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Critical and Creative Thinking MA

Develop the knowledge, skills, tools, and experience you need to make effective changes in education, work, social movements, science, or the arts.

Program Type

Semester start.

Fall, Spring

Study Options

Minimum duration.

UMass Boston’s Critical and Creative Thinking MA was ranked as one of the Best Online Graduate Education Programs by U.S. News & World Report. This program focuses on learning and applying ideas and tools in critical thinking, creative thinking, and reflective practice. It’s designed for students from a wide array of professions and endeavors looking for personal and professional development to develop clarity and confidence to become constructive, reflective agents of change in education, work, social movements and activism, science, and creative arts. You’ll experiment and take risks as you apply what you’re learning in the classroom to real-world situations, reflect on these outcomes and revise accordingly, and build a set of tools, practices, and perspectives that work in your specific professional and personal endeavors. Apply these skills to virtually any field — from education to policy making to the arts.

Ranked as one of the Best Online Graduate Education Programs by U.S. News & World Report.

Ranked as one of the Best Graduate Education Schools for Veterans by U.S. News & World Report.

• This program consists of eleven 3-credit courses, or 33 credits.
• Online tuition is $575 per credit.
• Total estimated cost to complete this program is $18,975.
• Estimate is based on completing program by minimum duration. Other fees may apply. Request Info to connect with a program representative for further details.
• Application deadlines are due July 1 for the fall and December 1 for the spring.

Application Checklist

• Official transcripts of all previous undergrad and graduate work
• Three letters of recommendation from former teachers familiar with your recent academic work, or from employers familiar with your professional ability
• Your essay should include specific accounts of your past work and current direction.
• You should provide a detailed discussion of your specific interests and priorities as a student; the projects you have completed in the past; the problems and topics you want to focus on in future study; and how and why you believe the CCT program can help you accomplish your goals.
• The CCT Admissions Committee will read your essay as a demonstration of how you write and how you think about issues, as well as determine if your interests and goals match those of the Program.
• Test Scores: GRE scores are optional to apply for our program. International students should check with Graduate Admissions to inform you of your required tests.
• Test of English as a Foreign Language (TOEFL): Required from students from countries where English is not the primary language
• Declaration and Certification of Finances: Required from all International Students who take face-to-face courses before an I-20 is issued, with which the student applies for a student visa. For current financial support requirements and other information, visit the Graduate Admissions page for International students or call 617.287.6400.
• Personal Disclosure Form

Required Courses:

• Critical Thinking (CRCRTH601) Explore issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. You’ll explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how things could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context are considered. Special attention is given to translating what is learned into strategies, materials, and interventions for use in your own educational and professional settings.
• Creative Thinking (CRCRTH602) Increase your understanding of creativity to improve your creative problem-solving skills, and to enhance your ability to promote these skills in others in a variety of educational settings. You’ll participate in activities designed to help develop your own creativity and discuss the creative process from various theoretical perspectives. Readings focus on creative individuals, environments that tend to enhance creative functioning, and related educational issues. Discussions with artists, scientists, and others particularly involved in the creative process focus on their techniques and on ways in which creativity can be nurtured.
• Processes of Research and Engagement (CRCRTH692) Identify issues in educational or other professional settings on which to focus your critical and creative thinking skills. You’ll work through the different stages of research and action — from defining a manageable project to communicating findings and plans for further work. The classes run as workshops, in which you are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.
• Action Research for Educational, Professional & Personal Change (CRCRTH693) Explore techniques for critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Study various topics, including quantitative and qualitative methods for design and analysis, participatory design of practices and policies in a framework of action research, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
• Synthesis of Theory and Practice Seminar (CRCRTH694) Get an opportunity to review and reflect on your work in the program and its impact on your current and future professional and personal lives, through a final project that demonstrates knowledge and integration of critical and creative thinking skills, processes, and strategies. To facilitate the synthesis of ideas and the identification of a final project option, the seminar begins with group experiences. Students choosing the same final project option meet in small groups weekly to present their plans and progress notes for support and critique. A three-page final project description is presented early in the course, and all projects are presented during the last four weeks.
• Foundations of Philosophical Thought (CRCRTH603L) By discussing four or five traditional substantive problems in philosophy — morality, the nature of knowledge, freedom of the will, the nature of mind, and social organization — we attempt to derive a common approach that philosophers bring to these problems when developing their own solutions or criticizing the solutions of other philosophers. You’ll also consider some of the ways that substantive issues and debates in philosophy relate to contemporary non-philosophical issues in our society and can be introduced into a broad range of educational environments outside standard philosophy courses.
• Seminar in Critical Thinking (CRCRTH611) Research and discuss important issues of current concern about critical thinking. Issues include critical thinking, logic and knowledge, critical thinking about facts and about values, knowledge in its social context, teaching to be critical, and evaluating critical thinking skills. Throughout the course, you’ll address these issues through cases of topical interest. 
• Seminar in Creativity (CRCRTH612) Delve deeply into the theory and practice of promoting creativity using a specific theme, such as invention and innovation, humor, realizing creative aspiration, building creative communities, as a focus for the readings, discussions, class activities, and semester-long projects. Course materials are drawn from a variety of sources to match the instructor's specialty, student interests, and evolving trends in the literature, including biographies, intellectual histories, psychological studies, educational research, the popular media, guest speakers, and outside mentors. Details for the specific semester are publicized in advance by the Program.
• Holistic & Transformative Teaching (CRCRTH615)  Explore approaches to realize teachers' and fellow students' potential for learning, thinking, and creativity. The course’s primary focus is on holistic strategies to engage students in the creative arts and design. You’ll be actively involved in preparing practical applications and demonstrations of concepts emerging from the class.
• Dialogue Processes (CRCRTH616) Genuine dialogue provides a creative space in which new ways of thinking, acting, and relating to others may emerge. At the heart of such dialogue is holding respect for oneself, for one another, and for a commonly created pool of meaning. You’ll learn and experience approaches to listening and dialogue derived from Buber, Bohm, Isaacs, Jackins, Weissglass, and others, that allow us to become more aware of the underlying beliefs, assumptions, and emotions that limit our thinking and our responses to the world. Discussions explore applications of dialogue processes in educational, organizational, social, and personal change.
• Creative Thinking, Collaboration, and Organizational Change (CRCRTH618) Through interactive, experiential sessions, and structured assignments, you’ll learn critical and creative approaches to working in organizations. Skills addressed include communication and team building, facilitation of participation and collaboration in groups, promotion of learning from a diversity of perspectives, problem-finding and solving, and reflective practice. You’ll apply these skills to situations that arise in business, schools, social change groups, and other organizations with a view to taking initiative and generating constructive change.
• Biomedical Ethics (CRCRTH619) Develop critical thinking about dilemmas in medicine and health care policy, such as those that arise around allocation of scarce resources, criteria for organ transplants, informed consent, experimentation on human subjects, AIDS research, embryo research, and selective termination of pregnancy, euthanasia, and physician-assisted suicide. Through such cases the course introduces you to methods in moral reasoning, rights-based reasoning, decision-making under uncertainty, and utilitarianism in classic and contemporary normative reasoning.
• Issues and Controversies in Antiracist and Multicultural Education (CRCRTH627) Explore two related forms of education — antiracist education and multicultural education — approaching them as issues in moral and value education and exploring controversies in the theories and practices of antiracist and multicultural education. You’ll study both practical and theoretical issues but with more concentration on theory. You’ll cover various topics, including racism, race, and school achievement; ethnic identity and self-esteem; Afrocentrism; religious pluralism; and multiculturalism as a unifying or divisive force.
• Criticism and Creativity in Literature and the Arts (CRCRTH630) Expression and evaluation, freedom and discipline, creative production and its critique -how do these dualities relate to visual and verbal imagination as they are demonstrated in literature and the arts? Specific strategies for eliciting imaginative work in these areas are demonstrated, as well as specific strategies for evaluating imaginative works. Finally, you’ll focus on ways of helping others, including children, develop these skills and utilize these strategies effectively.
• Environment, Science, and Society: Critical Thinking (CRCRTH640) Through current and historical cases, you’ll explore the diverse influences that shape environmental science and politics and their pedagogical, professional, social, and moral implications for educators, environmental professionals, and concerned citizens.
• Biology in Society: Critical Thinking (CRCRTH645L) Study current and historical cases to examine the political, ethical, and other social dimensions of the life sciences. Close examination of developments in the life sciences can lead to questions about the social influences shaping scientists' work or its application. This can lead to new questions and alternative approaches for educators, biologists, health professionals, and concerned citizens. The specific thematic emphasis each semester is publicized by the Program.
• Scientific & Political Change (CRCRTH649L)  Prior to WWII, the US government played a relatively small role in the support of science, especially outside of its own institutions. That situation changed dramatically with that war and the ensuing Cold War. You’ll explore how these events transformed the role of science in United States life, vastly enhancing the prestige of scientists, and shaping the extent and the nature of federal involvement in science. These and later developments in the USA and internationally, including the proliferation of new forms of citizen participation and the commercialization of academic research, raise important questions about the appropriate role of science and scientists in shaping political change and the changing meanings of democratic control of science.
• Mathematics Thinking Skills (CRCRTH650) Explore several types of mathematical thinking in the context of number theory, algebra, geometry, and introductory calculus, and relate them to critical and creative thinking skills. Developmental and experiential factors in learning and teaching mathematics are considered, as well as techniques for determining a learner's mathematical abilities and learning styles. Readings, discussion, research, and problem-solving are used to provide a historical context, and to suggest connections with other disciplines. Individual and small-group projects are adapted to student interests. No formal mathematical background beyond high school algebra and geometry is required.
• Conceptual Change and Learning (formerly: Children and Science) (CRCRTH652) Explore the ways children think about their natural and social world and how this affects their learning of science. We will be particularly concerned with identifying and describing the organized conceptual frameworks children have prior to instruction (which typically are different from the scientists' conceptualizations) and with understanding the general processes by which conceptual frameworks can be changed. You’ll explore the important questions of in what ways children are fundamentally different learners and thinkers than adults and in what ways they are fundamentally similar.
• Metacognition (CRCRTH655) Consider various aspects of metacognition and how they influence behavior in children and adults. You’ll cover various topics, including the individual's knowledge of his or her own cognition, self-awareness, the monitoring of conscious thought processes, inferences about unconscious thought processes, metacognition as a decision process, metacognitive strategies, the development of metacognition, and metacognition as a source of individual differences in children.
• Advanced Cognitive Psychology (CRCRTH651L) Gain an understanding of the field of cognitive psychology from an information-processing viewpoint. You’ll consider how people encode, organize, transform, and output information with an emphasis on topics such as concept formation, problem-solving, and creative thinking.
• Thinking, Learning, and Computers (CRCRTH670)  Explore the consequences of using computers to aid our thinking, learning, communication, and action in classrooms, organizations, and social interactions. Class activities acquaint you with specific computer-based tools, the ideas and research behind them, and themes for critical thinking about these ideas and tools.
• Reflective Practice (CRCRTH688) Reflective practitioners in any profession pilot new practices, take stock of outcomes and reflect on possible directions, and make plans to revise their practice accordingly. They also make connections with colleagues who model new practices and support the experimenting and practice of others. In this course, you’ll gain experience and up-to-date tools for reflective practice through presentations, interactive and experiential sessions, and, optionally, supervised pilot activities in schools, workplaces, and communities.

At the end of this two-year program, you’ll be awarded a Master of Arts in Critical and Creative Thinking. The degree will demonstrate your expertise in the field on your résumé, as well as in interviews and workplace evaluations. 

Why UMass Boston Online?

Among the lowest online tuition rates of an accredited, public research university.

Flexibility

Study full-time to finish fast, or part-time to suit your schedule. Live sessions scheduled with the working professional in mind.

Authenticity

The same courses taught by the same academic departments as on campus. No third-party providers.

Get the inside scoop on the program and connect with the people who run it.

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UMass Boston

• Critical & Creative Thinking MA

Develop the knowledge, skills, tools, and experience you need to make effective changes in education, work, social movements, science, or the arts.

UMass Boston’s Critical and Creative Thinking MA was ranked as one of the Best Online Graduate Education Programs by U.S. News & World Report. This program focuses on learning and applying ideas and tools in critical thinking, creative thinking, and reflective practice. It’s designed for students from a wide array of professions and endeavors looking for personal and professional development to develop clarity and confidence to become constructive, reflective agents of change in education, work, social movements and activism, science, and creative arts.

You’ll experiment and take risks as you apply what you’re learning in the classroom to real-world situations, reflect on these outcomes and revise accordingly, and build a set of tools, practices, and perspectives that work in your specific professional and personal endeavors. Apply these skills to virtually any field — from education to policy making to the arts.

Start Your Application

Ranked as one of the Best Online Graduate Education Programs by U.S. News & World Report.

Ranked as one of the Best Graduate Education Schools for Veterans by U.S. News & World Report.

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Undergraduate Transcripts: The CCT program looks for a generally distinguished undergraduate transcript with an average of at least 3.0 in advanced undergraduate work. For students with a strong record of accomplishment in other areas, the admissions committee will recommend provisional admission with the stipulation that the student completes two courses in the program with a course grade of B+ or better. Because of the interdisciplinary nature of the program, we do not require that you come from any specific program of study.
• Letters of Recommendation: Three letters are required from people who have worked closely with you and who have direct knowledge of your abilities. The people you ask to recommend you should be able to comment in detail about your academic strengths, work experience, or life experience.
• Statement of Interest and Intent: The program’s admissions requirements call for an essay of at least 1200 words in which you explain your intellectual, artistic, professional or personal reasons for wanting to pursue a degree in critical thinking, creative thinking, and reflective practice. Your essay should include specific accounts of your past work and current direction. You should provide a detailed discussion of your specific interests and priorities as a student, the projects you have completed in the past, the problems and topics you want to focus on in future study, and how and why you believe the CCT degree can help you accomplish your goals. The admissions committee will read your essay as a demonstration of how you write and how you think about issues, as well as determine if your interests and goals match those of the program.
• Test Scores: GRE scores are optional.

