traditional students may find off-putting. Perhaps offering more examples using the situations common to older students could mitigate this.

I would recommend that when a student completes a chapter survey, they get to see how others responded in some sort of chart or graph immediately after they submit their own answers - or be offered information immediately after submitting to see cumulative results. That could make continuing to take the surveys more meaningful and / or enticing. It's fun to see how one's own ideas compare to those of others!

Excellent. I believe my Learning Skills (LSK 110) students could easily navigate the language used.

I love the consistent formatting of each chapter in this text. I notice that each chapter builds upon information from the previous chapters which could present some minor challenges if the instructor chooses to skip around, but it’s easy to find what may be needed for additional information in previous chapters.

The modularity of this text is part of what I like about the consistency I applauded in question 5.

If I were to use this book I would follow each chapter, in order. I very rarely follow a textbook chapter by chapter, but I can’t think of a better way to organize the information offered. Within each chapter the organization is also great and incredibly easy to navigate.

I didn’t have any trouble with dead links, mangled images, or warped text in either the online versions (I tried Firefox and Safari) or the downloaded PDF. I even looked at the text on my phone, in varying settings, and could easily read and navigate.

The one issue I had is that when I clicked to take chapter surveys the surveys opened in the same window and then I had to navigate back to where I wanted to be when finishing the survey.

I saw no distracting grammatical errors.

Chapter 9 explains cultural competence and highlights the importance of civility, avoiding microaggressions, and beauty of collaboration with people different from oneself. In future iterations of this book, it might be fun to add sections for different parts of the world. For example, in the current book I use for this class they have a version specifically for students in the Pacific Islands. Each chapter offers a cultural tie to the information presented.

This is a book full of valuable information for the traditional or returning college student!

Reviewed by Rebecca Steen, Academic Advisor II/Adjunct Faculty, Rogue Community College on 6/16/22

College Success included a lot of wonderful and relevant topics for new students entering into higher education. I think it would be very valuable to include a section that discusses transferring from a community college to a university and laying... read more

College Success included a lot of wonderful and relevant topics for new students entering into higher education. I think it would be very valuable to include a section that discusses transferring from a community college to a university and laying out the steps students need to take to be successful.

The content was accurate, error-free and unbiased. The use of student surveys was a great tool to allow students to approach a topic regardless of their current comprehension level for the subject matter.

Each chapter was relevant to a student's success in college. I appreciated that time management was addressed, as well as understanding yourself as a learner and engaging in a healthly lifestyle.

Five out of five for clarity. The text reviewed common higher education phrases and terms such as 'syllabus' so that students could fully grasp and understand all the new information that was being presented. The index was a useful and thorough tool for students to refer to.

The text is internally consistent.

The text was formatted and designed with great fluidity.

Each chapter had an introduction and then was broken down into absorbable sections of course content, followed by a summary, connecting concepts, 'rethinking' and finally a probing question that tied everything together.

Text is free of significant interface issues.

I found no grammatical errors in the text.

Chapter 9. Understanding Civility and Cultural Competence. I was very excited to see this chapter was built into the curriculum as understanding identity, diversity, and inclusivity is an integral part of higher education.

Loved, loved, loved the chapter on financial literacy. This should be a required 'workshop' for all new college students.

Reviewed by S. Beth Thompson, Adjunct Instructor, College of Nursing and Health Professions, University of Southern Indiana on 6/9/22

The index was very detailed and clear with links back to the pages. (I read the online book.) read more

The index was very detailed and clear with links back to the pages. (I read the online book.)

Although I chose this book to read to learn more myself, the content appears to be accurate based on current trends. The student example stories show a wide variety of life situations and student struggles as we know, not all college students move directly from high school to college.

I found the book to be relevant and up-to-date reflecting current societal trends and typical student concerns. References are made to current social media sites which can be updated easily with the newest trends.

This is a book of information full of new words referring to higher education jargon. Terminology was clear to me because I work in higher education, so I was pleased to see that a definition for terminology was included with each usage. Most, if not all, chapters included self-reflection with pertinent examples given and instructions for how individuals could apply the concept.

Figures, charts, student stories, next steps, activities, and get connected resource links headings were a part of every chapter making reading the book comfortable.

The twelve chapters of the book are all important for the beginning college student. However, for a course that is shorter than a full term, some chapters could be omitted or combined. Omitting or reorganizing could be easily accomplished with this material.

Topics are presented in a logical manner by including the more practical topics first which would help the students to hit the ground running at the beginning of a term. I appreciated the inclusion of Bloom's Taxonomy and education milestones in the early chapters.

The book displayed extremely well online. Charts and graphs were clear and not "too busy".

None noted.

The written content is inclusive.

Reading the book affirmed learning concepts needed for college success. Every chapter included nuggets of information that could be readily used by students as well as by faculty who are guiding the students through this transition. I enjoyed reading this book and learning new ways to be a better instructor. May I suggest the inclusion of the eight dimensions of wellness in the chapter on Engaging in a Healthy Lifestyle? In addition, a continued emphasis on mental health is needed to reflect current campus student needs.

Reviewed by Lisa Merritt, Adjunct Instructor, Human Development & Communication, Central Oregon Community College on 3/8/22

4 read more

The content is accurate and culturally relevant.

Like most textbooks today, the material is written in "chunks" with clear headings. Given its digital format, edits can be made easily especially in those areas that seem to change quickly, like personal health issues and using technology to communicate. Other content areas likely won't change as quickly.

The text is logically written and easy to read and follow. High Education jargon is well explained often in charts to make the material stand out and to improve accessibility. I appreciate that the book is not at all pretentious nor does it "dumb" down the important content.

The text has a very consistent and visually pleasing framework. Each chapter begins with a chapter outline and then an "Introduction" in the form of a short student survey to help engage them right away with the content.

This book, in all its formats, does an excellent job of chunking the information into smaller sections. The use of headings, charts, activities, surveys and other visuals make the material appealing and easy to navigate. Again, it's consistent whether you view the book online or through your LMS.

The topics build from the opening chapter of “Exploring College” to closing with “Planning Your Future.” While the chapters do seem to follow a logical order, one can easily discuss the chapters in an alternative format to best suit one’s teaching style, term length and student needs.

No problems noted. In fact, I really appreciate the LMS integration options (in my case, Canvas) allowing students the option to click on individual units within the assigned learning modules. It feels intuitive and is visually pleasing manner.

Chapter 9: Understanding Civility and Cultural Competence does a nice job of introducing relevant concepts and current issues (such as Gender Pronoun Examples, Table 9.1) in this complex topic area. It's also appreciated that the book seems relatable to non-traditional and adult learners making it an appealing text for a wide population.

Amy Baldwin, the author, together with OpenStax have given very useful and interactive webinars about the College Success text and ancillary materials. My colleagues and I found this to be very helpful as we could directly ask the author questions and recommendations to fit our unique demographic. Amy is very generous with her materials and ideas. Having direct access to the author is very comforting, useful and appreciated.

Reviewed by Susan Cramp, Adjunct Faculty, Eastern New Mexico University on 2/8/22

The textbook includes all areas for student success: goal setting, time management, learning styles, notetaking, health, financial literacy, and many more topics. read more

The textbook includes all areas for student success: goal setting, time management, learning styles, notetaking, health, financial literacy, and many more topics.

The content of the chapters is accurate and includes the common examples of strategies instructors of student success courses are familiar with based on educational research.

The content of the text is up-to-date and includes examples of inclusivity relating to diversity. This is one of the first student success books I have seen that provides information regarding gender identification. The book allows for updates to be implemented at very little disruption to the content.

The textbook is clear and easy to understand and there is a natural flow between content.

Consistency rating: 4

The textbook provides reliable and appropriate word and topics. The outline of the chapters is consistent and follows similar structure chapter to chapter.

The text book is broken into manageable parts and includes headings, subheadings. The graphics and pictures do not distract from the content.

The organization of the textbook is good, but I think most people who teach a student success course might teach the content in a different order. The content is clear and logical.

I did not think there was any interface issues with the text. The images were clear, easy to navigate and did not distract from reading.

No grammatical issues were found.

I found the chapter about cultural awareness and inclusivity were clear and not offensive. The content in the chapter was informative and up-to-date, for example the content about gender pronouns that some instructors and students might not fully understand.

