Enhancing Undergraduates' Higher-Order Thinking Skills: Perceptions of College of Agriculture Faculty

This research was motivated by a need to understand faculty perceptions of higher-order thinking and the resources needed to incorporate critical thinking strategies into their undergraduate courses. Faculty of the Herbert College of Agriculture (Herbert) at The University of Tennessee (UT) particip...

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Published in:NACTA journal 2019-11, Vol.64 (1), p.94-101
Main Authors: Yost, E.C., Gwinn, K.D., Stripling, C.T., Stephens, C.A., Donaldson, J.L.
Format: Article
Language:English
Subjects:
College students
Critical thinking
Education
Learning strategies
Methods
Problem solving
Professional development
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container_issue 1
container_start_page 94
container_title NACTA journal
container_volume 64
creator Yost, E.C.
Gwinn, K.D.
Stripling, C.T.
Stephens, C.A.
Donaldson, J.L.
description This research was motivated by a need to understand faculty perceptions of higher-order thinking and the resources needed to incorporate critical thinking strategies into their undergraduate courses. Faculty of the Herbert College of Agriculture (Herbert) at The University of Tennessee (UT) participated in three focus groups to identify programmatic strengths of the current undergraduate program and to determine instructional professional development needs. Faculty perceived problem solving as the greatest strength and identified students' fear of failure as a barrier to teaching higher-order thinking skills. Faculty reported a need for professional development in teaching and assessing higher-order thinking, preferably in a hands-on workshop with a group discussion format.
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source JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; Education Collection
subjects College students
Critical thinking
Education
Learning strategies
Methods
Problem solving
Professional development
title Enhancing Undergraduates' Higher-Order Thinking Skills: Perceptions of College of Agriculture Faculty
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