Published in: Review of Educational Research September 16, 2015 Christopher R. Huber, University of Minnesota Nathan R. Kuncel, University of Minnesota Abstract Educators view critical thinking as an essential skill, yet it remains unclear how effectively it is being taught in college. This meta-analysis synthesizes research on gains in critical thinking skills and attitudinal dispositions over various time frames in college. The results suggest that both critical thinking skills and dispositions improve substantially over a normal college experience. Furthermore, analysis of curriculum-wide efforts to improve critical thinking indicates that they do not necessarily produce incremental longterm gains. We discuss implications for the future of critical thinking in education.
Inside Higher Ed, October 21, 2015 The Chronicle of Higher Education, October 20, 2015