Reviewed by Matt Thomas, Adjunct Faculty, Kirkwood Community College on 12/30/21

OpenStax's College Success bills itself as "a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses." Indeed, with chapters on college culture, learning, time management,... read more

OpenStax's College Success bills itself as "a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses." Indeed, with chapters on college culture, learning, time management, academic planning, reading and note-taking, studying and test taking, thinking, communication, diversity, money, health, and career planning, I would say it qualifies as comprehensive, as these are all topics one might reasonably expect an Intro to College-type class to cover. It also includes three appendices and an index, but the index, as other reviewers have noted, is brief. There are some nice bonuses though, including resources for both teachers (an instructor's manual, PowerPoint slides, a test bank, etc.) and students available to download from OpenStax. Anyone who adopts the text should definitely take a look at the ancillary materials.

Content is accurate. Resources are linked to. Sources are footnoted. If the text has a glaring bias, it's toward college — i.e., it takes a pro-college position. That's probably to be expected with a text like this — and indeed, aren't all textbooks partial to their subjects? — but when you teach an Intro to College-type class, questions like "Is college right for me?" do come up and the book seems to assume that the default answer to that is "Yes," one just has to figure out why exactly for themselves. Sometimes, however, the answer may be "Maybe not."

College Success was first published on March 27, 2020. The web version, as of this review, was last updated on July 26, 2021. Given these dates it's no surprise the book feels up to date. If I had a criticism here, it's that the college experience the book presupposes feels like a pre-pandemic one. But COVID-19 altered the college experience, in some ways maybe permanently. Accordingly, it would be nice, I think, to see a book like this address topics such as online vs. in-person instruction in future permutations. That said, the topics it covers and the advice it offers are of lasting significance.

Text is readable without feeling overly simplified. Key terms, for instance, are defined. However, some chapters (e.g., the chapters on thinking and communication) feel denser than others.

Chapters are structured similarly and, to quote the book's own description, "[e]ngagement, self-analysis, personal responsibility, and student support are reflected throughout the material."

The text is modular. With the web version, for instance, one is able to easily navigate to an individual chapter (all of which are "stand-alone"), or to a specific section within a chapter. Within these sections are different headings, as well as images, tables, figures, shaded boxes, and so on, all of which serve to break things up into remixable chunks. Instructors could thus tell students something like, "Check out the 'Get Connected' box in section 2.4 of Chapter 2."

Does the order in which the topics are presented make sense? Yes. Could one imagine them being presented in a different order? Also yes. For example, the time management chapter comes before the chapter on reading and note-taking. But one might want to assign the latter chapter first. The good news is it's easy to do this. See my point about modularity above.

The web version of the text on the OpenStax website — which is what I'm specifically reviewing here — is easily navigable. Text, images, tables, figures, shaded boxes, etc. appear in my web browser without issue. There's an option to create a free OpenStax account and make highlights and notes.

None that I could find. If one were to find an error, though, OpenStax notes that "since our books are web-based, we can make updates periodically" and invites readers to submit suggested corrections.

The text makes use of examples that are inclusive of a variety of races, ethnicities, and backgrounds. This is something the publisher, OpenStax, takes seriously. According to their June 2020 Diversity and Representation Development Guidelines document, "OpenStax undertakes substantial efforts to properly represent genders, gender identities, races, cultures, geographies, ethnic backgrounds, disabilities, nationalities, ages, sexual orientations, socio-economic status, and diverse viewpoints in our books." In addition to an entire chapter on diversity and "how it plays a role in personal, civic, academic, and professional aspects of our lives," diversity is woven into the text itself, and in a casual, self-evident way, too. Here's one example: section 9.2 contains a discussion of gender pronouns. Then, in the introduction section of the next chapter on financial literacy, the reader is presented with a story about a student who goes by "they" pronouns. The book doesn't make a big deal of this however. Its examples just are.

Reviewed by Jeronell Bradley, Col 103 faculty, Florence-Darlington Technical College on 12/6/21

Indexing could be more detailed. read more

Indexing could be more detailed.

Specific information for student success is very accurate.

After a semester of using the textbook students found the information very relevant.

Easy to read.

The message for student success was consistent throughout each chapter. The author(s) were very clear with the message.

Modularity rating: 4

Faculty were able to use chapter information for on time instruction rather than the given arrangement of the chapters.

Organization/Structure/Flow rating: 4

We did not use the chapters in the arrangement given as there were specific assignments targeted to given times in the semester that did not match the chapter arrangments.

The only navigation problem found by faculty was the matching of page numbers of the paper copy with the PDF/Word versions.

There were a few typos.

Found the title to be culturally significant.

Reviewed by Brenda Williams, Part-time Faculty, Lane Community College on 6/11/21

This book has all the necessary components for college freshmen. read more

This book has all the necessary components for college freshmen.

It is accurate

It is relevant but could be updated a bit about learning and self-care in a pandemic.

It is well written.

It has consistent terminology.

Modularity rating: 3

The headers were well designed but the font is small. Some chapters have several bullets which is easier to read while other chapters were a lot of text. I felt it could use more pictures and color.

I liked the flow of this book.

I had no problem navigating the book.

It is inclusive.

Reviewed by Christina Rosi, Adjunct Professor, Mount Wachusett Community College on 6/10/21

College Success (Baldwin 2020) is truly a comprehensive textbook for incoming first year students who are making the transition to college. It takes the traditional themes of college success and FYE/FYS texts and makes them relevant to the issues... read more

College Success (Baldwin 2020) is truly a comprehensive textbook for incoming first year students who are making the transition to college. It takes the traditional themes of college success and FYE/FYS texts and makes them relevant to the issues of our times, including many hands-on and practical activities for student engagement and self-reflection for every chapter. The book is accessible to students of all backgrounds and experiences in their first year of college, and gives many examples of students' personal stories, real-life scenarios and visual illustrations. The authors were very comprehensive in their units on diversity, emotional intelligence, understanding civility, and themes related to cultural competence throughout the textbook.

The book is up to date with recent sources cited and relevant charts and graphs. Themes of diversity, equity, and cultural competence are relevant to current events and issues of our times. I would say that the authors could update sections such as health and self-care in relation to the current public health crisis and the Covid-19 pandemic.

As mentioned above, the authors have made the essential FYR/FYS college success topics relevant. There are many hands-on activities and exercises for students to help them understand the material/concepts, and put them into practice.

The text is very well-written and well-organized.

The format for every chapter is very consistent, well-organized. I especially liked the sections called: Activity, Analysis Question, Rethinking, and Where do you go from here.

Each chapter is a self-sufficient and independent module that could easily be used in any order that the instructor chooses. Each sub-unit could definitely be used in an order chosen by the instructor.

As commented previously, the text is very well-organized, presented in a very clear format.

There are many interesting and relevant images, graphs, and charts throughout the book that are well-documented, explained, and with relevant sources cited.

I did not find any grammatical errors.

The book is accessible to students of all backgrounds and experiences in their first year of college, and gives many examples of students' personal stories, real-life scenarios and visual illustrations. The authors were very comprehensive in their unit on diversity, understanding civility, and cultural competence. They include thoughtful material on implicit bias, identity and diversity, and changing demographics in the United States, They also look for a way forward with themes of digital civility, rules for fair debate and civility, and critical thinking: opinion vs. factual arguments. These themes of cultural diversity are present throughout the textbook.

I will definitely use material from this textbook in the fall for my First Year Seminar. I would suggest a glossary of definition of terms and concepts to help students who are developmental learners and/or ELL, English language learners.

Reviewed by Jordan Lewton, Online Counselor, Leeward Community College on 4/29/21

The text covers the key areas and ideas related to college success appropriately. There are multiple ways to access the text, each provides effective ways to navigate the content. read more

The text covers the key areas and ideas related to college success appropriately. There are multiple ways to access the text, each provides effective ways to navigate the content.

The text provides accurate, error-free, and unbiased content.

Content is refreshingly relevant and up-to-date. The tech tools, even, established to the point where those may not even need to be changed or removed. It's apparent this was taken under consideration when developing this text.

The text is written in a very straightforward way. The tone is almost conversational and feels very student-friendly. The case studies and scenarios throughout the text along with easy-to-understand graphics and tables support the content in a very effective way, ensuring that even the more theory-based, jargon, and technical areas are relatable and support the student's understanding of the concepts.

The text is consistent in terms of terminology and framework. Some OER resources seem to try to do too much, including every concept ever discussed on any given topic. This text, however, effectively ties together the content in a very consistent way.

The text is super easy to digest because it's very well-organized with section headers, images, and a table of contents throughout.

The text is very well-organized with section headers. The content flows together seamlessly. When the text is viewed on the web, navigation arrows are present at the bottom.

No interface issues encountered.

No grammatical issues encountered.