Accelerated BA/BS-MA program: This follows the established model of starting graduate courses as a 2nd semester junior, approval of a regular application for graduate program admission, completion of all undergraduate requirements in fewer credits (107 instead of 120), and a 5th year of graduate courses only. Applications welcome from all undergraduate majors in Honors and College of Liberal Arts. Learn more about the Accelerated Master's Program.

Deadlines & Cost

Deadlines: July 1 for fall, December 1 for spring

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Foundation Courses (12 Credits)

Complete four courses from the regular foundation, liberal and interdisciplinary studies, or transformative education concentration below.

Regular Foundation Courses

• CRCRTH 601 - Critical Thinking 3 Credit(s)
• CRCRTH 602 - Creative Thinking 3 Credit(s)
• CRCRTH 603L - Foundations of Philosophical Thought 3 Credit(s)
• CRCRTH 651L - Advanced Cognitive Psychology 3 Credit(s)

Liberal and Interdisciplinary Studies Concentration

Complete one course from each of the four focus areas.

Arts and Humanities Focus

Social and behavioral sciences focus.

• CRCRTH 649L - Scientific & Political Change 3 Credit(s)

Natural Sciences Focus

• CRCRTH 645L - Biology in Society: Critical Thinking 3 Credit(s)
• CRCRTH 650 - Mathematical Thinking 3 Credit(s)

Educational Studies Focus

• CRCRTH 655 - Metacognition 3 Credit(s)

Transformative Education Concentration

Complete one course from each of the four focus areas below.

Curriculum Organization and Innovation

• CRCRTH 615 - Holistic & Transformative Teaching 3 Credit(s)
• CRCRTH 630 - Criticism and Creativity in Literature and the Arts 3 Credit(s)

Mediation, Dialogue, and Collaboration

• CRCRTH 616 - Dialogue Processes& 3 Credit(s)
• CRCRTH 618 - Creative Thinking, Collaboration, and Organizational Change 3 Credit(s)
• CRCRTH 670 - Thinking, Learning, and Computers 3 Credit(s)

Urban and Social Justice Education

• CRCRTH 627 - Issues and Controversies in Antiracist and Multicultural Education 3 Credit(s)

Cognitive and Developmental Psychology

Electives (12 credits).

Complete four additional CRCRTH courses. Courses from other graduate programs may be used with advisor permission.

With approval of the graduate program director, up to two undergraduate courses at the 300-level or higher may be applied toward the requirement.

Research and Writing Courses (9 Credits)

• CRCRTH 692 - Processes of Research and Engagement 3 Credit(s)
• CRCRTH 693 - Action Research for Educational, Professional & Personal change 3 Credit(s)
• CRCRTH 694 - Synthesis of Theory and Practice Seminar 3 Credit(s)

Graduation Criteria

Complete 33 credits from eleven courses including four foundation courses, four electives, and three research and writing courses.

Concentration: Students may choose a concentration in liberal and interdisciplinary studies or transformative education for their foundation courses. Mid-program check-in: A brief interview with the Graduate Program Director and another faculty member is held at the mid-point of one’s progress through the MA program. Capstone: Completion of a synthesis of one’s insight, learning, and preparedness for change and ongoing development as a result of the program. Abstracts and selected full text syntheses are published on Scholarworks. Exit self-assessment: Completion of a written self-assessment documenting the broad impact of the program on their personal, professional, and educational development by identifying areas of achievement and challenges in relation to two sets of goals: 1) completion of the synthesis project itself, and 2) developing as a “reflective practitioner”. Students may wish to review these goals periodically throughout the program as a prompt in thinking about how to approach upcoming courses as well as reflect upon recent ones. The exit self-assessment goals also provide some framework for thinking about how to write the narrative parts of the Reflective Practice Portfolio. Reflective practice portfolio: Completion of an electronic portfolio of academic work completed over the course of the program. The two main components of the portfolio are the exhibits and the narrative. The exhibits are representative assignments of parts of assignments from all courses taken in the program, and the narrative is a written work that conveys a reflection of one’s development of the exhibits over the long term of the program.

Residency: With the approval of the Graduate Program Director, the university allows graduate students to transfer up to 6 credits of graduate work from outside UMass Boston and up to 6 credits of UMass Boston courses taken before matriculating into the program. Grades must be a B or higher, and an official transcript is needed for courses taken outside UMass Boston. Students starting their coursework in the summer do not matriculate until the fall but may submit a pre-matriculation waiver so that all credits taken in the summer count. Statute of limitations: Five years.

Graduate Program Director Jeremy Szteiter jeremy.szteiter [at] umb.edu (617) 287-7636

Critical & Creative Thinking Graduate Programs cct [at] umb.edu (617) 287-6523

Curriculum & Instruction

Learn more about UMass Boston's Curriculum & Instruction department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Outside USA: +1‑607‑330‑3200

Critical Thinking Cornell Certificate Program

Overview and courses.

Have you ever known a very intelligent person who made a very bad decision?

Critical problem solving is both a discipline and a skill; one that even very smart people can benefit from learning. Careful thought around decisions can help your teams and organizations thrive. And in today’s age of automation, it’s never been a more essential mindset to develop at every level of a company.

In this certificate program, you will practice a disciplined, systematic approach to problem solving. You will learn how to deeply analyze a problem, assess possible solutions and associated risks, and hone your strategic decision-making skills by following a methodology based on tested actions and sound approaches. Whether you’re interested in preparing for a management role or already lead an execution function, you’ll come away better equipped to confidently tackle any decision large or small, make a compelling business case, and apply influence in your organization in a way that creates the optimal conditions for success.

The courses in this certificate program are required to be completed in the order that they appear.

This program includes a year of free access to Symposium! These events feature several days of live, highly participatory virtual Zoom sessions with Cornell faculty and experts to explore the most pressing leadership topics. Symposium events are held several times throughout the year. Once enrolled in your program, you will receive information about upcoming events.

Throughout the year, you may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete the certificate program.

Course list

Problem-solving using evidence and critical thinking.

Have you ever known a very intelligent person who made a very bad decision? If so, you know that having a high IQ does not guarantee that you automatically make critically thoughtful decisions. Critically thoughtful problem-solving is a discipline and a skill—one that allows you to make decisions that are the product of careful thought, and the results of those decisions help your team and organization thrive.

In this course you will practice a disciplined, systematic approach to problem solving that helps ensure that your analysis of a problem is comprehensive, is based on quality, credible evidence, and takes full and fair account of the most probable counterarguments and risks. The result of this technique is a thoroughly defensible assessment of what the problem is, what is causing it, and the most effective plan of action to address it. Finally, you will identify and frame a problem by assessing its context and develop a well-reasoned and implementable solution that addresses the underlying causes.

Making a Convincing Case for Your Solution

When trying to persuade someone, the tendency is to begin in advocacy mode—for example: “Here's something I want you to agree to.” Most people do not react positively to the feeling of being sold something. The usual reaction is to literally or figuratively start backing up. To make a convincing case, it is more effective to engage with the decision maker as a partner in problem-solving. This makes your counterpart feel less like someone is trying to get them to buy something and more like you are working together to bring about an outcome that is desirable to both parties. Begin by asking yourself: “What is the problem you and the decision maker are solving together?”

By the end of this course, you will have learned how to deeply analyze a problem, possible solutions, and the associated risks as well as the most persuasive and efficient ways of presenting your proposal.

You are required to have completed the following course or have equivalent experience before taking this course:

• Solve Problems Using Evidence and Critical Thinking

Strategic Decision Making

The ability to make effective and timely decisions is an essential skill for successful executives. Mastery of this skill influences all aspects of day-to-day operations as well as strategic planning. In this course, developed by Professor Robert Bloomfield, Ph.D. of Cornell University's Johnson Graduate School of Management, you will hone your decision-making skills by following a methodology based on tested actions and sound organizational approaches. You will leave this course better equipped to confidently tackle any decision large or small, and you'll do so in a way that creates the optimal conditions for success.

Navigating Power Relationships

Leaders at every level need to be able to execute on their ideas. In virtually every case, this means that leaders need to be able to persuade others to join in this execution. In order to do so, understanding how to create and utilize power in an organization is critical.

In this course, developed by Professor Glen Dowell, Ph.D., of Cornell University's Johnson Graduate School of Management, students will focus on their personal relationship with power as well as how power works in their organization and social network.

Project Management Institute (PMI ® ) Continuing Certification : Participants who successfully complete this course will receive 6 Professional Development Units (PDUs) from PMI ® . Please contact PMI ® for details about professional project management certification or recertification.

Interpreting the Behavior of Others

Applying strategic influence.

Being able to influence others is the most fundamental characteristic of an effective leader, but many people in positions of power don't know specifically how they are influencing others' behavior in positive directions. They let it happen by chance or use their formal authority—getting people to do things because “the boss said so.” But as leaders gets promoted within their organization, using formal authority becomes less effective as they not only need to influence subordinates, but also peers, external stakeholders, and superiors.  In this course, Professor Filipowicz explores the three complementary levels of influence. First, you will explore heuristics, or rules of thumb, that people use in order to make decisions. Next, you will learn how to influence through reciprocity by uncovering what the person you want to influence wants and needs. Lastly, you will learn how to alter the social and physical environment in order to get the change in behavior you want. By the end of this course, you'll have the skills to consistently draw out the desired behaviors from your team and from those around you. 

Leadership Symposium   LIVE

Symposium sessions feature three days of live, highly interactive virtual Zoom sessions that will explore today’s most pressing topics. The Leadership Symposium offers you a unique opportunity to engage in real-time conversations with peers and experts from the Cornell community and beyond. Using the context of your own experiences, you will take part in reflections and small-group discussions to build on the skills and knowledge you have gained from your courses.

Join us for the next Symposium in which we’ll discuss the ways that leaders across industries have continued engaging their teams over the past two years while pivoting in strategic ways. You will support your coursework by applying your knowledge and experiences to relevant topics for leaders. Throughout this Symposium, you will examine different areas of leadership, including innovation, strategy, and engagement. By participating in relevant and engaging discussions, you will discover a variety of perspectives and build connections with your fellow participants from various industries.

Upcoming Symposium: June 4-6, 2024 from 11am – 1pm ET

• Building a Culture of Collaboration
• Identifying Common Barriers to Performance
• Setting Yourself Up For Successful Buy-in

All sessions are held on Zoom.

Future dates are subject to change. You may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete any certificate program. Once enrolled in your courses, you will receive information about upcoming events. Accessibility accommodations will be available upon request.

How It Works

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Faculty Authors

• Certificates Authored

Risa Mish is professor of practice of management at the Johnson Graduate School of Management. She designed and teaches the MBA Core course in Critical and Strategic Thinking, in addition to teaching courses in leadership and serving as faculty co-director of the Johnson Leadership Fellows program.

She has been the recipient of the MBA Core Faculty Teaching Award, selected by the residential program MBA class to honor the teacher who “best fosters learning through lecture, discussion and course work in the required core curriculum”; the Apple Award for Teaching Excellence, selected by the MBA graduating classes to honor a faculty member who “exemplifies outstanding leadership and enduring educational influence”; the “Best Teacher Award”, selected by the graduating class of the Cornell-Tsinghua dual degree MBA/FMBA program offered by Johnson at Cornell and the PBC School of Finance at Tsinghua University; the Stephen Russell Distinguished Teaching Award, selected by the five-year MBA reunion class to honor a faculty member whose “teaching and example have continued to influence graduates five years into their post-MBA careers”; and the Globe Award for Teaching Excellence, selected by the Executive MBA graduating class to honor a faculty member who “demonstrates a command of subject matter and also possesses the creativity, dedication, and enthusiasm essential to meet the unique challenges of an EMBA education.”

Mish serves as a keynote speaker and workshop leader at global, national, and regional conferences for corporations and trade associations in the consumer products, financial services, health care, high tech, media, and manufacturing industries, on a variety of topics, including critical thinking and problem solving, persuasion and influence, and motivating optimal employee performance. Before returning to Cornell, Mish was a partner in the New York City law firm of Collazo Carling & Mish LLP (now Collazo Florentino & Keil LLP), where she represented management clients on a wide range of labor and employment law matters, including defense of employment discrimination claims in federal and state courts and administrative agencies, and in labor arbitrations and negotiations under collective bargaining agreements. Prior to CC&M, Mish was a labor and employment law associate with Simpson Thacher & Bartlett in New York City, where she represented Fortune 500 clients in the financial services, consumer products, and manufacturing industries. She is admitted to practice before the U.S. Supreme Court and state and federal courts in New York and Massachusetts.

Mish is a member of the board of directors of SmithBucklin Corporation, the world’s largest trade association management company, headquartered in Chicago and TheraCare Corporation, headquartered in New York City. She formerly served as a Trustee of the Tompkins County Public Library, Vice Chair of the board of directors of the Community Foundation of Tompkins County, and member of the board of directors of the United Way of Tompkins County.

• Omnichannel Leadership Program
• Corporate Communication
• Intrapreneurship
• Management 360

Critical Thinking

• Performance Leadership
• Executive Leadership
• Change Management

Glen Dowell is an Associate Professor of Management and Organizations at the Johnson Graduate School of Management, Cornell University. He researches in the area of corporate sustainability, with a focus on firm environmental performance. Recent projects have investigated the effect of local demographic factors on changes in pollution levels, the role of corporate merger and acquisition in facilitating changes in facility environmental performance, and the relative influence of financial return and disruption on the commercial adoption of energy savings initiatives.

Professor Dowell’s research has been published in Management Science, Organization Studies, Advances in Strategic Management, Strategic Management Journal, Organization Science, Journal of Management, Industrial and Corporate Change, Journal of Business Ethics, and Administrative Science Quarterly. He is senior editor at Organization Science and co-editor of Strategic Organization, is on the editorial boards of Strategic Management Journal and Administrative Science Quarterly, and represents Cornell on the board of the Alliance for Research in Corporate Sustainability (ARCS). He is also the Division Chair for the Organizations and Natural Environment Division of the Academy of Management.

Professor Dowell teaches Sustainable Global Enterprise and Critical and Strategic Thinking. He is a faculty affiliate for the Center for Sustainable Global Enterprise and a faculty fellow at the Atkinson Center for a Sustainable Future.