The text is not culturally insensitive or offensive in any way. Case studies and scenarios throughout the text provide a variety of different student perspectives that are inclusive of a variety of races, ethnicities, and backgrounds.

Reviewed by Paul Dexter, Director of Academic Retention Initiatives, University of Southern Maine on 3/30/21

A text on how to be successful in college could be inclusive to the point of being overwhelming, particularly for a student making the transition into the early college years. The authors identified the most salient, action-oriented components of... read more

A text on how to be successful in college could be inclusive to the point of being overwhelming, particularly for a student making the transition into the early college years. The authors identified the most salient, action-oriented components of a solid foundation for college and beyond. Chapters offered clear definitions of cultural vernacular (i.e. syllabus, office hours), and a map for navigating available resources at virtually any institution of higher education. Broad concepts were titrated into clear, understandable formats, such as the chapter 1 table outlining “Six Areas of Adjustment for First-Year College Students” followed by the chart on useful “Help-Seeking Behaviors”. Each topic was addressed thoroughly, yet not in a manner that was too complex or esoteric for the reader.

The authors successfully wrote an evidence-based text with a neutral yet conversational tone. Particular attention seemed to be paid to the evolving research on how learning works, and opened up the possibilities for the readers instead of being prescriptive. Examples of this included how a light was shone on “not constraining learning activities based on a predetermined model” such as learning styles and MBTI preferences, while not dismissing the value of the learner understanding and applying these frameworks intentionally and contextually.

The authors seemed to plan ahead for keeping the content up-to-date. One example is reserving most of the text’s links to articles, TedTalks, and other recent sources to the “Where do you go from here” section at the end of each chapter, making these easier to edit, adapt, or update as new examples become available.

The authors seemed to have kept accessible language in the forefront of their writing process, avoiding jargon and defining any terms that could have assumed prior knowledge of concepts and vernacular, yet not in a way that may be experienced as condescending by the reader.

The text is structured in a way to offer consistency for the reader. Each chapter includes an Introduction, the content in sub-chapters, the Summary, a Career Connection component, a “Rethinking” section to revisit the questions for considerations posed in the Introduction, and a “Where do you go from here” offering resources and further action steps. Within each chapter is a story-based student profile complemented with aggregated student responses regarding experiences associated with the chapter’s main concepts or foci.

The text can be read in its entirety, or just as effectively assigned piecemeal without diminishing the value and impact of the content.

The text moved seamlessly from broader concepts and reflections early on to more strategy-based offerings as the reader progressed through the chapters. There did not seem to be any outlier or out-of-place topics. With the consistency of the sections within each chapter, the reading experience quickly becomes familiar and comfortable.

The text was intuitive to navigate, and all of the content was clean and clear.

There did not appear to be any grammatical errors.

As an administrator and course instructor at a comprehensive public institution, I am always mindful of the attention to diversity and inclusion. I believe the authors did an excellent job in this arena. While the text does not seem to be targeting a solely traditional-age student population, I think a potential enhancement would be to intentionally refer to the adult learner segment of undergraduate students.

The authors clearly had a broad audience in mind, including students, faculty, and staff. I appreciated the use of voice that resonated with all of these audiences. I also found the appendices to be quite helpful, offering a section with Recommended Readings and a section on “Activities and Artifacts from the Book”, curating the more experiential components of the text in one place for ease of reference.

Reviewed by Eva Akiyama, Counseling Faculty, Rogue Community College on 1/8/21

This text is a thoughtfully-designed, solid introduction to topics that would be most relevant to a new college student. The 12 chapters cover appropriate topics of consideration - things like learning styles, time management, study skills, and... read more

This text is a thoughtfully-designed, solid introduction to topics that would be most relevant to a new college student. The 12 chapters cover appropriate topics of consideration - things like learning styles, time management, study skills, and financial literacy. It provides interesting student profiles and student surveys in each section, and analysis questions designed to help a student "dig deeper". There is an overall focus on the application of skills that would help any student work toward academic and personal success. The Index at the end seems comprehensive and helpful for navigating.

I found no errors in accuracy, either in theory, data, or possible bias. All information provided seemed objective and accurate. The data provided is consistent with what I know in areas such as learning styles, memory function, and cultural competency.

The main topics for each chapter are relevant and seem timeless. I did find that the information in each subcategory is more theoretical than practical, on the whole. A more abstract, theoretical approach can be useful in terms of not needing as many updates over time, but it creates a textbook that lacks a lot of practical tools that might need to be updated as more research becomes available. I would have liked to see more practical career information, for example. There is a 'Career Connection' subcategory at the end of each section, but it is often a thinking prompt instead of a concrete tool that might help a student become more major secure. However, the text also features concepts such as using personal values to help set goals are helpful and do not require updating.

Clarity rating: 4

The text was refreshingly clear of excessive jargon or technical terminology. It seemed well-suited to the reading level of a college student without dumbing down any information. The student profiles provided were relatable. The prose did tend to be more theoretical than practical, on the whole, so perhaps more suited to some students than others. For example, the tone and writing style would probably appeal more to a psychology major than a student pursing a career/technical program.

The information and flow of the text was consistent in it's style and set up from top to bottom. Each section followed the same layout and was easy to navigate. There was an introduction, a good number of sections (12), a summary, a career connection, and a "where to go from here" at the end. It followed the same level of flow throughout. There were a good amount of clear, relevant visual additions throughout, from pictures to charts. it also provided the activities all together at the end of the text for ease, and a comprehensive index.

Unlike some OERs that seem to have endless sections and subcategories, this one has 12 sections with a handful of subcategories for each. The sections seem relatively equal in length and content, which is nice for assigning reading in chunks. Each section is interspersed with boxes for activities or profiles, easily signaling the reader of what is expected. I read through the text from top to bottom and could imagine a student navigating through the sections with ease.

There isn't a necessary order for these kind of topics, but I found the progression to be a little clunky. I believe it might work better to alternate between soft skill sections (like thinking or communication) with more hard skill sections (like study skills or financial literacy). I would also have liked to see the text wrapping up altogether on something motivating and personal instead of ending on Safety and then Planning. But that is a personal preference.

The text was easy to read and appeared logically and linearly on my screen. Charts provided were easy to understand and appeared as a whole, not broken or confusing. Headings were well marked, and there was a 'Previous' and 'Next' button at the bottom of every section for easy navigation. This OER seemed particularly well-designed in terms of interface. I enjoyed the simplicity of it.

There were no grammatical errors that I noticed, nor any noticeable issues with word choice or sentence structure.

I thought that the section on Diversity, Civility, and Cultural Competence to be quite well-designed in this OER. It was modern, up-to-date, and objective, while still outlining sensitive issues relevant to higher education. The subsection on micro-aggressions was well-written and student-centered. The information in the Safety section was a bit like what you'd hear in middle school health class (about drugs and sex and not walking alone late at night), but not incorrect or irrelevant. The photos and graphics in the text also did a pretty good job at featuring some people of different races/backgrounds.

I have used OnCourse in previous College Success classes, which I loved, and also the OER Blueprint For Success in a quest for more affordable options. I like this OER in some ways better than Blueprint - it is more concise, simpler, and more straightforward. But it is also missing things that Blueprint has, like embedded video links and deeper student snapshots that help students relate or see themselves. I don't know that I would switch to this instead. I can see using parts of it.

Reviewed by Marva Solomon, Instructor, Lane Community College on 12/29/20

This book is very comprehensive, it covers all relevant topics that a first year college student should read and integrate in their college lives. Important information on adjusting to college life to information about choosing a career path is... read more

This book is very comprehensive, it covers all relevant topics that a first year college student should read and integrate in their college lives. Important information on adjusting to college life to information about choosing a career path is covered. In addition information on making Academic adjustment, Cultural adjustment, intellectual adjustment and social adjustment all of which are important for achieving success in college.

There is high accuracy and impartiality in this book, no errors were detected.

This book is completely relevant for college students today. However, in order for this book to stay current the various websites given as supplemental reading along with the various assessments tests, such Myers Briggs Type Indicator, Clifton Strengths, Strong Interest Inventory, Keirsey Temperament Sorter, etc will have to be updated on a regular basis.

This book is very transparent. Each chart, graph, and the suggested activities at end of each chapter are easy to comprehend and easy to read.

The organization of each chapter is relatively good. It would have been good for the career assessments covered in Chapter 3 and chapter 12.3 to be merged together. All other chapters are consistent.

This book is easily and readily divisible into smaller reading sections that can be assigned at different points within the course. chapter 11.2 that focuses on Stress Management and Chapter 9.1 on Equity and Inclusion are good examples of chapters that can be easily divided into smaller sections.

This book flows very well. For example Chapter 1 provides a charts that outlines an average of lifetime earnings based on level of education. chapter 1 also gives information in a very organized fashion on college terms such as attendance policy, final exams, learning, office hours, plagiarism, study, syllabus and other relevant terminology that college students need to know. This information flows well in this chapters well as in other chapters of this book.

There were no interface issues in this book.

No grammatical errors was found in this book.

This book has a great section in Chapter 9.1 to 9.4 on Understanding Civility and Cultural competence. None of which is culturally insensitive or offensive. The information in this book on Equity and Inclusion is demonstrates makes use of a variety of races, ethnicities, and backgrounds. I plan to use this book in my college Success course as it is very comprehensive and it offers a variety of success strategies that can be valuable to college students.

Overall this book is a very good tool for first year students and can include sophomores students as well. For example Chapter 4 gives good information on timeline for earning a college degree. Also a plethora of time management is offered in this book in addition Setting long term and short term goals, having a good note taking system and good study habits. I highly recommend this text book as a main textbook that can be used in a College Success and First Year Experience college course.

Reviewed by Brenda McDonald, Instructor, Central Oregon Community College on 12/27/20

The book is quite comprehensive and covers most every topic that I enjoy in teaching this class – including the cultural shift from high school, financial literacy, academic/career planning, time management, etc. The only topic that I thought... read more

The book is quite comprehensive and covers most every topic that I enjoy in teaching this class – including the cultural shift from high school, financial literacy, academic/career planning, time management, etc. The only topic that I thought could have been covered in more detail is around self awareness and the creation of positive self talk.

The overall content in this book appears to be accurate and unbiased with appropriate citations throughout.

There are references that will need updating, such as social media platforms, starting salaries, and costs of college. However, they were written in such a way that I feel updates can easily be made as the text progresses. The inclusion of pertinent references to platforms such as Instagram, as well as links to numerous websites, is much appreciated to better connect to today’s college student.

The text is written clearly. Examples are given throughout the text for further information, along with graphs, photos, and numerous activities that link textbook content into a real world situation.

The text is highly consistent throughout. The chapters build upon the essential framework in a logical sequence, taking the student from the basics of cultural shifts from high school into a plan for beyond the college years. Within the chapters themselves, they begin and end with a survey in which the reader is allowed to consider their own understanding of the content on each side of the reading.

The text does an amazing job in this respect. Each chapter is divided up into smaller chunks of information with an estimated completion time. For students learning to navigate time management in college, this is a wonderful addition. The overall flow of each chapter is also presented in a way that is consistent.

The topics are presented logically, starting with self-awareness and self-management and then gradually flowing into learning, memory, and thinking and ending on notes that lead the student forward into college and beyond. As I noted above, I would have liked a more robust section on self-talk possibly included in that early course information.

No interface issues were noted.

No grammatical issues were noted.

One of the highlights of this text for me was the Chapter titled "Understanding Civility and Cultural Competence” which is often missed in other books. The topic includes why this is such an important topic in today’s world, along with fundamental information on civility, making assumptions, implicit bias, as well as on equity and how it differs from equality. The information given is a wonderful starting point for class discussions.

Reviewed by Sofia Montero, Lecturer III, University of Texas Rio Grande Valley on 11/20/20

The listed topics are comprehensive in scope and contain all of the necessary topics relevant to student success. Including a chapter on financial literacy and healthy lifestyle was a refreshing addition to a book aimed at supporting student's... read more

The listed topics are comprehensive in scope and contain all of the necessary topics relevant to student success. Including a chapter on financial literacy and healthy lifestyle was a refreshing addition to a book aimed at supporting student's transition to college.

The theories, ideas, and concepts contained within this book appear to be accurate and descriptive.

Although the text does an outstanding job of including websites, apps, and other helpful resources, the issue with tech is that it is constantly changing. The book in itself is completely relevant, but will need to be updated within a couple of years in order to ensure all of the referenced tech resources are still valid.

All terminology and prose are helpful in clearly communicating with an entering student. The provided examples and case studies are also very helpful in linking textbook content with real-world scenarios.

The text is consistent and well organized. The framework builds upon the previous chapters and at times, emphasizes certain concepts that were previously discussed.

An impressive feature of this book is how it is organized into smaller sections complete with an estimated reading time. This could be highlighted by the instructor to model planning and use of time. Many first year college students struggle with procrastination, time management, and completing reading assignments prior to attending class. By providing an estimated amount of time that a reading should take, the author allows the student the opportunity to break up a chapter reading into several shorter reading sessions and/or the instructor to assign particular sections.

The flow was very good for this book with the first six chapters being the most important in building self-regulation. I would have liked to have seen the chapter on memory (chapter six) expanded to discuss the process of learning and how memory works in more detail. To that end, the discussion of memory and learning is an excellent segue to discussing the importance of reading and writing notes before attending class which is in chapter five. Also, I would move chapter four right before chapter seven.

The text had no interface issues.

There were no visible grammatical errors.

Cultural Relevance rating: 3

Although the book did an excellent job at including a variety of Caucasian and African-American student faces and names in examples, case studies, PowerPoints and test bank, I did not find many Latinx references. I teach at an HSI and could not find many culturally relevant material in this book. Most of my students live at home and commute to school and/or work part-time. Most of the examples in the book were geared for the traditional student that does not live at home and/or work.

After teaching a learning framework course for fifteen years, I have finally found a book that is comprehensive in scope, well organized, and comes with sufficient theoretical content so that I do not need to supplement much information. This OER book is such a welcome addition and I congratulate the author, Dr. Baldwin, on a job very well done.

Table of Contents

• 1. Exploring College
• 2. Knowing Yourself as a Learner
• 3. Managing Your Time and Priorities
• 4. Planning Your Academic Pathways
• 5. Reading and Notetaking
• 6. Studying, Memory, and Test Taking
• 7. Thinking
• 8. Communicating
• 9. Understanding Civility and Cultural Competence
• 10. Understanding Financial literacy
• 11. Engaging in a Healthy Lifestyle
• 12. Planning for Your Future

Ancillary Material

About the book.

OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty.  

About the Contributors

Amy Baldwin , University of Central Arkansas

Lisa August , Canisius College

James Bennett , Herzing University

Contribute to this Page

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Thinking Critically in College: The Essential Handbook for Student Success Paperback – March 7, 2023

Purchase options and add-ons.

Louis E. Newman draws on decades of experience as a professor at Carleton College and Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford, offering the guidance you need to succeed both in college and in life post-graduation. Unique among college prep books, Thinking Critically in College builds on the latest research in learning, spells out the key critical thinking skills you need, shows you how to tackle actual college assignments, and provides exercises throughout to reinforce the lessons.

• Print length 240 pages
• Language English
• Publisher Radius Book Group
• Publication date March 7, 2023
• Reading age 17 years and up
• Dimensions 6 x 1 x 9 inches
• ISBN-10 1635767954
• ISBN-13 978-1635767957
• See all details

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• Publisher ‏ : ‎ Radius Book Group (March 7, 2023)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 240 pages
• ISBN-10 ‏ : ‎ 1635767954
• ISBN-13 ‏ : ‎ 978-1635767957
• Reading age ‏ : ‎ 17 years and up
• Item Weight ‏ : ‎ 15.2 ounces
• Dimensions ‏ : ‎ 6 x 1 x 9 inches
• #62 in College Guides (Books)
• #64 in College & University Student Life (Books)
• #68 in Study & Test-Taking Skills (Books)

About the author

Louis newman.

Louis E. Newman is the former Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. He is also the John M. and Elizabeth W. Musser Professor of Religious Studies, Emeritus, at Carleton College, where he taught for thirty-three years. During his tenure at Carleton, he also served for a time as an Associate Dean of the College, which included expanding the advisor training program and launching new programs to support advisors. He also served for a term as Director of the Perlman Center for Learning and Teaching. In this role he also functioned as the informal mentor to the faculty at Carleton, which is consistently rated by US News & World Report as #1 for undergraduate teaching.

He is also an internationally recognized scholar in the field of Jewish ethics and has written and co-edited several books in that field, as well as dozens of articles. He was the first president of the Society of Jewish Ethics and the co-founder of its journal.

Louis Newman completed his B.A. in Hebrew and Philosophy and his M.A. in Philosophy at the University of Minnesota, and received his Ph.D. in Religious Studies from Brown University.

Throughout his career, hundreds of students and colleagues have attested to the profound impact he had on their learning and their lives--as a gifted teacher and as a trusted advisor and mentor.

For more information, see www.thinkingcritically.us

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Finally, a college prep book that actually prepares students for college!