• Sustainable Business
• Hotel Management and Owner Relations
• Strategic Healthcare Leadership
• Executive Healthcare Leadership

Since coming to the Johnson Graduate School of Management in 1991, Robert J. Bloomfield has used laboratory experiments to study financial markets and investor behavior. He has also published in all major business disciplines, including finance, accounting, marketing, organizational behavior, and operations research. Professor Bloomfield served as director of the Financial Accounting Standards Research Initiative (FASRI), an activity of the Financial Accounting Standards Board, and is an editor of a special issue of Journal of Accounting Research dedicated to Registered Reports of empirical research. Professor Bloomfield has recently taken on editorship of Journal of Financial Reporting, which is pioneering an innovative editorial process intended to broaden the range of research methods used in accounting, improve the quality of research execution, and encourage the honest reporting of findings.

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Allan Filipowicz is clinical professor of management and organizations at the Samuel Curtis Johnson Graduate School of Management at Cornell University. Professor Filipowicz’s research focuses on how emotions drive or impede leadership effectiveness, at both the intrapersonal and interpersonal levels. Within this domain, he studies the relationship between emotions and risky decision making; the influence of humor on both leadership and negotiation effectiveness; the impact of emotional transitions in negotiations; and the relationship between genes, chronotype (morningness–eveningness) and performance. His work has been published in the Journal of Personality and Social Psychology, Journal of Behavioral Decision Making, Journal of Operations Management, International Journal of Forecasting, Creativity Research Journal, Journal of Circadian Rhythms, and Scientific Reports.

Professor Filipowicz teaches Managing and Leading Organizations (recently winning a Best Core Faculty Award), Negotiations, Executive Leadership and Development, Leading Teams, and Critical and Strategic Thinking. He has taught executives across the globe, from Singapore to Europe to the US, with recent clients including Medtronic, Bayer, Google, Pernod Ricard, and Harley-Davidson. Professor Filipowicz received his PhD from Harvard University. He holds an MBA from The Wharton School, an MA in International Affairs from the University of Pennsylvania, and degrees in electrical engineering (MEng, BS) and economics (BA) from Cornell University. His professional experience includes banking (Bankers Trust, New York) and consulting, including running his own boutique consulting firm and four years with The Boston Consulting Group in Paris.

• Adaptive Healthcare Strategy
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• Respond decisively and consistently when faced with situations that require a decision
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5 Majors for Creative Thinkers and Critical Strategists

Topics: Programs & Majors

Published on: Jun 12, 2019 9:50:23 AM

In today's STEM-focused society, it's easy to assume that in order to be successful, you have to pick a dry or super technical field — one that won't require you to develop or refine your creative thinking skills. But that simply isn't the case. Why? Well, as a society, we are obsessed with new ideas, innovative inventions, and novel research. And in order to develop novelties in our increasingly-connected world, it's imperative that we have creative thinkers who can double as critical strategists.

Keep reading for a list of five of undergraduate majors offered at Neumann University — e ach one designed for intelligent and logical thinkers who can also incorporate the art of creative thinking.

1. Pre-Pharmacy

In order to succeed in a major like pre-pharmacy, you must have an aptitude for attention to detail, critical thinking, and the desire to understand the scientific method. While this major is rooted in STEM education, having interpersonal skills — like empathy and compassion  — are equally as important for success.

For example, when having one-on-one interactions with patients or researchers, understanding the power of the art of  storytelling is often useful  when trying to create an environment in which innovation can thrive and creative solutions can be put into practice.

2 . BIOLOGY/CLINICAL LABORATORY SCIENCE 

Biology, especially as a laboratory science,   requires a great deal of creativity . With more than 30 million species on the earth, biologists constantly find new frontiers to engage with and explore. When researching in the lab, you need to create a logical hypothesis about your experiment. While proving your hypothesis wrong or right, creativity comes into play as you investigate experiment details and figure out how to present facts in a concise and engaging way.

In other words, while biology is a fact-based field of study, it also requires a certain eye to be able to discover something new based on your research and experiments.

Watch the short video below for a closer look at NU's own Biology/CLS program. And by the way, graduates of Neumann's Biology/CLS program have a 100 percent job placement rate!

3 . Data Science and Analytics

Data science is not only one of the fastest growing fields in the United States, but also one of the highest paying jobs in the tech sector. This major requires you to develop and refine the critical thinking skills necessary to analyze voluminous and complex data sets.

However, creative thinking is incredibly important for success in this field, because being innovative requires a creative process   — involving out-of the-box thinking to keep up with the ever-evolving field of data science. In other words, " the marrying of statistical knowledge with domain knowledge and a little bit of mind wandering" is essential to establishing yourself as an innovator, even in the field of tech. 

4 . Pre-Engineering

According to a major engineering staffing firm : "Behind every innovative idea is an engineer. So, why then, don’t many people relate creativity and imagination to the profession of engineering?"  Further, while engineers must invent new technologies and new processes rooted in data-driven thinking,  e ngineers must also constantly come up with creative ways to improve existing technology and to refine the technology of the future.

5. Political Science

According to Medium : "The government, as it stands now, craves definition, straightforwardness, and identity; there’s a minimal grey area in legislation. But creativity feeds on the undefined and yet known ...  creativity is often the step to gaining a more significant a sense and understanding of the world around us ." In other words, while a nalytical reasoning skills along with problem solving abilities are important in this field, having creative verbal and written communications skills are also incredibly crucial for thriving as leaders and promoting positive change.

Watch the short video below for a closer look at NU's own Political Science program. And by the way, graduates of Neumann's Political Science program have a 100 percent job placement rate!

What major will you choose?

There are all sorts of fields of study and career paths that need creative thinkers as well as critical strategists. When choosing your undergraduate major, be sure to think outside the box and consider how you can use your skills holistically.

Above are just a few of the undergraduate programs we offer at Neumann , so we hope you'll check out our website today to learn more about what other majors we offer. If you're interested in learning more about Neumann University and whether our community is the right choice for you, we encourage you to contact us today !

Explore our digital resource page — Financing Toolkit: A Resource for College-Bound Students — for advice on how to pay for college!

WRITTEN BY: Fran Reed

About The Author: Francesca Reed is the Vice President of Enrollment and Marketing at Neumann University. She brings a wealth of experience in overseeing both undergraduate and graduate admissions. Known for her skill in identifying and supporting prospective students throughout their enrollment journey, Francesca is dedicated to making higher education accessible and fulfilling.

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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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Developing Critical Thinking

• Posted January 10, 2018
• By Iman Rastegari

In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot weakness in other arguments, a passion for good evidence, and a capacity to reflect on your own views and values with an eye to possibly change them. But are educators making the development of these skills a priority?

"Some teachers embrace critical thinking pedagogy with enthusiasm and they make it a high priority in their classrooms; other teachers do not," says Gormley, author of the recent Harvard Education Press release The Critical Advantage: Developing Critical Thinking Skills in School . "So if you are to assess the extent of critical-thinking instruction in U.S. classrooms, you’d find some very wide variations." Which is unfortunate, he says, since developing critical-thinking skills is vital not only to students' readiness for college and career, but to their civic readiness, as well.

"It's important to recognize that critical thinking is not just something that takes place in the classroom or in the workplace, it's something that takes place — and should take place — in our daily lives," says Gormley.

In this edition of the Harvard EdCast, Gormley looks at the value of teaching critical thinking, and explores how it can be an important solution to some of the problems that we face, including "fake news."

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iT unes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber and co-produced by Jill Anderson, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

An education podcast that keeps the focus simple: what makes a difference for learners, educators, parents, and communities

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Developing your critical thinking skills, critical thinking skills, critical thinking skills are the navigational tools needed for everyday life and in any professional journey. they enable you to analyze and solve complex problems effectively, allowing you to gain a competitive edge and empowering you to make smarter decisions.    .

With these skills, you’ll be able to think outside the box, adapt to change, and handle risks with greater efficiency. By improving your critical thinking abilities, you're setting yourself up to succeed in any field. 

This guide explores different types of critical thinking skills and how you can learn and apply them in your everyday life.

What Are Critical Thinking Skills?

Critical thinking skills refer to your ability to analyze, evaluate, and interpret information in a logical and systematic manner to determine possible solutions. Think of it as employing objective reasoning and sound judgment to assess situations, solve problems, make decisions, and draw meaningful conclusions.

These skills assist you in thinking clearly and making sensible decisions when needed to solve problems, make better choices, think independently, consider multiple viewpoints, and apply thoughtful analysis to complex issues.

Why Are Critical Thinking Skills Important?

Critical thinking skills are highly valued by employers and are crucial in today's job market for several reasons. Let’s have a look at why these skills are important:

• Decision-making: You can make informed decisions based on careful analysis, which leads to more effective decision-making, minimizing risks and maximizing opportunities. 
• Effective problem-solving: These skills provide the foundation for effective problem-solving in different professional contexts. These skills equip you to effectively identify, define, and analyze problems from different perspectives.
• Promote open-mindedness: Critical thinking leads to innovative ideas and approaches that will make you challenge assumptions. These challenges lead to innovative ideas and approaches. 
• Effective communication: By enabling you to clearly organize your thoughts and articulate ideas, critical thinking skills promote effective communication.

What are the Benefits of Having Critical Thinking Skills?

As mentioned above, critical thinking skills are crucial in every profession and enable you to stand out and succeed in your field. Let’s explore some of the benefits of critical thinking skills and how they add value to your profession:

Stronger analytical abilities: You enhance your analytical thinking capabilities, allowing you to gather, assess, and interpret data effectively. Using logical reasoning, you can identify patterns, extract relevant insights, and draw meaningful conclusions from complex information. This skill is valuable in problem-solving, decision-making, and strategic planning.  

Flexibility: Being flexible enables you to adapt to changing circumstances and swiftly navigate uncertainties. By considering multiple perspectives, evaluating information gathered, and adjusting your thinking, you can adapt your strategies and approaches to respond effectively to evolving situations. This adaptability is crucial in today's fast-changing work environments. 

Lifelong learning: By embracing a growth mindset and engaging in lifelong learning, you can acquire new skills, question assumptions, seek new knowledge, critically evaluate your beliefs, and stay relevant in your chosen field.  

Vision clarity: Having a clear vision enables you to forecast situations and goals. Critical thinking skills provide a framework for purposeful action. This concept also guarantees that your efforts are consistently directed toward achieving the desired outcomes.

Endless possibilities: Solid critical thinking skills allow you to uncover an array of potential outcomes, ideas, and opportunities to go beyond the familiar. 

Examples of Critical Thinking Skills in the Workplace

Critical thinking skills can be applied in many ways across various professions. Here are some practical examples:

Analysis: You can ask relevant questions, evaluate evidence, and draw logical conclusions based on available information. You can uncover a trend or problem through analysis and make a well-informed decision based on your findings. 

Evaluation: You can weigh different perspectives, consider biases or limitations, and make informed judgments about the quality and validity of information or claims presented. You can distinguish between credible and unreliable sources by evaluating evidence, claims, or proposals and determining the best cause of action.

Creative thinking: Thinking creatively means being innovative, embracing new perspectives, and engaging in divergent thinking to discover fresh insights and possibilities.  

Inference: You can draw logical conclusions based on available evidence, observations, or patterns. By making reasoned judgments and connecting pieces of information, you can delve deeper into complex situations leading to better solutions. 

Reflection: You can critically examine your thoughts, beliefs, and experiences. By displaying self-awareness and introspection, you enhance self-directed learning and promote continuous improvement.  

How Will I Use Critical Thinking Skills?

By developing and applying critical thinking skills, you will be better equipped to navigate complex work environments, contribute to organizational success, and excel in your chosen career path. 

These skills are applicable across various professional roles and industries. For example, with IT careers, you can use critical thinking skills in the following fields:

IT Career: In the IT industry, critical thinking skills are essential for problem-solving and troubleshooting. For example, you’ll be able to analyze the symptoms, gather relevant information, and evaluate potential causes. IT careers such as risk analysts , information manager and IT manager require solid critical thinking skills.

With health careers you can use critical thinking skills in the workplace. This includes:

Accurate diagnoses and treatment decisions: Critical thinking skills are crucial for the hospital environment and beyond.  For instance, as a nurse or doctor with strong critical thinking skills, you will carefully assess a patient's symptoms, review medical history, and analyze test results. Most careers in healthcare such as community health workers , ICU nurses , medical records manager , etc., require these skills.

With education careers, you’ll discover how critical thinking skills are useful in the classroom and beyond:

Designing engaging classroom activities: As a teacher with strong critical thinking skills, you’ll design engaging classroom activities and questions. You can promote problem-solving and creative learning. Most careers in education such as teaching assistants , preschool teachers , and even high school teachers need these skills.

With business professions you incorporate critical thinking skills into everyday decisions in the workplace:

Evaluating market trends: As a decision-maker in business, critical thinking skills help you evaluate market trends, analyze financial data, and assess potential risks and opportunities. You’ll use logical reasoning and sound judgment to make informed business-related decisions such as product development, resource allocation, and business strategies. Most business-related careers such as project management, actuary , human resources management , etc., need these skills.

Critical thinking skills provide a foundation for thoughtful approaches in each field.

How Can I Learn Critical Thinking Skills?

At WGU, our curriculum is designed to foster critical thinking skills by incorporating interactive and thought-provoking course content. 

Our courses are structured to encourage active learning and provide opportunities to apply critical thinking skills in different subject areas.  

For example, in the Leavitt School of Health , the following degree programs teach critical thinking as part of the coursework:

• BS Nursing (BSRN) 
• BS Nursing (RN- to BSN Degree), BSNU
• BS Nursing-Prelicensure (BSPRN) 

In nursing and other health-related degrees, you’ll learn to:

• Identify reliable and credible sources of information. 
• Identify different academic arguments concerning a particular issue.
• Identify potential sources of bias when analyzing a given issue. 
• Gather relevant facts to form a judgment.
• Analyze data from various sources and contexts. 

In critical thinking courses, you’ll encounter challenging concepts, case studies, and real-world scenarios that require critical analysis and problem-solving. 

You’ll be able to engage in collaborative learning activities, such as group projects, discussions, and simulations. You’ll also complete a capstone project that integrates and applies the knowledge and skills you’ve acquired. 

These activities encourage you to share ideas, consider diverse perspectives, and provide an opportunity to demonstrate your proficiency in critical thinking while also showcasing your ability to apply it practically. 