"the book. . . teaches the reader how to learn better. it's a worthy endeavor and a valuable one for those industrious enough to make their way through these chapters. . . those who do will undoubtedly have a leg up in their first semester. a functional, low-frills guide to critical thinking for rising college freshmen.", --kirkus review.

Nearly every first-year college student discovers that college courses are more academically challenging than they expected, and certainly harder than classes in high school. Professors expect students not just to absorb material, but to analyze and synthesize it, to consider multiple perspectives, to evaluate conflicting evidence, and then to apply what they’ve learned in new contexts.

Thinking Critically in College explains how to do all this and more.

Unlike most college prep books—which advise you to go to office hours, get enough sleep, take good notes, and learn how to get along with your roommate—this one actually shows you how to do the work your professors will assign and explains how to tackle common academic challenges. This accessible and comprehensive handbook covers metacognition (thinking about how you think); basic critical thinking skills; college-level reading, writing, and quantitative reasoning; how to think about academic disciplines; decoding actual assignments from college courses, and tackling research projects.

Lee Cuba, Professor Emeritus of Sociology, Wellesley College, and author of Practice for Life: Making Decisions in College

Written in a personal, engaging style that draws on the author’s experience as a professor and academic advisor for nearly forty years, Thinking Critically in College is an indispensable guide to doing the work of college for students from all academic backgrounds.

Look Inside

Features of the book:.

• Written directly to students in an accessible style
• Addresses the unique concerns of first-gen students
• Incorporates the latest insights on the science of learning
• Interactive exercises throughout
• Utilizes actual college assignments from a variety of disciplines
• "Advice for the Road Ahead" mini-essays on the qualities to cultivate for college success
• Key takeaways for each topic clearly identified
• Summaries at the beginning of each chapter
• Questions for Reflection after each chapter

Order your copy of Thinking Critically in College now through

Praise for Thinking Critically in College

“ Thinking Critically in College details and exemplifies the differences between high school and college. Students who read this book before coming to college will have an advantage over those who don’t.”

Professor Emeritus of Sociology, Wellesley College, and author of Practice for Life: Making Decisions in College

“Even students who have taken college-prep and AP courses are unprepared for the type of learning that will take place in college. Thinking Critically in College is poised to help all students at all types of institutions develop the dispositions and skills necessary for success in college.”

Lynn Pasquerella

President of Association of American Colleges and Universities (AAC&U)

“No other ‘how-to-do-college’ book takes a deep dive into what it takes for college students to thrive academically and cultivate the habits of an educated mind. Newman offers a treasure trove of helpful examples to illustrate how undergraduates need to think and what they should do to effectively meet the learning challenges they will encounter during and after college.”

George D. Kuh

Chancellor’s Professor Emeritus of Higher Education, Indiana University

“What college students could surely use now is an owner’s manual of sorts, to ensure they are well-prepared to get the most out of the next four years. Drawing on his deep expertise and experience in the delivery of an array of student support services, Louis Newman has taken on the challenge of writing just such a book, which is desperately needed.”

Jacques Steinberg

New York Times bestselling author of The Gatekeepers and co-author of The College Conversation

“Students need a book that speaks directly to them as they launch their college careers. The research is available. Volumes have been written to support faculty in teaching students so that enduring learning occurs. There are a growing number of ‘how-to-learn’ courses in college. But Thinking Critically in College is the first resource to fill all these needs. It is a must read for beginning college students. I can’t think of anyone better positioned to write this book than Louis Newman.”

Susan Singer

Vice President for Academic Affairs and Provost, Rollins College

“This book could not be more timely! At a time of increasing numbers of first-generation college students,  Thinking Critically in College will help them succeed in college and beyond. Newman’s comprehensive approach demystifies what many students perceive as the ‘faculty language.’ He empowers his readers with language and tools to build meaningful relationships, learn valuable skills, and unpack the academic world. If you question the value of a college education, you will find your answer in this book! Truly a valuable guide for all college students, especially those in their first year.”

Susana Rivera-Mills

Provost and Executive Vice President for Academic Affairs, Ball State University

“I can’t wait to assign this book in my first-year courses! Drawing on decades of professional experience and the latest research, Louis Newman is the ideal guide to critical thinking—and also to learning, writing, and the other core academic experiences in college. I particularly appreciate his invitation to ‘begin with questions’ and his ‘Advice for the Road Ahead’ that provides concrete steps toward success. All students will benefit from reading and discussing this book.”

Peter Felten

Executive Director, Center for Engaged Learning; Assistant Provost for Teaching and Learning, Elon University

“The perfect high-school graduation gift for anyone going to college. The book is replete with practical counsel on how to think critically and communicate well, wise guidance for learning in college and scores of helpful examples of that guidance applied to assignments that college students must handle. The sub-title says it all, The Essential Handbook for Student Success .”

Thomas Ehrlich

President Emeritus, Indiana University; Former Provost, The University of Pennsylvania

“This marvelous book is really three books in one. Its declared aim is to help students make their college years into more rewarding learning experiences. It also implicitly guides college professors on how to make their classes and assignments more supportive of real learning. And if you wish to grow intellectually after college, this book will help you learn how to make your informal learning more effective and rewarding.”

Michael McPherson

President Emeritus, Macalester College and The Spencer Foundation

“ Why hasn’t anyone ever told me this before? That poignant observation by one of Newman's students captures the superb power of this gracefully written book. Newman focuses on the disciplines that form the backbone of undergraduate education, how to think about them, study them and write about them. His insights will be invaluable both to students and to all who work to enhance their education.”

Lee S. Shulman

Charles E Ducommun Professor of Education Emeritus, Stanford University President Emeritus, The Carnegie Foundation for the Advancement of Teaching

“Almost all colleges and universities claim to instill critical thinking skills, but all too rarely explain to students what this entails. Thinking Critically in College fills that yawning gap. Newman offers the wisest, most perceptive—and eminently practical—examination I know of what critical thinking is, why it matters, and how students can hone these skills. Institutions that take Newman’s smart guidance to heart, and whose faculty consciously focus on imparting his lessons, will admirably live up to their aspirations.”

Steven G. Poskanzer

President Emeritus, Carleton College

“Louis Newman addresses not only  how  to think critically in college, but  why . Each chapter offers a lesson in metacognition, practical advice and concrete examples along with wisdom about the lifelong value of critical thinking. This approachable, conversational collection of strategies for college success employs a workbook format so students can practice lessons covered in the book. While the book addresses students, the tips and exercises it offers are also valuable for teachers aiming to help students become better learners.”

Mary-Ann Winkelmes

PhD, Founder/Director and Principal Investigator, Transparency in Learning and Teaching in Higher Education

“A wonderful book that helps readers see that the questions often are more important than the answers. A joy to read, the work serves as a thorough resource on learning to think critically in college. But it is not simply about critical thinking in college. Most importantly, it helps readers foster skills of critique vital for living rich and rewarding lives.”

Andrew K. Koch

PhD, Chief Executive Officer, John N. Gardner Institute for Excellence in Undergraduate Education

About The Author

Louis E. Newman is the former Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. His responsibilities at Stanford included overseeing an extensive residential advising program, the pre-law and pre-med advising programs, transfer and co-term student advising, new student orientation programs, a summer bridge program, and the university's academic progress review system. At Stanford, he grew the advising program, promoted a holistic approach to academic advising, and advocated for liberal education.

He is also the John M. and Elizabeth W. Musser Professor of Religious Studies, Emeritus, at Carleton College, where he taught for thirty-three years. During his tenure at Carleton, he also served as an Associate Dean of the College, which included expanding the advisor training program and launching new programs to support advisors. He served for a term as Director of the Perlman Center for Learning and Teaching, which sponsored weekly programs for faculty and staff on all aspects of pedagogy, academic policy, and trends in higher education. In this role he functioned as the informal mentor to the faculty at Carleton, which is consistently rated by US News & World Report as #1 for undergraduate teaching.

He is also an internationally recognized scholar in the field of Jewish ethics and has written and co-edited several books in that field, as well as dozens of articles. He was the first president of the Society of Jewish Ethics and the co-founder of its journal.

Louis Newman completed his B.A. in Hebrew and Philosophy and his M.A. in Philosophy at the University of Minnesota, and received his Ph.D. in Religious Studies from Brown University.

Throughout his career, hundreds of students and colleagues have attested to the profound impact he had on their learning and their lives as a gifted teacher and as a trusted advisor and mentor.

For more information about Louis Newman, his other publications and teaching engagements, visit his personal website

Kirkus Review Thinking Critically in College: The Essential Handbook for Student Success

Newsweek Look to the Liberal Arts to Lower the Temperature of Campus Culture Wars

Jewish Journal Thinking about Thinking

University Business How Colleges are Failing Our Students

Inside Higher Ed Early and Often: Teaching Critical Thinking Skills for Student Success

The College Fix Stanford Dean’s New Book Helps Undergrads Learn to Think Critically

The Teaching Professor Five Ways to Help Your Students Become Better Critical Thinkers

eCampus News Four Ways to Enhance Your Critical Thinking Skills

Sonoma Family Life Get Smart About College: How to Make a Wise Choice

Journal of Continuing Education in Nursing What’s More Critical to Nursing than Thinking Critically?

Just the News Amid rise of AI, polarization, intolerance, ex-prof hopes to reinstill critical thinking in students

Inside Higher Ed “The Beating Heart of Gen Ed”

Business Insider How to Choose the Right College

J Weekly Critical thinking: Embedded in Judaism, desperately needed in society

Issues and Ideas with Chris DeBello,  Issues and Ideas with Chris DeBello The Importance of Teaching Critical Thinking in College

Radio Free Hillsdale Dr. Louis Newman on “Thinking Critically in College”

IlluminatED Higher Education Podcast Thinking Critically in College with Louis Newman

WRGC Thinking Critically in College with Louis Newman: “Focus On The Community” with Louis Newman

Your College-Bound Kid Podcast Dr. Louis Newman: Thinking Critically in College Interview

Spotify Podcast with Ann Garcia A Roadmap for Student Success

College Admissions in a Changing World Podcast How to Choose a College Intelligently by Using the Right Data

Webinar Jam “Find Your Best Fit Colleges” with Kate Stone

The Shift Podcast What Students Don’t Know Going into College that They Need to Know to Succeed Academically 

Hedagogy with Steve Pearlman Thinking Critically in College with Louis Newman

Carleton Connects Louis Newman and How to Make the Most of College

How to Get the Most Out of College Podcast Uncovering the Hidden Curriculum with Louis Newman

College Success Coaching

Most students are incredibly stressed about getting into college..

Actually, that’s the easy part.

The question is —

Who will give you the advice and support you need once you’re there?

College can be overwhelming, especially at the beginning-

• New environment-geographically, culturally, politically
• Endless choices
• New rules and regulations to navigate
• More challenging academically
• Social adjustment: diversity, drinking, dating
• Living away from home, renegotiating relationships with parents
• Finding the balance: academics, extracurriculars, social life, work, community engagement
• Building new relationships, finding “your people”
• Establishing a new identity

As a college student, you’ll face a wide range of challenges–

• What should you major in, and what if you want to change your major?
• You just got the worst grade in your life and you’re not sure how to regain your academic confidence.
• You think you’re entitled to an exemption from an academic policy, but don’t know whom to ask.
• You can’t decide whether to… join one more club, go on an off-campus program, or apply to grad school right after college…and need some perspective.
• You missed two weeks of class and now don’t know if you should drop the class, change your grading option, or just power through.
• You need a recommendation letter for an internship, but don’t know how to approach your professor for one.
• You’re dealing with a personal crisis and don’t know whom to talk to.

Throughout your college career, there will be many times when you need advice and mentoring from someone who knows your name and your story.

About your College Success Coach:

Louis Newman was the Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. He is also the John M. and Elizabeth W. Musser Professor, Emeritus at Carleton College, where he has taught for thirty-three years. Most recently, he is the author of Thinking Critically In College: The Essential Handbook for Student Success (Radius Book Group). In addition to being a renowned scholar in his field, Newman has a lifelong passion for improving undergraduate education. Throughout his long career, he has been praised by colleagues and students alike for the profound impact he has had on their learning and their lives–as a gifted teacher, trusted advisor, and mentor.

Services Offered:

Students sometimes need a bit of advice as they face a decision, or some support when they’re facing a challenging situation. A coaching session or two can help resolve the situation, providing the academic and/or personal support your student needs to get back on the path to success. Available on an hourly basis.

Be ready to hit the ground running with this four-session workshop that prepares you for the academic challenges you’ll face in college. Covers self-reflective learning, critical reading, writing as a tool for thinking clearly, quantitative reasoning, disciplinary thinking, parsing your assignments, and tackling research projects. Interactive assignments and reflective exercises in each session. Includes a free copy of Louis Newman’s book, Thinking Critically in College: The Essential Handbook for Student Success . Four 90-minute sessions scheduled on consecutive Sundays in either June or July.

Ongoing personalized guidance and support for every step of your college journey. Expert advice for all aspects of academic life: course selection, decisions about majors, minors, and other special programs; planning extra-curricular activities; off-campus study; ongoing assessment of learning goals and progress; leaves of absence; exploring internships; post-graduation plans. Improve your study Skills and get the most out of your college education. Unlimited access to your college coach is available by the semester or on an annual basis.

College can be a challenging time. Louis Newman has decades of experience working with students who are struggling academically and/or personally, including those who have stepped away, transferred, or are considering a change of plans.

He will help your student get back on track and make the most of their college experience.

To learn more about College Success Coaching or to schedule a free 30-minute consultation with Louis Newman 

Contact: [email protected] ,  or complete the Contact Us form located at the bottom of this page.

What Louis's Former Students Say:

LOUIS NEWMAN IS AVAILABLE FOR Presentations, Workshops, and webinars

He has also spoken to high school students and their families on a range of  topics: how to choose a college that’s right for you, preparing for college  academically, how to cultivate relationships with faculty, developing study  skills that work, honing your critical thinking skills, and how to get the most  out of your college education.

He is also available to speak to college admissions consultants and their  clients, church groups, community organizations, and college access  organizations.  He also works individually with college students, providing holistic personal  and academic support as a   College Success Coach . 

For more information, contact Louis Newman at   [email protected] , or  complete the Contact Us form below.

Copyright © 2022 All Rights Reserved

Your Guide to Summer STEM Programs

Published May 15, 2024

If so, you’ll want to learn what summer STEM programs have to offer, options for online and in-person study, and how to enroll in a program that works best for you.

What Are Summer STEM Programs?

Summer STEM programs are designed to enhance your understanding and proficiency in STEM topics, often through classroom instruction, hands-on experiences, workshops, and projects focused on STEM disciplines such as computer science, engineering, the life sciences, and mathematics.

The purpose of STEM summer programs for pre-college students is to provide accelerated learning opportunities in a college environment. You’ll be given the chance to explore college-level concepts and cutting-edge technologies in STEM fields. Such programs prepare you for future academic and career success in STEM-related fields by helping you develop critical thinking, problem-solving, and collaboration skills.

Benefits of Summer STEM Programs

Summer STEM programs offer numerous academic advantages for college-bound pre-college students. They provide unique hands-on learning experiences that deepen your understanding and proficiency in STEM subjects. And while most summer programs can’t guarantee you admission into specific colleges, they can enhance your application by demonstrating your ability to handle college-level coursework.

Moreover, participating in summer STEM programs allows you to learn about potential career paths, gain insights into industry trends, and connect with like-minded peers. These programs foster your skills in areas such as teamwork, communication, and adaptability, which help prepare you for college and beyond.

What to Expect in a Summer STEM Program

Many STEM programs go beyond classroom-bound academics by offering events and activities designed to enhance your summer experience. They often incorporate relevant field trips, labs, discussion sessions, and experiments to enrich the learning experience.

Common Subjects Covered in Summer STEM Programs

Topics covered in a summer STEM program will vary by program and institution. At Johns Hopkins, Summer at Hopkins Pre-College Programs offerings in STEM topics include:

• Anatomy, Physiology, & Disease
• Exploring the Universe with Space Telescopes
• Foundational Mathematics of Artificial Intelligence
• Introduction to Experimental Design in Biology
• Social Inequality and the Public’s Health
• Introduction to Laboratory Research
• Population Genomics: Evolution, Extinction & Disease
• Applications of Chemistry in Medicine

Summer at Hopkins also offers programs and courses in medicine and health .

Qualified pre-college students can also enroll in STEM-related Summer Term undergraduate courses, where they will study alongside Johns Hopkins and visiting undergraduate students. A sample of Johns Hopkins STEM Summer Term undergraduate courses:

• Bootcamp: Python
• Calculus I, II, and III
• Computer System Fundamentals
• Mathematics for Sustainability
• General Biology I and II
• Stars and the Universe: Cosmic Evolution

How to Enroll in a Summer STEM Program

Are you interested in a summer STEM program? Here’s how to get started.