Our goal at WGU is to provide a comprehensive learning experience that enhances your critical thinking skills.

Frequently Asked Questions

How is critical thinking used in everyday life?

You can apply critical thinking to various aspects of everyday life, such as:

• Making logical decisions when solving problems. 
• Assessing the credibility of the information you encounter online to avoid being misled or scammed.
• Understanding and questioning norms, biases, and stereotypes leading to a change in policies and social justice. 

How do you say you’re good at critical thinking in your résumé?

You must provide concrete examples to demonstrate your abilities as a critical thinker in your résumé. 

For example, you can describe situations where you successfully applied critical thinking to solve problems or make decisions. 

You can also provide relevant certifications or coursework if you’ve completed any courses or certifications related to critical thinking. Make sure that you highlight them in the education section of your résumé.

What are the barriers to critical thinking?

There are various factors that can limit your ability to think critically:

• Allowing emotions to influence your thinking process.
• Conforming to cultural and social norms.
• Lacking access to accurate information about a subject. 
• Having insufficient time to thoroughly evaluate information.
• Lacking exposure to situations that require critical thinking.

Find Your Degree

Are you ready to embark on an exciting journey where your analytical reasoning and problem-solving abilities set you apart? 

Take the degree quiz and find the perfect degree program for you. Prepare to embrace a future of exciting possibilities and success in every facet of your life.

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Critical & Creative Thinking, MA (Ethics & Values)

Master of Arts Degree in Critical and Creative Thinking with a Concentration in Ethics and Values

The online Master of Arts (MA) in Critical & Creative Thinking with a concentration in Ethics & Values degree program, students discover the manner in which our ethics and values impinge on the rest of our lives. Students will apply a wide variety of theories and methodologies from philosophy, religious studies, and political science in the exploration of the human condition.

Total Credits

Cost Per Credit

Through coursework, students will:

• Gain a deeper theoretical understanding of the multifaceted relationships between ethics and values.
• Analyze the cross-cultural significance of human values, ethical practices and social movements in the geopolitics of globalization and sustainability.
• Explore the relationship between ethics and other facets of human experience such as culture, politics, religion and economics.
• Investigate the nature of conflict and different strategies or conflict resolution and gain a fuller toolbox of ways to respond to the tensions that often erupt from the collision of different ethics and values.

Students completing this program must complete 30 credit hours, including the following requirements:

• Introduction to Critical and Creative Thinking.
• Twelve credit hours chosen from a primary concentration.
• An additional twelve credit hours chosen through an array of electives from outside the primary concentration or from a secondary MA CCT concentration.
• A graduate project.

Additional Program Information

For up-to-date application, course and licensure information, visit the campus program page.

The University of Nebraska at Omaha is dedicated to the city and state in its name. As the University of Nebraska's metropolitan university campus, no fences or barriers separate students from the opportunities offered by the greater Omaha area. The campus addresses real issues, by providing relevant learning opportunities that uniquely prepare graduates as professionals and active members of their community so they can transform and improve the lives of those on a local, regional, national, and international level.

Career Outlook

This interdisciplinary degree provides a unique opportunity to pursue both breadth and depth within the rich and diverse landscape of the liberal arts and sciences. Students pursuing this degree will enhance their career potential by developing advanced skills and abilities necessary for critical thinking, creativity and leadership.

Finance Your Education

The University of Nebraska offers some of the most affordable tuition rates in the region, particularly for our online programs. Explore the array of funding options to finance your education in a way that makes sense for you.

Online tuition rates are calculated by credit hour and college offering the course and, because the University of Nebraska is a public institution supported by Nebraska taxpayers, Nebraska residents may receive a lower tuition rate than out-of-state students.

If you are a college student considering transferring courses, an adult returning to college or a high school student with college credit, Transfer Nebraska is for you.

Verify this program is permitted in your state.

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PRIVACY SETTINGS

What is critical thinking? And do universities really teach it?

Principal Fellow/Associate Professor in Higher Education, The University of Melbourne

Disclosure statement

Martin Davies does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Melbourne provides funding as a founding partner of The Conversation AU.

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There has been a spate of articles and reports recently about the increasing importance of critical thinking skills for future employment.

A 2015 report by the Foundation for Young Australians claims demand for critical thinking skills in new graduates has risen 158% in three years. This data was drawn from an analysis of 4.2 million online job postings from 6,000 different sources in the period 2012-2015.

The report found employers can pay a premium for many enterprise skills. For example, evidence of problem solving and critical thinking skills resulted in a higher mean salary of A$7,745. This was a little more than for those with skills in financial literacy ($5,224) and creativity ($3,129). However, presentation ($8,853) and digital literacy ($8,648) skills appeared to be the most desired – or rewarded.

Being a good critical thinker is a desirable trait for getting a job in today’s economy. Why wouldn’t it be? What business or enterprise does not want a good critical thinker?

An old refrain

Actually, none of this is really new – although the pace might have quickened of late. Employers have long been insisting on the importance of critical thinking skills.

In 2006, a major report by a consortium of more than 400 US employers ranked “critical thinking” as the most desirable skill in new employees.

It was ranked higher than skills in “innovation” and “application of information technology”. Surprisingly, 92.1% regarded critical thinking as important, but 69.6% of employers regarded higher school entrants to university “deficient” in this essential skill.

Employers increasingly recognise what is needed in graduates is not so much technical knowledge, but applied skills, especially skills in critical thinking .

These skills are also said to be important within companies themselves as drivers of employee comprehension and decision making.

What is critical thinking, anyway?

But what is critical thinking? If we do not have a clear idea of what it is, we can’t teach it.

It is hard to define things like critical thinking: the concept is far too abstract.

Some have claimed that critical thinking is not a skill as much as an attitude, a “critical spirit” — whatever that might mean (of course it could be both).

Others have suggested that it comprises skills in argumentation, logic, and an awareness of psychology (cognitive biases).

But this does not help get a crisp and clear understanding.

Over the years theorists have tried to nail down a definition of critical thinking. These include:

“… reflective and reasonable thinking that is focused on deciding what to believe or do.” “…the ability to analyse facts , generate and organise ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems.” “…an awareness of a set of interrelated critical questions , plus the ability and willingness to ask and answer them at appropriate times.” “… thinking about your thinking while you’re thinking to make your thinking better.”

Whatever definition one plumps for, the next question that arises is what are universities doing about teaching it?

A ‘graduate attribute’

Universities claim that they impart critical thinking to students as a “graduate attribute”.

Look at any carefully-prepared institutional list of hoped-for graduate attributes. “Critical thinking” — or its synonyms “analytical thinking”, “critical inquiry” etc — will be there. (Some examples: here , here and here .)

Universities like to think that students exit their institutions thinking much more critically compared to when they went in.

However, what is the evidence for this assumption? Has any university pre-tested for critical thinking skills at admission, and post-tested upon completion of degree to assess gains? Not that I know of.

There are well-validated tests of critical thinking that could be used for such a purpose, the California Critical Thinking Assessment Test being the most used. Others include the Watson Glaser Critical Thinking Appraisal and the Cornell Critical Thinking Tests .

Why hasn’t this been done? I suspect because universities would be justifiably worried about what the results might indicate.

In the margin — and tangentially — some (pessimistic) academics have countered that universities promote precisely the opposite of critical thinking; a culture of uncritical left-wing orthodoxy, an orthodoxy that takes the form of cultural attitude or milieu within the sector and which largely goes unchallenged .

To counter these trends, a group of politically diverse scholars have set up a Heterodox Academy . They agitate for the importance of teaching students how – not what – to think.

How do you teach it?

There is some justification in the claim that universities do not teach critical thinking, despite their oft-cited claims that they do.

In the US media recently, there was a heightened concern about the teaching of critical thinking in universities.

This was sparked by a recent large-scale study – and later a book – using Collegiate Learning Assessment data in the US.

The book provoked widespread interest and media attention in the US, especially on the topic of universities’ failure to teach critical thinking .

It placed serious doubt on the assumption that critical thinking was being adequately taught on American college campuses. It created a storm of discussion in the popular media .

And there is no shortage of studies demonstrating that “very few college courses actually improve these skills”.

Definition unimportant?

How, then, to define critical thinking? It is certainly not an easy question to answer. But perhaps a definition of it is, in the end, unimportant. The important thing is that it does need to be taught, and we need to ensure graduates emerge from university being good at it.

One thing is certain: beyond vague pronouncements and including “critical thinking” among nebulous lists of unmet or hoped-for graduate attributes, universities should be paying more attention to critical thinking and doing a lot more to cultivate it.

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Top 20 Majors and Degrees for Thinkers Looking for Intellectual Jobs

Ready to find the perfect college degree.

Intellect is a marketable commodity. Employers want to hire thinkers. And thinkers look for intellectual careers.

But where do you find them?

Most think smart people end up working higher education jobs or in research. But there are many different jobs for intellectuals.

If you consider yourself a smart person, you might try turning your gift (and your hard work) into a rewarding career.

What makes a job intellectual?

Smart jobs keep your brain active. They don’t cause you to fall asleep at your desk or bore you to tears. There are several things that make a job stimulating, but we’ve chosen three to highlight.

Read on to find out what makes a job stimulate your brain.

You work with data

In some of the most intellectual careers, you work with data. But it’s more than crunching numbers. You process and analyze information to make determinations. You also make estimates or predictions based on your outcomes.

For example, architects estimate measurements to ensure buildings are safe. Aerospace engineers determine flight dynamics through careful data analysis. There are many jobs where you work with data every day.

You work with machines

When you work with unique tools and machines, you keep your brain sharp. Your brain shifts between tasks, keeping it stimulated. You’re less likely to lose focus when you use machinery, for example.

Machine technicians and engineers work with machines. But the machine doesn’t need to be a trinket or gadget to stimulate your brain. Accountants use machines when they work with computers and calculators.

You work with people

When you interact with people, you use and develop your interpersonal skills. You also identify how to communicate in the best way with those around you. Working with people can help keep your mind sharp.

Careers where you work with people include doctors, lawyers, and social workers. If you have clients, you’re meeting with people.

But jobs where you work on teams also require sharp people skills. As a leader or a member of a team, you navigate personalities and adapt to different leadership styles as needed. You become an active part of a team with a single goal and vision. This ensures a job well done.

20 Smart Degrees to Get for Intellectuals

Below are 20 smart majors for people who like to think. These degrees earn a spot on any intellectual jobs list because of the above criteria. In these majors, you work with data, machines, and/or people. You use critical thinking and analytical skills in your day-to-day activities.

If you love to analyze, ponder, and think, these are the smartest majors in college to study.

1. Actuarial Science

Actuarial science deals with risk measurements in business and finance. Actuaries spend their time evaluating the likelihood of future events. They also try to come up with ways to reduce the impact of those events.

To do their job, actuaries use data analysis. They work for:

• Accounting firms
• Colleges and universities
• Government agencies
• Insurance companies

Those who work in insurance help establish cost premiums. They assess risk and costs, all while analyzing numbers, charts, and graphs.

To study actuarial science, you should be a thinker. You should also have strong analytical and problem-solving skills.

Since the job requires data analysis, you need to be good with numbers. As an actuarial science major, you improve your math skills by taking courses in statistics and finance. You also take courses that cover financial mathematics and probability.

After college, you need to pass a series of exams so that you qualify for an actuary job.

So if you’re good at taking tests and working with numbers, you will find many benefits to this career. From high earnings to brain stimulation, actuarial science offers a good career for thinkers.

Top programs:

Roosevelt University University of Central Florida

2. Aerospace Engineering

Aerospace engineers design and build planes, spacecraft, and weapons systems. You need a master’s degree to work in most aerospace engineer jobs, but you can also get a bachelor’s.

Aerospace engineers are thinkers. The top engineers go to work for NASA. But you can also find intellectual jobs at Boeing, Honeywell, Lockheed Martin, and Rolls-Royce.

While in college, you take courses that make you a better critical thinker and mathematician. You take courses such as:

• Design optimization
• Flight dynamics
• Fluid mathematics
• Structural mechanics

You also take many math and physics courses.

After graduation, six-figure salaries await you. But you’ll need to work hard in school and graduate at the top of your class to land a job with NASA because this is one of the smartest majors to study.

Florida Tech Georgia Tech

3. Anthropology

As an anthropology major, you study human behavior and the development of culture. You focus on questions and answers to different aspects of social relations.

There are four main branches of sociology. These include:

• Archaeology
• Cultural anthropology
• Linguistics
• Physical anthropology

While you focus your studies on these main branches, you can also specialize in a geographic area. Common areas include Latin America, Eastern Europe, or North America.

A specialization gives you an edge over your competition when you apply for a job. You also improve your research skills as you study a niche of anthropology.

If you want to understand the social world and culture as it relates to human development, then this major might work for you. But plan on learning more than anthropology in your classes. Many programs explore topics in art, history, language, and sociology.

Many consider anthropology one of the most intelligent college majors to pursue.

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Colorado State University Online University of Florida

4. Astronomy

Astronomers, or astrophysicists, study galaxies, solar systems, and stars. While most students who go into astronomy get a graduate degree, some schools offer bachelor’s degree programs.

You can land an entry-level career in computer science, math, and physics with an undergraduate degree in astronomy. You can also qualify for graduate school if you keep your grades up and get support from your professors.

Courses in undergraduate programs cover topics like:

• Galactic and extragalactic astrophysics
• Planetary and stellar astrophysics
• Solar systems astronomy

After graduation, you can work as an astronomer or astrophysicist. But again, most of these jobs require a master’s degree.

You can also land a job as a data analyst, news reporter, or teacher. The sky’s the limit for this degree, especially if you love to think and don’t want to grow bored on the job.

Arizona State University Indiana University Bloomington

5. Bioethics

In bioethics, you study the moral and ethical consequences of biological research. But you also study how it helps. Bioethics programs teach you how to apply ethics to your research, no matter how complicated.

As science advances, demand for this job increases. As a result, the number of undergraduate programs in this field have grown. Some schools offer bioethics as a standalone degree, while others connect it to public health or policy degrees.

In a bioethics program, you learn what it means to be ethical in human advancement. You raise questions on how research intertwines with law, medicine, and technology. You learn about important ideas and topics in biomedical research, such as:

• Artificial intelligence
• Pharmaceutical therapies
• Stem cell research

You take classes that cover topics in health care and law and public health ethics.

Bioethics programs are for thinkers. The major helps you understand the impact of science and research. But it also helps you learn how to analyze moral arguments and contribute to debate.

Saint Louis University University of Rochester

6. Biomedical Engineering

If you’re passionate about biology and want to be on the cutting edge of innovation in health and medicine, this major is for you.

To work as a bioengineer or biomedical engineer, you need at least a bachelor’s degree. When you start this program, you take introductory courses like:

• Biomedical engineering
• General and analytical chemistry

You then study more complex topics, from medical device design to numerical analysis of complex biosystems.

Some programs offer accelerated pacing. In such a program, you earn both a bachelor’s and master’s degree in five years. Other programs might offer a health policy specialization.

But no matter what degree pathway you take, your courses will cover many math and science topics.

Boston University The University of Texas at Austin

7. Chemical Engineering

You don’t have to narrow your interest in biology and chemistry to earn a degree in chemical engineering. In fact, this degree includes both subjects.

In a chemical engineering program, you study both biological and chemical processes. You take courses that explore topics in:

• Chemical engineering materials
• Chemical engineering processes
• Process design and operations

Most programs are math heavy. They require you take many advanced math classes in calculus and differential equations. But you also take a series of chemistry and physics courses.

You need a strong math and science background to do well in this program. In high school, plan on taking as many math and physics courses as you can. Your early planning will give you a strong foundation for your college classes.

When it’s time to apply to college, look for ABET-accredited programs. Employers favor this designation when hiring chemical engineers.

Kettering University University of North Dakota

8. Cognitive Psychology

Cognitive psychology teaches you how the human mind processes, stores, and recalls information. It is a major for thinkers because it prepares students to ask questions.

• How do humans learn, perceive, and behave?
• How do human feelings and behaviors influence the brain?
• How does the brain influence mental processes?

While learning how to answer these questions, you develop your problem-solving skills. You also become a critical thinker. You also work on your writing, as you research and draft papers.

Your classes cover many science and psychology topics. Some undergraduate programs offer standalone degrees or concentrations with a major in psychology. But with this concentration, you still take many neuroscience and cognitive science courses.

Graduate degrees in this discipline offer research-heavy classes. In a master’s degree program, you will choose a topic of interest and plan your own research. But you’ll also take foundational courses that build upon your undergraduate studies.

This major is for intellectuals who like to question current systems. As the field evolves, research drives new methods and ways of doing things. If you love to research and have a strong interest in how our brains work, cognitive psychology might be a good fit.

Eastern Kentucky University University of Virginia

9. Economics

Economics teaches you the principles related to monetary systems. It’s different than finance, which looks at the management of funds. Economics takes a broad look at how resources impact people, society, and location. It also looks at how distribution of those resources impacts us.

Because the major is interdisciplinary, you don’t only take econ courses. You study history, political science, sociology, and more.

There are two main branches of economics.

• Microeconomics
• Macroeconomics

Your studies as an econ major cover both branches. Microeconomics looks at the behavior of individuals, households, and organizations. Macroeconomics deals with economies at the regional, national, and even global levels.

You should expect to take both lectures and seminars. These different class styes let you approach subjects from various angles. Seminars allow you to ask questions, talk with your peers, and learn how to debate. Lectures give you information and theories to explore.

If you’re a thinker who enjoys solving problems and studying theory, economics could be what you’re looking for in a major.

The discipline has become more quantitative to give room to data analysis and market research. So, plan on taking statistics and math. Many students earn advanced degrees with hopes of becoming a professor or getting a consultant job.

University of Delaware Washington State University

10. English Literature

• British literature
• Modern drama
• The modern American novel
• Shakespeare

Maryville University University of New Hampshire

11. History/Archival Science

History is one of the largest departments on any college campus, due to its popularity as a major. It’s also a major for thinkers.

As a history or archival science major, you learn how to think, research, and write. You also learn how to focus your thoughts and write with clarity.

But because history is an interdisciplinary major, you have hundreds of courses you can take. You can also earn concentrations in different subjects. Popular history concentrations include:

• American history
• Asian history
• Global and transnational history

You can also earn pick up a second major or a minor in areas that relate to history. Popular minors include economics and political science.

No matter which focus-area you choose, your history major will work for you. And if you plan to go to graduate school or even law school, you can with a history degree. In fact, many lawyers working today have history degrees.

As society moves forward, we look at the past for answers. We evaluate what happened and where things went wrong. As a result, we need historians and archivists to help preserve knowledge of the past. By doing so, we learn how the past impacts the future.

National University Norwich University

12. Linguistics

• Anthropology
• Cognitive psychology
• Cognitive science
• Communication sciences

Portland State University University of Kentucky

13. Mathematical Sciences

Are you good with numbers? Love solving complicated problems?

If so, math might be the smartest degree to get. As a math major, you use your math skills to identify problems, find new theories, and come up with new and innovative ways to solve issues.

This major is for intellectuals who love research and problem-solving. But if that’s you, you’ve found you dream major. And if you’ve found your dream major, you might find your dream job.

As a math major, you collect data and perform research. You analyze numbers and statistics, then draw conclusions based on your findings.

Most mathematicians hold master’s degrees, but you can also find work with a bachelor’s degree. Career choices include:

• Actuary jobs
• Data collection analyst
• Data scientist
• Mathematical modeler
• Software engineer
• Statistician

Math isn’t for everyone. But if you’re a thinker who loves solving problems, the major can lead you to some intellectual careers .

Drexel University Indiana University East

14. Neuroscience

Augustana College Georgia Tech

15. Philosophy

Want to join the ranks of famous philosophy majors? This challenging major was the choice for many thinkers like:

• Comedian Stephen Colbert
• Former United States President Bill Clinton
• NBA legend Phil Jackson
• Professor and activist Noam Chomsky

As a philosophy major, you study questions that have no concrete answers. That’s part of the appeal of this major. But if you like pondering existential questions that have confused humankind for centuries, this major might suit you.

A philosophy program teaches you how to engage in arguments. It helps you debate issues and reason through them.

Your coursework covers topics like:

• Epistemology
• Metaphysics
• Symbolic logic

Your studies involve moral, ethical, and analytical issues. They also teach students how to reason through them.

Philosophy majors can combine their degree with other majors, such as economics and political science. Some programs offer concentrations that allow you to focus your studies on an area of interest.

When you graduate, you can go to law school or graduate school. Many philosophy majors go into academia. But to do this, you need a PhD in philosophy.

Arizona State University Thomas Edison State University

16. Physics

As a physics major, you learn how the seen and unseen natural world behaves through laws and processes in the universe. You also learn about matter, motion, space, and time.

If you’re STEM-bent and enjoy taking math and science courses, a physics major will improve your skills. But the academic rigor in this major is high. You take many challenging courses on your way to a bachelor’s degree.

Common courses include:

• Engineering
• General physics

You can also earn a specialization in a physics niche, such as astrophysics.

Career opportunities are vast with a physics degree. In fact, many graduates move into healthcare, engineering, and science careers.

But if you want to teach physics to college students, you will need a PhD in physics.

Case Western Reserve Oregon State University

17. Political Science

• American politics
• Environmental politics
• Global politics
• Foreign policy

Clemson University Penn State World Campus

18. Public Policy Analysis

Want to work in government or law? How about a job with a nonprofit? If so, a degree in public policy might be what you’re looking for in a career.

This degree prepares you with research skills and knowledge in the field. You explore topics in:

• Constitutional law and procedures
• Contemporary policy changes
• Public administration

You also learn how public speaking can benefit your career. You take communications and writing courses that improve your speaking abilities. You also learn how to lead in this field.

If you want to specialize, you can earn a concentration or take classes in areas of interest. Popular specializations include compliance, public leadership and management, and social policy. These specializations are a great way to explore your interests and career goals.

This is one of the smartest majors for people interested in government. Since the major relies heavily on research, it’s ideal for those who like to learn new things. You also get to question how systems work and develop policy for change.

Duke University Georgia Tech

19. Sociology

Sociology is for thinkers. If you like to learn about different aspects of social life, from small groups to large-scale populations, this major might suit you.

You cover important ideas related to socialization across life cycles. You also study social conflict and how it impacts most people.

In this major, you dig into social inequality. You also look at systems that affect crime rates. Your courses cover a wide range of topics. Common courses in a bachelor’s degree program include:

• Health and social welfare
• Mass media and popular culture
• Social identities
• Social inequalities

When you graduate, you can seek professional roles as sociologists. You can also take jobs as market research analysts or researchers. But most of these positions need a graduate degree.

Roosevelt University University of Massachusetts Global

20. Software Engineering

Software engineering teaches you how to design, develop, and maintain complex computer programs. The major is technical and requires a background in math and computers. It also requires strong critical thinking skills.

If you’re a thinker who loves to ponder complex puzzles, you might enjoy this major. It’s also ideal for those who want to learn more about software engineering.

As a student, you take classes that improve your software and engineering skills. You take both computer science and math classes, as well as engineering courses. These classes prepare you for work as a software engineer. But you can also qualify for other jobs, such as:

• Computer systems analyst
• Computer systems manager
• Software developer
• Web developer

The major is good for students with a math and science background and a love for computers. If you enjoy solving problems and thinking about challenging theories, you might love software engineering .

University of Michigan University of Texas at Dallas

Other Smart Majors for Intellectuals

Other majors that didn’t make the list but still lead to jobs for intellectuals include:

Because you need a strong background in science and math, you’ll find smart students majoring in chemistry. Chemistry requires data analysis, research, and strong math skills. You need to take measurements and perform lab work. But your hard work leads to good pay as a researcher or chemist.

• Foreign language

It’s not easy learning a foreign language, whether it’s French, Hindi, or Korean. To learn a new language in college takes hard work and discipline. You have to put in the time studying new vocabulary. You also have to read, write, and communicate in a new language.

But if you’re willing to start a new language from scratch, it will keep your mind sharp and stimulate your brain. Research shows that switching between languages causes certain parts of your brain to become more active. You process information quicker and filter it more efficiently.

Learning a new language also acts as a gateway to another culture. It opens doors (or excuses) to travel, as it makes it easier and more enjoyable.

Genetics is another science good for thinkers. As a genetics major, you take many science classes. You also take math and statistics courses. These classes require you to solve complex problems. You also learn how to analyze and research.

• Other science majors

Any science that requires you to conduct lab work and research is good for your brain. Researchers gather information and collect data. They interpret results based on their findings. They even come up with ways to improve future tests by evaluating where they went wrong. To carry out these tasks, you need to think and question.

Every science major uses the scientific method to gain knowledge. These steps allow you to ask a question about something you observe and to go through the process of drawing conclusions. Through research and tests, you determine results and outcomes.

But to go through the steps, you need to think, question, and wonder. A good scientist always asks questions.

What Major Should You Choose?

If you’re looking for intellectual careers, you’ll want to choose an intellectual major. But there are all sorts of degrees and careers that need creative and critical thinkers.

When you choose your undergraduate major, pay attention to your interests. You don’t want to spend four years studying a subject you hate.

There’s a reason why most colleges don’t require that you declare your major until your second year. If you can, spend your first few semesters exploring different subjects. This will give you time to uncover new interests or develop new passions. You might find out that you love learning a foreign language. You might also find out chemistry isn’t the science for you.

Related Resources:

• 30 Best Online Engineering Bachelor Degree Programs
• Top 30 Affordable Online Bachelor’s in Psychology
• Ultimate Guide to Liberal Arts Degrees and Careers
• Ultimate Guide to Science and Engineering Degrees and Careers

This concludes our list of the top 20 degrees for intellectuals.

Brenda Rufener Author

Julie McCaulley Expert

Carrie Sealey-Morris Editor-in-Chief

• April 28, 2019
• Academic Advice , View More

Critical Thinking Majors That Lead to a Positive Career and Job Outlook

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While most colleges offer hundreds of different specialized programs, most students gravitate to broad majors that teach critical thinking skills. Some majors that require critical thinking skills lead to a positive  career and job outlook . According to a recent article by USA Today, more than 21 million students attend college classes in the U.S. Some students feel frustrated that they don’t know what job they want when they graduate from college. Having a broad, general major isn’t a waste of money as long as a student applies what they learned to the real world of work. Many of the Top 10 college majors today are the same as the ones that were popular for decades.

1. History major

Experts say history majors often make a career in politics, law or communications. History students often specialize in a certain location or era. Starting salaries for people with a bachelor’s degree and a history major is about $37,000, while the pay for a person in the middle of his or her career averages $65,500.

2. English major

While some say English majors didn’t pick the most practical degree, many graduate to work as writers or marketers with starting salaries for about $36,000 and mid-career annual salaries of about $63,000. English teachers often choose to major in English. Copy writers and editors as well as journalists sometimes start out with an English major. Similar majors include general studies and humanities.

3. Accounting

Having an accounting major is perfect for those who are good with math and statistics. If you want to major in accounting, pick a complimentary major or minor in business finance, tax law or accounting technology for the best career and job outlook . Experts say accounting majors have to become certified in their state before they start earning about $44,000 a year.

4. Criminal justice and corrections

For those who have an interest in the law, a criminal justice or corrections major is a solid choice. Criminal justice majors often go on to study law, public administration or psychology. The average starting salary is $35,000 for those with a bachelor’s degree.

5. Education

An education major isn’t going to result in a high-paying job in most cases, but it’s a rewarding professional for those who love working with children. Education majors often focus on elementary, secondary, special education or adult education. In order to complete an education degree, most college programs require students to shadow teachers in the classrooms.

Nursing is an in-demand career, but it’s also a competitive college program. Nurses often take classes in science including anatomy and physiology and biology. If you pursue a bachelor’s in nursing, you will likely need to take chemistry. Although it’s a rigorous college program, nurses often make starting salaries that average in the $50,000 range. Nurses with advanced degrees often make more than $100,000 a year.

Other popular majors include business administration and management , general psychology, general biology and liberal arts and sciences. Completing a college degree isn’t just about becoming an expert in a chosen area of study. It’s also about having the critical thinking skills to know how to solve problems, set goals and create in the working world. A college degree gives you the skills to become a leader instead of just being a follower.