• Research Programs: Start by researching different summer STEM programs to find options that align with your interests and goals. Look for programs offered by universities, organizations, or institutions specializing in STEM education. Some programs are online, while others are in person and might require you to commute or live on campus.
• Check Deadlines: Application deadlines can vary. Some programs may have early deadlines, so it’s essential to plan and apply as early as possible.
• Review Fees: Understand the program fees and additional costs such as materials, transportation, or accommodation.
• Get Answers to Your Questions: Some programs offer online FAQs and information sessions where you can learn about the program from administrators and admissions staff.

Once you’re ready to apply, follow these tips:

• The Application: While a summer program won’t take the same level of work as applying to college, you should take your application seriously and ensure it is filled out completely.
• Required Materials: Program websites will list the required materials. Make sure you submit all necessary documents before the deadline.

Scholarships and Funding Opportunities

Many schools want to ensure that any student interested in STEM has the chance to spend a summer in their program. Some schools provide financial assistance . You can visit the program’s official website or call or email about the availability of such assistance.

External scholarships are another option. They’re often offered by esteemed organizations or foundations dedicated to promoting STEM education. There are also general websites like Scholarships.com that can help you find the best pre-college scholarship.

How to Choose the Right Summer STEM Program

When selecting a summer STEM program, consider your interests and circumstances, as well as the following:

• Program Focus: Depending on your particular STEM interests, such as coding, calculus, or anatomy, look for a program that will foster your enthusiasm.
• Program Reputation: Double-check any program’s reputation, including reviews, success stories, and alumni feedback, if possible.
• Instructors and Staff: Consider who will be teaching the program. Are they regular faculty? Guests? Ensure that your instructor can provide you with effective learning experiences in their particular field.
• Facilities and Resources: If you plan to attend a program in person, get a feel for the campus ahead of time, either in person or through a virtual tour. Check the facilities, equipment, and resources available to students during summer programs.
• Opportunities for Growth: Look for programs that offer opportunities for personal and academic growth, such as project-based learning, collaboration, and skill development.
• Cost and Financial Aid: Program costs can vary widely, so check the availability of financial assistance and payment options to make an informed decision.

Program Duration and Structure

Summer STEM programs typically range from one to several weeks, with intensive daily sessions. The curriculum often includes a blend of lectures, workshops, hands-on projects, and field trips to provide a comprehensive learning experience. For example, a two-week program might involve daily classes, guest speaker sessions, and a group project.

Target Audience and Eligibility

Some STEM pre-college programs are only open to rising seniors or juniors and seniors. Others are available to anyone who is high-school aged. And some colleges offer summer STEM semesters for pre-first-year undergrads. As you search for a program, be sure to check the eligibility requirements related to age or grade-level.

Summer STEM programs typically seek to admit applicants with at least a basic knowledge of relevant subjects, a passion for STEM, and a willingness to engage in hands-on learning activities. Before applying, check your specific program’s prerequisites and requirements.

Find the Right Summer STEM Program for You with Summer at Hopkins

Pursue your passion for STEM this summer at Johns Hopkins University. Whether you enroll in a two-week Pre-College Program— on campus or online —or a Summer Term undergraduate course, you can focus on the STEM topics you love while interacting with like-minded peers and world-class faculty. With Summer at Hopkins, you’ll get a preview of what college is like, all while adding extra polish to your college applications.

Learn more about Summer at Hopkins admissions , including tuition, eligibility requirements, and deadlines, or start your application today!

Audience Menu

7.5 Problem-Solving

Questions to Consider:

• How can determining the best approach to solve a problem help you generate solutions?
• Why do thinkers create multiple solutions to problems?

When we’re solving a problem, whether at work, school, or home, we are being asked to perform multiple, often complex, tasks. The most effective problem-solving approach includes some variation of the following steps:

• Determine the issue(s)
• Recognize other perspectives
• Think of multiple possible results
• Research and evaluate the possibilities
• Select the best result(s)
• Communicate your findings
• Establish logical action items based on your analysis

Determining the best approach to any given problem and generating more than one possible solution to the problem constitutes the complicated process of problem-solving. People who are good at these skills are highly marketable because many jobs consist of a series of problems that need to be solved for production, services, goods, and sales to continue smoothly. Think about what happens when a worker at your favorite coffee shop slips on a wet spot behind the counter, dropping several drinks she just prepared. One problem is the employee may be hurt, in need of attention, and probably embarrassed; another problem is that several customers do not have the drinks they were waiting for; and another problem is that stopping production of drinks (to care for the hurt worker, to clean up her spilled drinks, to make new drinks) causes the line at the cash register to back up. A good manager has to juggle all of these elements to resolve the situation as quickly and efficiently as possible. That resolution and return to standard operations doesn’t happen without a great deal of thinking: prioritizing needs, shifting other workers off one station onto another temporarily, and dealing with all the people involved, from the injured worker to the impatient patrons.

Determining the Best Approach

Faced with a problem-solving opportunity, you must assess the skills you will need to create solutions. Problem-solving can involve many different types of thinking. You may have to call on your creative, analytical, or critical thinking skills—or more frequently, a combination of several different types of thinking—to solve a problem satisfactorily. When you approach a situation, how can you decide what is the best type of thinking to employ? Sometimes the answer is obvious; if you are working a scientific challenge, you likely will use analytical thinking; if you are a design student considering the atmosphere of a home, you may need to tap into creative thinking skills; and if you are an early childhood education major outlining the logistics involved in establishing a summer day camp for children, you may need a combination of critical, analytical, and creative thinking to solve this challenge.

What sort of thinking do you imagine initially helped in the following scenarios? How would the other types of thinking come into resolving these problems?

• Analytical thinking
• Creative thinking
• Critical thinking

Write a one- to two-sentence rationale for why you chose the answers you did on the above survey.

Generating Multiple Solutions

Why do you think it is important to provide multiple solutions when you’re going through the steps to solve problems? Typically, you’ll end up only using one solution at a time, so why expend the extra energy to create alternatives? If you planned a wonderful trip to Europe and had all the sites you want to see planned out and reservations made, you would think that your problem-solving and organizational skills had quite a workout. But what if when you arrived, the country you’re visiting is enmeshed in a public transportation strike experts predict will last several weeks if not longer? A back-up plan would have helped you contemplate alternatives you could substitute for the original plans. You certainly cannot predict every possible contingency—sick children, weather delays, economic downfalls—but you can be prepared for unexpected issues to come up and adapt more easily if you plan for multiple solutions.

Write out at least two possible solutions to these dilemmas:

• Your significant other wants a birthday present—you have no cash.
• You have three exams scheduled on a day when you also need to work.
• Your car needs new tires, an oil change, and gas—you have no cash. (Is there a trend here?)
• You have to pass a running test for your physical education class, but you’re out of shape.

Providing more than one solution to a problem gives people options. You may not need several options, but having more than one solution will allow you to feel more in control and part of the problem-solving process.

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Access for free at https://openstax.org/books/college-success/pages/1-introduction

• Authors: Amy Baldwin
• Publisher/website: OpenStax
• Book title: College Success
• Publication date: Mar 27, 2020
• Location: Houston, Texas
• Book URL: https://openstax.org/books/college-success/pages/1-introduction
• Section URL: https://openstax.org/books/college-success/pages/7-5-problem-solving

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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.

Chapter 8: Thinking & Analysis

Critical thinking skills, assess your critical thinking strategies.

• Visit the Quia Critical Thinking Quiz page and click on Start Now (you don’t need to enter your name).
• Select the best answer for each question, and then click on Submit Answers. A score of 70 percent or better on this quiz is considered passing.
• Based on the content of the questions, do you feel you use good critical thinking strategies in college? In what ways could you improve as a critical thinker?

The essence of the independent mind lies not in what it thinks, but in how it thinks. —Christopher Hitchens, author and journalist

Critical Thinking

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s a discipline-general thinking skill, not a thinking skill that’s reserved for a one subject alone or restricted to a particular content area. Of all your thinking skills, critical thinking may have the greatest value.

What Is Critical Thinking?

Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching.

Critical thinkers are curious and reflective people. They explore and probe new areas and seek knowledge, clarification, and solutions. They ask pertinent questions, evaluate statements and arguments, and distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. Critical thinkers are open to changing their mind. Perhaps most of all, they actively enjoy learning and view seeking new knowledge as a lifelong pursuit.

Thinking critically will help you develop more balanced arguments, express yourself clearly, read more critically, and glean important information efficiently. With critical thinking, you become a clearer thinker and problem solver.