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Applying Critical and Creative Thinking Skills in College and Everyday Life

Sue Carson, former director of TH!NK and professor of plant and microbial biology, discusses the importance of critical and creative thinking skills in college and everyday life.

By Alison Krowiak, DASA Assessment

This article is part of a series on NC State’s Pack Proficiencies, which include the five skills NC State faculty think all NC State undergraduates should develop before they graduate: written communication, oral communication, quantitative literacy, critical thinking, and creative thinking. 

At NC State, critical and creative thinking are a key part of how we Think and Do the Extraordinary. Critical thinking is the active, persistent and careful consideration of a belief or form of knowledge. Every time students use evidence to form judgements, analyze the ideas or conditions that support conclusions, and evaluate their own thinking, they engage their critical thinking skills.

Creative thinking is just as important and involves the generation of new ideas within or across disciplines. It can draw upon or break the rules in an effort to bring together existing ideas into a new configuration. The ability to think of creative solutions is utilized in every major program at NC State and in every field our students enter upon graduation.

Like all the Pack Proficiencies, these essential skills are taught in General Education classes and reinforced throughout each major program. Sue Carson, professor of plant and microbial biology and former director of the TH!NK program, describes the value for every NC State student in developing their critical and creative thinking competencies. Interview excerpts are edited for brevity and clarity.

How are critical and creative thinking competencies defined?

When I think about critical and creative thinking, I think of them as very intertwined. It often starts with raising a new question or formulating a new problem, gathering and assessing information, coming up with multiple alternative ideas for how to approach the question or how to approach the problem. It involves considering alternatives of the problem, reaching conclusions and effectively communicating about them. Other important aspects of critical and creative thinking include intellectual risk-taking and self-reflection along each stage of the process.

Why should NC States develop proficiencies in critical and creative thinking?

In all of our disciplines, and in all of our careers, to be a leader you need to be a creative thinker. You have to be able to identify problems and questions, and be able to figure out solutions. Even in our everyday lives, critical and creative thinking is so important. Questions like, “Who are you going to vote for in the next election? What daycare are you going to choose for your children? What phone are you going to buy?” all require those skills.

How can students develop their critical and creative thinking skills?

I think that most people understand that critical thinking is a skill that can be developed through practice and feedback. But there’s a misconception that creativity is something that’s innate, and that’s just not true. Creativity is a cognitive process that you can develop through practice and feedback. Creativity is also not confined to the arts. Fields in science, engineering, social sciences, and more need to be creative. We all need to be creative in our lives every day, and it is a skill that we can develop.

How can students develop their critical thinking skills inside and outside the classroom?

When students are selecting their classes, they can choose courses that are more geared toward project-based work. I think that is a good way for students to get feedback on their critical and creative thinking. There are a lot of opportunities outside the class as well. Engaging in undergraduate research is one way. Another way would be service learning projects that allow students to make decisions and have ownership of that project. If the student is able to have ownership and make decisions and identify the questions and problems, it can help develop critical and creative thinking. There is a whole range of opportunities that allow you to do that at NC State.

To learn more about the Pack Proficiencies and how they are assessed, visit go.ncsu.edu/PackProficiencies .

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Colleges do improve students critical thining.

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.

One comment on “Colleges Do Improve Students Critical Thining”

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Critical Thinking

Key information.

Tutor:  Dr Elena Forasacco Course Level:  Level 1 Mode of Delivery:  Remote Delivery Maximum Course Capacity:  40

• Wednesday 22 May 2024 14:00-16:00, Microsoft Teams

Critical thinking involves a wide range of competencies and attitudes including being analytical and evaluative. In this blended course you will identify and discuss strategies to enhance your critical thinking, critical reading and critical writing.

Course Information

This blended course has mandatory pre-course activities to complete in your own time and course activities to engage with during the live session.

Pre-course activities  (duration about 1h) will prepare you for the live session: you will have 2 short  videos  to watch, which will provide you with some reflective strategies to enhance your critical thinking, critical reading and critical writing. You will also need to critically analyse  a piece of writing  and write a  short critical summary  (max 300 words).

During the  live session  you will discuss strategies to be critical with other students and you will work in small groups to discuss your short summary.

• This course contains basics concepts about critical thinking, critical reading and critical writing.
• The deadline for registration is two weeks before the live course to allow the completion of pre-course activities.
• You will need to complete and share pre-course activities by 17h the day before the live session (you will receive details from the tutor by   email).

Learning Outcomes

On completion of this blended course you will be better able to:

• Define  the meaning of “critical thinking”
• Identify  techniques to critique when reading
• Employ  strategies to demonstrate critique when writing 
• Evaluate  your work through self-critique

How to Book

Please select a date and  book on via Inkpath  using your Imperial Single-Sign-On.   Bookings will close two weeks before each live session.

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Introduction to Critical Thinking

This introductory-level course is designed to help learners define and identify critical thinking and reasoning skills and develop those skills. Critical thinking is an intellectual model for reasoning through issues to reach well-founded conclusions. It may be the single most valuable skill that one can bring to any job, profession, or life challenge. Being able to ask the right questions, critique an argument, and logically dissect an issue occur constantly in the workplace and our lives.

Learning Outcomes:

• Define critical thinking, reasoning, and logic
• Understand the process of systemic problem-solving
• Identify and overcome barriers to critical thinking
• Articulate common reasoning fallacies
• Engage in critical thinking as it pertains to the workplace

Student Testimonial

"I will be able to implement some of the elements of reasoning questions that are relevant to critical thinking. I feel confident in identifying fallacies as well. The material was well presented."  -- Marie, Introduction to Critical Thinking

Course Dates and Times

Course hours: 7 hours  .

This workshop is offered through our continuing education online partner.

Register for Introduction to Critical Thinking

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What is a Liberal Arts Degree - Meaning, Benefits, Fees, Colleges

While other educational degrees focus on one area; a Liberal Arts degree aims to enhance creativity, research, and critical thinking of students across various domains. Fine and applied arts, Natural sciences, Social sciences , and Humanities are four major areas of study in Liberal Arts . In simple words, a liberal arts education provides interpersonal skills in addition to other technical skills.

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"The purpose of education is to replace an empty mind with an open one” is a famous line quoted by Malcolm S. Forbes. The Indian education system traditionally emphasised on rote learning and neglected the development of both technical and interpersonal skills. Opportunities for research, critical analysis, and creative thinking were also limited.

But National Education Policy (NEP) 2020, has focused on this problem and highlighted the importance of liberal arts subjects in the course curriculum. The NEP aims to integrate the Humanities and Arts with Science , Technology, Engineering and Mathematics (STEM). This will help students develop the intellectual, social, emotional, and moral traits required for a more holistic and multidisciplinary education.

Degrees Offered in Liberal Arts

Various undergraduate, postgraduate, and doctoral degrees are offered in liberal arts. Below, we have compiled a list of popular liberal arts degrees, and a few of their combinations including the course fees, and provider college details.

Benefits of Liberal Arts

Liberal Arts has been an important part of Western education for a long time, and now it has also been included in the curriculum of other regions of the globe including India. There are many pros of Liberal Arts Education that we have below discussed in detail.

Scientific and Domain Knowledge

The main feature or advantage of liberal arts education is its focus on more than one discipline in one degree. This helps students gain knowledge and understanding of multiple disciplines/subjects which enhances their skills and overall personality.

Critical Thinking

Liberal Arts Education emphasises the development of individuals to their fullest potential by enhancing thinking, problem-solving, and social and ethical capacities. It increases an individual’s creativity and critical thinking to encourage decision-making and innovation.

Communication and Social Interaction

Soft skills are something that have been largely neglected in the Indian education system. Liberal arts education specifically addresses this gap and encourages critical thinking and self-expression. It develops listening, writing, and reading skills to easily convey thoughts and ideas.

Scientific Reasoning and Research Skills

This means the ability to make decisions or draw conclusions based on facts, logic, and evidence. It is an important quality to have, as every day we make several decisions without thinking practically. Liberal arts enhance experience-based learning and increase research and analytical skills.

Diverse Career Paths

The main concept of liberal arts education is multi-disciplinary and a holistic education across all streams. This idea ensures the unity and integrity of all knowledge which becomes important when pursuing a career. Liberal Arts gives you a well-rounded understanding of the world and enhance skills such as critical thinking and communication .

Therefore, even if you change your mind about what you want to do after college, you will have a strong foundation to launch yourself into a new career. There is no limitation in choosing a career after pursuing Liberal Arts. Graduates can choose a career, ranging from different industries, such as education, hospitality , business analytics , data analysis, technology, and finance .

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Questions related to B.A.

Hello aspirant,

A four-year integrated programme called BA B.Ed. combines theoretical coursework with internships. The integrated course, BA B.Ed., combines the Bachelor of Arts degree with the Bachelor of Education degree. Following the conclusion of the 10+2 programme, one can pursue an undergraduate degree study called a BA. whereas a postgraduate degree is a bachelor's degree in education, or B.Ed. It requires completion of an undergraduate degree programmes in any specialisation for candidates who wish to apply.

To know the fees structure, you can visit our website by clicking on the link given below.

https://www.careers360.com/courses/ba-b-ed-dual-degree

Hope this information helps you.

Hello aspirant!

Since you haven't mentioned any college in particular, here's a list of some of the best colleges for pursuing BA history:

• Miranda House, Delhi
• Hindu College, Delhi
• St Xavier's College, Kolkata
• Atma Ram Sanatan Dharma College, New Delhi
• Lady Shriram College for Women, New Delhi
• Kirori Mal College, Delhi
• Hansraj College, Delhi
• Sri Venkateswara College, Delhi
• St Stephens College, Delhi
• Ramakrishna Mission Vidyamandira, Howrah
• Deshbandhu College, New Delhi
• Bethune College, Kolkata
• Sri Sarada College for Women, Salem
• Goswami Ganesh Dutta Sanatan Dharma College, Chandigarh
• SS Jain Subodh PG Autonomous College, Jaipur

Hope this information will be helpful. Best wishes ahead!

Yes, you can likely get admission into an LLB program (Bachelor of Laws) after completing a BA through a distance program at Vivekananda Global University (VGU). Most universities in India require a Bachelor's degree (any discipline) for admission into a three-year LLB program. Your BA from VGU's distance program should fulfill this requirement. While a distance education BA is generally accepted, some universities might have specific eligibility criteria. It's crucial to check the admission brochure or website of the LLB program you're targeting to confirm their eligibility requirements. https://www.careers360.com/user/qna/my-answers?page=4 I hope it helps!

Anyone who has cleared their 12th standard with a minimum 50% marks can pursue BA LLB. There is no age limit for pursuing this course. Candidates who are planning to study this course can appear for various entrance examinations like CUET UG, CLAT, LSAT, AILET, etc for seeking admission in various prestigious colleges.

These are some of the colleges in Mumbai which offer BA psychology course:

• S K Somaiya Degree College Of Arts, Science and Commerce, Mumbai
• V G Vaze College of Arts Science and Commerce, Mumbai
• Mithibai College of Arts, Chauhan Institute of Science and Amrutben Jivanlal College of Commerce and Economics, Mumbai
• Shri MD Shah Mahila College of Arts and Commerce, Mumbai
• Sir Sitaram and Lady Shantabai Patkar College of Arts and Science and VP Varde College of Commerce and Economics, Mumbai
• Smt Maniben MP Shah Women's College of Arts and Commerce, Matunga
• Ramniranjan Jhunjhunwala College, Mumbai

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Peterson Library's Unique Program Trains Students to Be Research Experts

The student workers who are part of the Marvin K. Peterson Library's Researcher 2 Researcher Program serve the Charger community, offering support to students and faculty members while also building their own research, interpersonal, and critical thinking skills.

May 28, 2024

By Renee Chmiel, Office of Marketing and Communications

As a Charger, Ethan Reeder '24 enjoyed working at the circulation desk in the University's Marvin K. Peterson Library , where he helped students and faculty members find the materials they were seeking for their research. Whether they'd stopped by in-person, called the library, or reached out via email or through the library's online chat program, Reeder offered them a friendly source of support.

A new graduate of the University's homeland security and emergency management program , Reeder was a student worker for the library's Researcher 2 Researcher (R2R) Program. He and his fellow student workers, who received a comprehensive training before beginning their positions, are committed to making sure members of the Charger community find exactly what they are looking for.

"I've loved being able to help students with their research and to have academic conversations with faculty about research topics," he said. "I wouldn't have been able to gain such an understanding of research without the help of the amazing faculty in the library. Through this position, I have come to call the library a second home, and many of the faculty I regard as friends and mentors."

Reeder was one of the program's four student workers during the Spring semester. R2R was developed in 2019 by Joe Scollo, MLS, M.A., an information literacy librarian at the Peterson Library, and he continues to oversee the program. The idea was to provide students with an experiential opportunity to learn in-depth and advanced research strategies and techniques. They also gain a robust knowledge of the library's database and resources, and help their fellow Chargers learn what's available to them and how to find it.

At its core, the student positions are focused on customer service, enabling them to build their interpersonal skills. While interacting with faculty, staff, and students, they learn to professionally address challenging questions, whether verbally or in writing. They understand what questions to ask as they serve their fellow Chargers.

"To see them excel means so much to me personally," said Scollo, who also serves as associate director of the University's award-winning Model United Nations program . "My role as an information literacy librarian allows me to be an educator. This program is one of those opportunities in which I get see students learn, develop, and apply my teaching to get ahead in life.

"Not only does this help them find better jobs, but it also helps them become lifelong learners," he continued. "It is extremely rewarding when former students reach out to me to talk about their new job, or just to catch up. It makes me very proud."

Scollo says that research supports the benefits of the program, and that many students who may be reluctant to interact with a staff librarian are more comfortable asking a fellow student for assistance. The student workers help foster a friendly and comfortable environment in which all students can feel comfortable seeking support.

Lauren Slingluff, M.S. , the University librarian, says the program's success is a testament to Scollo's leadership and training, as well as the students' commitment to the program.

"Having students provide research assistance in this way is unique for academic libraries," she said. "I'm constantly struck by their skill, their creativity, and their commitment to supporting other students. Some of our best ideas for program enhancements have come from our wonderful researcher-to-researcher team as they blend their knowledge of the student experience with their advanced library training."