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

The Role of Logic in Critical Thinking

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1] . Logical thinkers provide reasonable and appropriate evidence to support their claims, acknowledge the strengths of the opposing side’s position, actively investigate a variety of possible outcomes or new solutions, and use measured and objective language to present their positions.

Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering logical, probing questions. Design your questions to fit your needs, but be sure to cover adequate ground.

• What is the purpose?
• What question are we trying to answer?
• What point of view is being expressed?
• What assumptions are we or others making?
• What are the facts and data we know, and how do we know them?
• What are the concepts we’re working with?
• What are the conclusions, and do they make sense?
• What are the implications?

Avoid Fallacies

You’ll also want to make sure you can avoid and spot logical fallacies. Fallacies are faults in thinking or illogical approaches used to persuade the other side. Statements such as, everyone else is doing it ca n be very persuasive even though they demonstrate faulty logic, in this case, the bandwagon appeal. These fallacies can undermine your authority and weaken your position. Students shouldn’t park in the faculty lot because that lot is for faculty is another example of a logical fallacy, this time circular reasoning.

Consult the two websites below to identify and avoid some of the many kinds of logical fallacies:

• Fallacies Files—Home
• Logical Fallacies Jeopardy

Applying critical thinking

The following questions may apply to formulating a logical, reasoned perspective in the scenario below or any other situation:

• What is happening? Gather the basic information and begin to think of questions.
• Why is it important? Ask yourself why it’s significant and whether or not you agree.
• What don’t I see? Is there anything important missing?
• How do I know? Ask yourself where the information came from and how it was constructed.
• Who is saying it? What’s the position of the speaker and what is influencing them?
• What else? What if? What other ideas exist and are there other possibilities?

A man has a Ph.D. in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community. The man is now running for political office.

Are his credentials and experience sufficient for entering public office? Will he be effective in political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him. In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant.

What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

Problem-Solving with Critical Thinking

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively, but with problem-solving, you are specifically identifying, selecting, and defending your solution.

Applying the strategies described in the action checklist below can help you utilize critical thinking skills to solve problems.

Problem-solving can be an efficient and rewarding process, especially if you are organized and mindful of critical steps and strategies. Remember, too, to assume the attributes of a good critical thinker. If you are curious, reflective, knowledge-seeking, open to change, probing, organized, and ethical, your challenge or problem will be less of a hurdle, and you’ll be in a good position to find intelligent solutions.

 Developing Yourself As a Critical Thinker and Problem-Solver

Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit that we continually refine. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:

• Reflect and practice : Always reflect on what you’ve learned. Is it true all the time? How did you arrive at your conclusions?
• Use wasted time : It’s certainly important to make time for relaxing, but if you find you are indulging in too much of a good thing, think about using your time more constructively. Determine when you do your best thinking and try to learn something new during that part of the day.
• Redefine the way you see things : It can be very uninteresting to always think the same way. Challenge yourself to see familiar things in new ways. Put yourself in someone else’s shoes and consider a certain situation from a different angle or perspective. If you’re trying to solve a problem, list all your concerns, such as what you need in order to solve it, who can help, and what some possible barriers might be. It’s often possible to reframe a problem as an opportunity. Try to find a solution where there seems to be none.
• Analyze the influences on your thinking and in your life : Why do you think or feel the way you do? Analyze your influences. Think about who in your life influences you. Do you feel or react a certain way because of social convention or because you believe it is what is expected of you? Try to break out of any molds that may be constricting you.
• Express yourself : Critical thinking also involves being able to express yourself clearly. Most important in expressing yourself clearly is stating one point at a time. You might be inclined to argue every thought, but you might have greater impact if you focus only on your main arguments. This will help others to follow your thinking clearly. For more abstract ideas, assume that your audience may not understand. Provide examples, analogies, or metaphors where you can.
• Enhance your wellness : It’s easier to think critically when you take care of your mental and physical health. Try taking 10-minute activity breaks to reach 30 to 60 minutes of physical activity each day . Try taking a break between classes and walk to the coffee shop that’s farthest away. Scheduling physical activity into your day can help lower stress and increase mental alertness.
• Do your most difficult work when you have the most energy: Think about the time of day you are most effective and have the most energy. Plan to do your most difficult thinking during these times.

Reflect on Critical Thinking

• Think about someone whom you consider to be a critical thinker (friend, professor, historical figure, etc). What qualities does he/she have?
• Review some of the critical thinking strategies discussed on this page. Choose one strategy that makes sense to you. How can you apply this critical thinking technique to your academic work?
• Habits of mind are attitudes and beliefs that influence how you approach the world (inquiring attitude, open mind, respect for truth, etc.). What is one habit of mind you would like to actively develop over the next year? How will you develop a daily practice to cultivate this habit?

Cultivate Critical Habits of Mind

Earlier in this text we discussed, “habits of mind,” the personal commitments, values, and standards people have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence. Other important habits of mind include being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions. In their quest towards developing an intellectual work ethic, critical thinkers constantly try to work these qualities into their daily lives.

 problem-solving with critical thinking

Below are some examples of using critical thinking to problem-solve. Can you think of additional action steps to apply to the following situations? You may want to look back to Chapter 2 “Defining Goals” to utilize the five step problem solving strategy described there.

• Your roommate was upset and said some unkind words to you, which has put a crimp in the relationship. You try to see through the angry behaviors to determine how you might best support your roommate and help bring the relationship back to a comfortable spot.
• Your campus club has been languishing on account of lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
• Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
• Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
• You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
• You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.
• "logike." Wordnik. n.d. Web. 16 Feb 2016. ↵
• "Student Success-Thinking Critically In Class and Online."  Critical Thinking Gateway . St Petersburg College, n.d. Web. 16 Feb 2016. ↵
• Critical Thinking Skills. Authored by : Linda Bruce. Provided by : Lumen Learning. License : CC BY: Attribution
• Critical Thinking. Provided by : Critical and Creative Thinking Program. Located at : http://cct.wikispaces.umb.edu/Critical+Thinking . License : CC BY: Attribution
• Thinking Critically. Authored by : UBC Learning Commons. Provided by : The University of British Columbia, Vancouver Campus. Located at : http://www.oercommons.org/courses/learning-toolkit-critical-thinking/view . License : CC BY: Attribution
• Critical Thinking 101: Spectrum of Authority. Authored by : UBC Leap. Located at : https://youtu.be/9G5xooMN2_c . License : CC BY: Attribution
• Image of students putting post-its on wall. Authored by : Hector Alejandro. Located at : https://flic.kr/p/7b2Ax2 . License : CC BY: Attribution
• Foundations of Academic Success. Authored by : Thomas C. Priester, editor. Provided by : Open SUNY Textbooks. Located at : http://textbooks.opensuny.org/foundations-of-academic-success/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of three students. Authored by : PopTech. Located at : https://flic.kr/p/8tXtQp . License : CC BY-SA: Attribution-ShareAlike
• Critical Thinking.wmv. Authored by : Lawrence Bland. Located at : https://youtu.be/WiSklIGUblo . License : All Rights Reserved . License Terms : Standard YouTube License

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Kant Goes to College: Independent Thinking vs. the Progressive Herd Mentality

T he 300th anniversary of Immanuel Kant’s birth provides an opportunity to reflect on the relevance of his ideas to higher education. Specifically, should universities focus solely on job-ready skills or aim for a more profound purpose?

Kant’s philosophy emphasizes the importance of reason and intellectual autonomy, which sets humans apart from other creatures. He believed higher education should foster independent, mature individuals equipped to change a problematic world.

Immanuel Kant (Credits:

Literary Hub)

Kant’s approach prioritizes critical thinking, grappling with complicated ideas, and arriving at well-reasoned conclusions. This contrasts with contemporary trends that prioritize conformity and silencing dissenting voices.

Kant would likely critique the “progressive herd mentality” and “cancel culture” for stifling intellectual growth and undermining the purpose of higher education.

Instead, Kant would advocate for intellectual courage, fostering environments where students engage with challenging ideas, respect differing views, and develop their stances based on evidence and reason. This approach balances social justice movements with intellectual independence and open dialogue.

Kant (Credits: American Institute for Economic Research)

Kant’s ideas offer a timeless framework for higher education , cultivating independent thinkers capable of changing the world with reason, responsibility, and a commitment to societal betterment.

As we face complex challenges, we need graduates who can think critically, analyze information, and engage in constructive dialogue. By embracing a Kantian approach, universities can ignite intellectual independence, hone critical thinking skills, and sow the seeds of human flourishing.

Kant Goes to College: Independent Thinking vs. the Progressive Herd Mentality originally appeared on The Artistree .

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