For Allison Mahr '24, who recently accepted her bachelor's degree in international affairs , the opportunity to collaborate with her fellow Chargers in the library was her favorite part of being a part of the R2R program.

Mahr, who recently earned a prestigious Boren Fellowship Award and will soon travel to the Republic of Georgia to continue her own research , says R2R was an incredible way for her to learn how to explain complex topics in a way that is understandable – a skill that she believes will be crucial as she completes her fellowship and begins graduate school.

"This program has been a remarkable opportunity to enhance my research skills and to learn from Joe Scollo about information literacy," she said. "I've also worked behind the scenes to help create some posters and graphics to help advertise library services, and I've been helping Joe and the other R2Rs revamp the library website and other key materials."

Scollo envisions the program helping students in all majors develop their own ability to learn – and teach others – as well as their critical thinking skills. Student workers become research experts, of sorts, and that's a skill that he believes will serve them well as they begin their careers or continue their education.

For Reeder, the new homeland security and emergency management grad, the program was a great way to serve the University community while also developing his own abilities. He's now applying for analytical positions with federal agencies such as the U.S. Secret Service, and he also plans to pursue his master's degree. He believes the program was a great way for him to develop the skills he'll need to excel.

"Through this program I have gained an advanced understanding of research methods, as well as a wide understanding of research databases across a variety of academic fields," he explains. "I've been able to use these skills from this position to benefit my personal research as a student and as a developing professional in the field of homeland and national security."

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Seniors Share Art and Design Projects with Charger Community

A group of art and design majors recently displayed their senior capstone projects as part of an exhibition in the University's Seton Gallery.

Unique Program Introduces Middle School Students to Math and Coding

The University’s Excellence in Math and Coding Chargers (E = MC2) was a fun after-school program for Engineering and Science University Magnet School students, offering them a sampling of math, coding, and life as a college student.

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Critical Thinking: Creating Job-Proof Skills for the Future of Work

Daniela dumitru.

1 Teacher Training Department, Bucharest University of Economic Studies, 010374 Bucharest, Romania

2 Doctoral School of Psychology and Educational Sciences, University of Bucharest, 050663 Bucharest, Romania

Diane F. Halpern

3 Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USA; moc.liamg@nreplahfenaid

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers.

1. Introduction: Critical Thinking: Creating Job-Proof Skills for the Future of Work

The rapid evolution of online technologies has ushered in a paradigm shift in employment, redefining the nature of work and the skills required to succeed in the digital age. This transformative landscape, characterized by the ubiquitous presence of the Internet, social media platforms, and advanced artificial intelligence systems, has created a plethora of new opportunities and challenges in the labor market. As we navigate this digital frontier, it is becoming increasingly clear that traditional employment paradigms are undergoing a profound transformation. The convergence of online technologies with the demands of a networked world has not only created new job opportunities, but it has also disrupted established industries, rendering some job roles obsolete while creating demand for previously unforeseen skills. In this era of unprecedented connectivity and innovation, examining the intricate interplay between online technologies and jobs is paramount as it holds the key to understanding the dynamics of our rapidly evolving workforce.

Artificial intelligence (AI) is disrupting many jobs and promises “to change the way the world works” ( adminGPT 2023, para. 13 ). The number and range of AI programs are increasing at a rapid pace, and they are likely to continually improve to meet user demands. Consider, for example, ChatGPT, which can respond to questions and requests in a way that seems to come from a human rather than a computer program. GPT stands for “generative pretrained transformer”. It is generative in that it can provide responses that it never “learned”; it is pretrained with a large language model ( Bushwick et al. 2023 ). Newer versions can describe visual images, although thus far, they cannot create visual images. Its uses are seemingly endless. It is easy to imagine how such programs can change the lives of blind individuals. In fact, it can and will change the lives of all of us.

In this paper, we argue that these advances in online technologies will make critical thinking (CT) more important than ever before. Many who are preparing to enter the job market, and many who are already employed, will need to adapt to new forms of job automation and different ways of working.

Consider, for example, that an early achievement of ChatGPT was its generation of Python code (a computer language) to compute various tasks, such as data analysis. Apparently, getting ChatGPT to generate code is so easy that several YouTube videos have popped up claiming that they can teach novice users to use ChatGPT to generate code in 90 s. ( Data Professor 2023 ). The benefits are obvious, but so are the potential job losses for people who work in Python. Python coders will need to upgrade their skills, perhaps first becoming experts in the use of ChatGPT and similar programs, but this also has a positive side--they can spend more time working on larger questions such as which analyses are needed, and, of course, carefully reviewing the work produced by AI to ensure that it is accurate and understandable. Early versions of ChatGPT responses often contained errors. A New York lawyer learned the hard way: Steven A. Schwartz, a lawyer for 30 years, used ChatGPT to create a legal document ( Weiser and Schweber 2023 ). It was filled with fake citations and bogus judicial opinions. Sadly, Mr. Schwartz never checked the accuracy of the document he filed in court. The judge was not amused. This highly public and embarrassing event should be a lesson for all of us. Current AI programs cannot be trusted to take over our work, though they may be able to aid or supplement it. However, other AI programs can “read” radiographs more accurately than human radiologists, which provides a benefit to both radiologists and patients. There is an immediate positive effect for this advancement: Radiologists will have more time to directly work with patients, and yes, they must also check the accuracy of the outputs from their programs when presenting diagnoses.

For the rest of us, whether we are students or early or late in our careers, we need to focus on the development of “job-proof skills” in the face of AI advances. A report from the United Nations defines job-proof skills as “conceptual and strategic thinking, problem-solving, empathy, optimism, ethics, emotional intelligence, and judgments are the future-proof skills and attributes that machines will not be able to replicate with the same standards and agility as qualified human beings” ( Elkeiy 2022, para. 5 ). In other words, critical thinking skills will always be needed.

2. What Is Critical Thinking?

Although some scholars in the field of critical thinking have emphasized differences among various definitions, we believe that the commonalities are evident (c.f., Dwyer 2017 ; Nisbett 2015 ; Lipman 1991 ; Fisher 2001 ). There are some differences in the use of terms and several skills might be more important, but all of the definitions (more or less) conform to our preferred definition: “Critical thinking is the use of those cognitive skills and abilities that increase the probability of a desirable outcome. It is purposeful, reasoned, and goal directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent, in a variety of settings. That is, they are predisposed to think critically. When we think critically, we are evaluating the outcomes of our thought processes--how good a decision is or how well a problem is solved. Critical thinking also involves evaluating the thinking process--the reasoning that went into the conclusion we’ve arrived at, or the kinds of factors considered in making a decision” ( Halpern and Dunn 2023, pp. 6–7 ). The reason we need a common definition of critical thinking is that, without it, instructors can and have passed almost anything off as instruction in critical thinking. However, common ground is to be found concerning CT definitions. In a European project, which we shall refer to in Section 4.3 , the critical thinking definition is based on the works of Halpern and Dunn ( 2023 ), Facione ( 1990 ), Paul and Elder ( 2008 ), and Kuhn ( 1999 ). During two debate sessions, 33 international participants from higher education and the labor market defined critical thinking as a deliberate cognitive process guided by conscious, dynamic, self-directed, self-monitored, and self-correcting thought ( Rebelo et al. 2023 ). It relies on both disciplinary and procedural knowledge, along with metacognitive aspects (including metacognitive, meta-strategic, and epistemological dimensions). Critical thinking can be cultivated and enhanced through the development of competencies, and it is facilitated by various attitudes, such as systematic thinking, open-mindedness, empathy, flexibility, and cognitive maturity. Additionally, it encompasses intellectual skills such as reflection, self-regulation, analysis, inference, explanation, synthesis, and systematic thought. Critical thinking not only stimulates problem-solving capabilities but also facilitates effective communication, fosters independent and holistic thinking, and bolsters decision-making and active citizenship ( Pnevmatikos et al. 2021 ).

2.1. Can Critical Thinking Be Learned?

We teach writing, oral communication, and mathematics with the (often implicit) belief that these skills will be learned and transferred to multiple settings both inside and outside of the classroom. There is a large and growing research literature showing that, with appropriate classroom instruction in critical thinking, including specific instruction designed for transfer, the skills will spontaneously transfer and in uncued (i.e., there are no reminders to use the critical thinking skill that was learned in class) situations ( Dumitru 2012 ; Heijltjes et al. 2014 ; Tiruneh 2019 ). Several such studies were presented by Dwyer ( 2017 ) and Halpern and Dunn ( 2023 ). For the sake of brevity, we review just one recent study. The study was designed to counteract the effects of conspiracy theories. When people believe conspiracy theories, they often act in harmful ways–such as refusing to get the COVID-19 vaccine, which resulted in the death of large numbers of people around the world, or attacking the United State Capitol Building on 6 January 2021 in the belief that there was a conspiracy afoot designed to steal the United States 2020 presidential election from Donald Trump. In a review of the research literature on the efficacy of interventions, the researchers found “there was one intervention which was characteristically different to the rest” ( O’Mahony et al. 2023, para. 23 ). It was a semester-long university course in critical thinking that was designed to teach students the difference between good scientific practices and pseudoscience. These courses require effort and commitment, but they are effective. The same conclusion applies to all interventions designed to enhance critical thinking. There are no fast and easy “once and done” strategies that work. This is why we recommend continuous and pervasive coursework to make sure that the learning of CT skills “sticks.”

2.2. The Need for Critical Thinking Skills

Online technologies-related (including AI) job loss and redesign are not the only reasons why we need to concentrate on teaching and learning the skills of critical thinking. COVID-19 left 140 million people out of work, and many of their jobs will never return ( Roslansky 2021 ). We are drowning in a tsunami of information, confronted with advertisements online, in news reports, social media, podcasts, and more. The need to be able to distinguish good information from bad is critical. In addition, employers want to hire people with critical thinking skills. In a recent report by Hart Research Associated ( 2018 ), they found that in an employer survey of 501 business executives, 78% said that critical thinking/analytic reasoning is the most important skill they want in their employees, but they also added that only 34% of college graduates arrive well prepared in critical thinking. This gap between what employers want and their perception of the preparedness of the workforce was larger for critical thinking than for any other area. In fact, every report on the future of work made this same point. Consider this quote from The World Economic Forum ( 2020 ) on the future of jobs: “Skills gaps continue to be high as in-demand skills across jobs change in the next five years. The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving.” (p. 5). In a report from the Office of the European Union: Key Competences for Lifelong Learning, the commissioner wrote “Critical thinking, media literacy, and communication skills are some of the requirements to navigate our increasingly complex world” ( Navracsics 2019, p. 3 ). Of course, critical thinking is not just needed in the world of work. A true democracy requires an educated citizenry with citizens who can think critically about world social issues, such as the use/threat of AI, war, poverty, climate change, and so much more. Irrational voters are a threat to all of us—and to themselves.

The need to think critically is not new, but it has taken on a new urgency as social media and other forms of communication have made the deliberate spread of misinformation move at the speed of light. There is nothing new about the use of lies, half-truths, and innuendos to get people to believe something that is not true. Anyone can post anything on popular media sites, and this “fake news” is often copied and shared thousands of times. Sometimes the information is spread with a deliberate attempt to mislead; other times, it is copied and spread by people who believe it is true. These messages are often used to discredit political adversaries, create social unrest, and incite fear. It can be a difficult task to determine what to believe and what to discard. Vosoughi et al. ( 2018 ) analyzed data from 126,000 tweets that were spread by approximately 3 million people. How did the researchers discriminate true data from false data? The same way we all should. They used several different fact-checking sites and found 95% to 98% agreement regarding the truth or falsehood of information. They found that false data spread more quickly and more widely than true data because the false data tended to be novel and sensational, rendering it salient and seductive.

In today’s landscape, the imperative to foster critical thinking skills is becoming increasingly apparent as we grapple with the rapid rise of social media and artificial intelligence technologies and their profound impact on the future of work. The confluence of these transformative forces has ushered in a new era characterized by the potential for significant job disruption. As online technologies advance and automation becomes more widespread, certain traditional job roles may become obsolete, requiring the development of innovative skills and adaptability in the workforce. In this context, critical thinking emerges as a central element in preparing individuals to navigate the evolving job market. It equips individuals with the ability to analyze complex information, discern credible sources from the proliferation of social media information, and make informed decisions in an era of blurring boundaries between human and machine contributions to the workforce. Cultivating critical thinking skills will be essential to ensuring that individuals can take advantage of the opportunities presented by new technologies while mitigating the challenges of job disruption in this AI-driven future.

3. Critical Thinking Skills and Job Disruption and Replacement

Eloundou et al. in 2023 estimated that about 15% of all U.S. workers’ jobs could be accomplished much faster and at the same level of quality with currently available AI. There are large differences in the extent to which various occupations and industries will be affected by advancements in AI. For example, tasks that require a high degree of human interaction, highly specialized domain knowledge, or creating innovative technologies will be minimally affected; whereas, other occupations such as providing captions for images or answering questions about a text or document are more likely to be affected. Routine-based jobs in general are more likely to be dislodged by advanced technologies ( Acemoglu 2002 ). Using the basic definitions of skills that are standard in O*Net, Eloundou et al. ( 2023 ) found a clear negative correlation between jobs requiring knowledge of science and critical thinking skills and the likelihood that AI will “take over” the job. These findings reinforce our main point—the best way to gain job-proof skills is with critical thinking.

The effect of online technologies on wages is complicated because of the large number of factors that come together to determine earnings. Acemoglu and Autor ( 2011 ) advocated for a model that simultaneously considers the level of the tasks required for any job (low, medium, and high), where a high level of skill is defined as one that allows employees to perform a variety of tasks, the demand for the tasks, and technological changes that can complement a task or replace it. They assert that employment has become increasingly polarized with the growth in both high education, high wage occupations and low education, and low wage occupations in the United States and the European Union. To understand and predict which occupations will be most disrupted by AI (and other developing technologies), an investigator will need to simultaneously consider all of these variables. Technological advancements can generate shifts in demand, favoring either high- or low-skilled workers. According to Acemoglu and Autor ( 2011 ), we can expect some of the largest disruptive effects at the middle level of skills, where some of the tasks performed at this level can be more easily replaced by new technologies, with widespread employment growth in high- and low-skilled occupations.

4. Business-University Collaborations

The pursuit of promoting high standards of critical thinking in university students across various academic disciplines is a challenging endeavor that should be leveraged through collaboration with stakeholders. In such collaborations, stakeholders can contribute to refining the skills required by learners and bring their own perspectives to academic instruction. This close partnership between universities and stakeholders helps minimize gaps and mismatches in the transition to the labor market, facilitates research collaboration, and increases student motivation.

Collaborations between businesses and universities have gained increasing importance in today’s rapidly evolving educational and economic landscape. These partnerships are instrumental in bridging the gap between academic learning and the real-world skills demanded by the job market. One key aspect of business-university collaboration (BUC) is the alignment of curricula with the dynamic needs of industries. This entails the joint effort of higher education institutions (HEIs) and industry experts to design, develop, and deliver educational programs that equip students with practical, job-ready skills. The curriculum design phase involves tailoring study programs, courses, and modules to address skills gaps and align with the specific requirements of employers.

Moreover, BUC extends beyond the classroom. Collaborations often involve business engagement in educational activities, including guest lectures, internships, co-op programs, and research projects. These interactions provide students with invaluable exposure to real-world scenarios, allowing them to apply theoretical knowledge in practical settings.

In essence, BUC is a multifaceted partnership that benefits both students and businesses. It ensures that educational programs remain relevant, fostering a seamless transition from academia to the workforce. This collaborative approach not only enhances students’ employability but also contributes to the overall growth and innovation of industries.

Operationalizing the collaboration implicates a particular focus on curriculum design, development, and delivery. These involve the collaboration between higher education institutions and labor market partners to create or enhance undergraduate or postgraduate study programs, courses, or modules. This collaborative effort aims to address skills gaps, align curricula with employers’ needs, integrate training initiatives, and improve graduates’ employability. Additionally, curriculum delivery includes various forms of business involvement, such as guest lectures, placements, supervision, mentoring, and work-based learning activities.

While the existing literature often discusses the barriers and motivations for university-business collaboration ( Healy et al. 2014 ; Orazbayeva et al. 2020 ), there is a need for more empirical insights into the roles and responsibilities of each party engaged in joint curriculum design, development, and delivery, as well as lessons learned from these collaborations ( Rebelo et al. 2023 ).

4.1. Why Do We Need Higher Education’s Help?

In the preceding sections of this paper, we delved into the disruptive forces of artificial intelligence (AI) on the job market and the critical need for individuals to adapt to these changes by developing “job-proof skills”. The rise of online technologies such as ChatGPT presents both opportunities and challenges, particularly in fields where middle-level skills are required. To effectively tackle these challenges, we must turn our attention to the pivotal role of education and the cultivation of essential skills such as critical thinking.

We highlighted how AI is rapidly transforming various industries and the need for individuals to adapt to these changes. Moreover, we explored the question of whether critical thinking can be learned, showcasing research evidence that supports the teachability of this skill. Now, we shall explore practical strategies for fostering critical thinking skills through collaborations between universities and businesses. The idea here is to create an educational framework that equips students with the capabilities needed to thrive in the evolving workforce.

Building upon the success of two European projects, “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS”, we argue that incorporating practical experience and CT development through apprenticeships is a possible action for better higher education classes. This collaborative approach between HEI and LMO designed to address the differing perspectives and terminologies used by these two entities regarding critical thinking could be an important curriculum design for the better adaptation of job market technology disruptions.

Research conducted by Eloundou et al. ( 2023 ), which shows that critical thinking skills and science skills are less likely to be taken by AI, compels us to sustain the THINK4JOBS apprenticeship curricula as a possible teaching protocol for critical thinking enhancement to face challenges posed by AI at work.

The results from these projects demonstrate significant progress in students’ critical thinking skills and dispositions. These improvements, as highlighted below in Section 4.3 , underscore the effectiveness of embedding critical thinking in the curriculum. The guidelines formulated for implementing Critical Thinking Blended Apprenticeship Curricula provide a roadmap for educators to follow when effectively integrating critical thinking into their courses.

As we ponder the possibility of a world where critical thinking is widespread, we can envision a future where individuals are equipped to confront the ideological fanaticism that threatens global stability. Critical thinking, as both a cognitive skill and a disposition, has the potential to shape a workforce capable of adapting to the ever-changing landscape of work, making informed decisions, and contributing to a more rational and democratic world. The THINK4JOBS project emphasizes the practical steps taken to prepare students for the future job market and sets the stage for further exploration of the role of critical thinking in addressing global challenges, including AI presence in the job market.

4.2. CRITHINKEDU Proctocol for Critical Thinking Education across Curricula

Given that the best education for the future of work is the acquisition of critical thinking skills, how can we facilitate this sort of education? One way to obtain a job-proof education is to create classes with the help of labor market organizations. Two projects funded by the European Union were designed to bring to life the idea that better communication and collaboration between universities and employers result in a better adaptation of the curriculum, especially a curriculum involving critical thinking skill development.

Between 2016 and 2019, the project “Critical thinking across the European higher education curriculum—CRITHINKEDU” focused on how CT is taught in various academic domains. The CRITHINKEDU project, involving universities across Europe, exemplifies how academia and industry can join forces to bridge the gap between classroom learning and real-world job demands. This initiative aimed to enhance the curriculum by explicitly emphasizing critical thinking skill development. It revealed that employers across various fields value critical thinking, and they perceive it as essential for recent graduates entering the workforce.

The participants were eleven universities from nine European countries (Belgium, Czech Republic, Greece, Italy, Spain, Portugal, Romania, Lithuania, and Ireland; Dominguez 2018). Qualitative research was conducted with 32 focus groups comprised of professionals from various European countries and fields. The findings align with previous studies: “CT is a set of interconnected skills (interpretation, inference, analysis, explanation, evaluation, self-regulation”, see Payan-Carreira et al. ( 2023, p. 16 ), and dispositions (open-mindedness, refection, attentiveness, organization, perseverance, intrinsic goal motivation ( Payan-Carreira et al. 2023 ), essential for recent graduates in response to labor market demands. However, an important consideration is that the practical application of CT varies across professional fields. The participants in this study defined the ideal critical thinker as someone with a cultivated mindset, motivated to learn and improve, and equipped with cognitive and behavioral tools to anticipate, regulate, and monitor their thinking. CT is associated with problem-solving and decision-making and is intertwined with other skills such as proactivity, adaptability, creativity, emotional intelligence, communication, and teamwork. The report from this project also introduced “a European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” ( Dominguez 2018 ), which categorizes CT skills and dispositions based on professional fields and offers a basis for defining learning objectives and adapting university curricula. This study provides valuable insights from 189 European employers into CT needs in the labor market for new graduates. The interviewed professionals had an obvious preference for CT skills in STEM fields and an obvious preference for dispositions in the Humanities. Social Sciences and bio-medical sciences professionals were equally interested in CT skills and dispositions, with a slight preference for dispositions ( Dominguez 2018, p. 28 ).

4.3. Next Steps: THINK4JOBS Blended Appreticeship Curricula

After the termination of the CRITHINKEDU project, partners from Romania, Greece, Lithuania, and Portugal, with the addition of a new partner from Germany, proposed a new research application: “Critical Thinking for Successful Jobs—THINK4JOBS” ( www.think4jobs.uowm.gr ). The idea was to utilize the results from the previous project and, together with labor market organizations, create new courses that are more adapted to the reality of the future of work. The core element of the classes was explicit teaching of critical thinking, using real-life cases and methods. In an apprenticeship model, critical thinking skills are embedded in a relevant context. The value of realistic contexts is that students can see the need for the skills being taught in a workplace scenario. Relevant contexts enhance student engagement and motivation to learn. Dumitru et al. ( 2021 ) focused on improving students’ critical thinking skills and dispositions through collaboration between Higher Education Institutions (HEIs) and Labor Market Organizations (LMOs). The aim was to bridge the gap between HEI curricula and the expectations of the labor market by incorporating apprenticeships that provide practical experience and CT development.

The process of mapping responses from those in the labor market organizations onto college curricula involved the use of research methods such as observation, focus groups, and documentary analysis, with stakeholders from HEIs and LMOs participating. The findings indicated that while there were no definitive “gaps” between HEIs and LMOs, there were contextual differences in the approach to CT. HEIs focus on long-term career preparation, while LMOs emphasize short-term learning strategies. The terminology and expression of CT also differed between the two contexts. Based on the findings, ten work-based scenarios were created, with one from each discipline involved in the project. Overall, the report ( Dumitru et al. 2021 ) highlighted the different goals and perspectives of HEIs and LMOs regarding CT, emphasizing the need for collaboration and a common understanding of which skills should be included in the college curriculum.

There is a different context in the approach to CT, since HEIs usually use different learning activities, focusing more on career preparation with long-term goals, while LMOs follow compact and short-term learning and teaching strategies. Furthermore, the findings suggest that CT is a new workplace requirement and that HEIs and LMOs do not choose the same terminology when referring to the concept, with HEIs usually choosing scientific terms. Another element that emerged is that CT is generally expressed in a declarative way in higher education institutions, while in LMOs the application to specific cases follows a more procedural approach. Put another way, LMOs are focused on making a profit, while HEI is focused on being socially responsible.

In the second phase of the project, partners ( Pnevmatikos et al. 2021 ) focused on the development of a collaborative training curriculum for Higher Education Instructors and LMO tutors. The purpose of the training was to enhance comprehension and knowledge of critical thinking for both sides of this collaboration, since previous research indicated a potential lack of conceptual and procedural understanding between these two entities. Additionally, the training aimed to facilitate the promotion, support, and evaluation of students’ CT skills within apprenticeship curricula, as well as the creation of blended curricula utilizing an open-source learning platform. The training course encompassed workshops that delved into various aspects of CT, including analyzing and reassembling ideas about CT, formulating a working definition of CT, instructional methodologies, blended learning techniques, usage of a learning platform, CT assessment, and the development of a Memorandum of Understanding (MoU) between higher education institutions and LMOs. The participants’ knowledge about these topics was assessed through pre- and post-training online questionnaires. Although data analysis showed various predicted trends, only perceived self-confidence in the topics covered during the training obtained statistical significance ( Pnevmatikos et al. 2021 ).

In the final report from this project, Payan-Carreira et al. ( 2023 ) presented the results of the implementation of the critical thinking Blended Apprenticeships Curricula (CTBAC) and discussed the improvements in critical thinking skills and dispositions observed in students. The study involved cross-disciplinary analysis and assessed changes before and after the piloting activities. A total of 609 students participated, and their critical thinking skills and dispositions were evaluated.

The consortium chose the Critical Thinking Self-Assessment Scale (CTSAS) developed by Nair ( 2011 ) as an instrument to assess CT skills based on an earlier conceptualization ( Facione 1990 ). The questionnaire has been tested in various geographic and cultural contexts, demonstrating good reliability, internal consistency, and confirmatory factor analysis results. However, the original CTSAS was considered too long to complete, consisting of 115 items, so a shorter version was specifically developed for this project. The short form of the questionnaire (CTSAS-SF) was created through a two-step process. Items with loading weights below .500 were eliminated, resulting in 84 remaining items. Redundant and non-cognitive-focused items were marked for elimination, leaving 60 items. The short form maintained the original scale’s framework and utilized a seven-point Likert scale ranging from 0 (Never) to 6 (Always) for students to respond to items assessing various dimensions and subdimensions of CT skills.

The CTSAS-SF validation process, with confirmatory factor analysis, resulted in two models with equivalent satisfactory goodness-of-fit indices. Model 4, the second-order factor model (RMSEA = .051; TLI = .924; CFI = .927), had a chi-square/df ratio of 2.33. The Cronbach alpha of the overall instrument was excellent (α = .969). Sample items are shown in Table 1 .

Sample items forming Critical Thinking Self-Assessment Scale (CTSAS), Nair ( 2011 ).

Compared to instruments for assessing CT skills, the availability of instruments for measuring critical thinking (CT) dispositions is limited. However, one of the instruments adopted by the consortium to assess CT dispositions is the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), which was developed by Quinn et al. ( 2020 ). The scale was validated with a mixed population of Irish and American undergraduate students. The scale considers a variety of CT dispositions that the authors consider important for the labor market and real-world decision-making. Some of the items in the scale combine Facione ’s ( 1990 ) original CT dispositions into new dimensions that are relevant to academic and labor market success, such as organization, perseverance, and intrinsic goal motivation. The scale consists of six dimensions (Reflection, Attentiveness, Open-mindedness, Organization, Perseverance, and Intrinsic Goal Motivation) and presents statements for students to respond to using a 7-point Likert scale. The Likert scale ranges from 1 (strongly disagree) to 7 (strongly agree). The original version of the SENCTDS contains 21 items. The validation process, with confirmatory factor analysis, identified only one model presenting a satisfactory goodness-of-fit index—model 3, comprised of six correlated factors (RMSEA = .054; TLI = .974; CFI = .969) with a chi-square/df ratio of 2.57. The instrument presented a high Cronbach alpha (α = .842), suggesting a strong internal consistency of the instrument. Sample items are presented in Table 2 .

Sample items from Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), developed by Quinn et al. ( 2020 ).

The analysis showed gains in critical thinking skills and indicated that changes were more prominent in skills than dispositions. All skills (interpretation, analysis, inference, explanation, self-regulation, and evaluation) obtained significant differences between the pretest and posttest, with p ≤ .0001 to all skills, plus the integrated critical thinking skills score was t = 9.705 and p ≤ .0001, which demonstrates strong significant difference between pre- and the posttest. Dispositions displayed no significant differences regarding the integrated score, but showed significant differences in reflection (t = 1.766, p = .079), open-mindedness (t = 2.636, p = .009), organization (t = 2.568, p = .011), and intrinsic goal motivation (t = 1.712, p = .088).

Based on the findings from the implementation of the blended apprenticeship curricula, the following guidelines were formulated for implementing Critical Thinking Blended Apprenticeship Curricula ( Payan-Carreira et al. 2023 ):

• Provide an explanation of the importance of critical thinking—Clearly communicate to students why critical thinking is a vital skill in today’s workforce and how it is valued in specific professions. Explicitly incorporate the development of critical thinking as an outcome of the course.
• Emphasize continuous and pervasive CT training—To achieve success, there should be a concerted effort across disciplinary curricula to foster students’ critical thinking skills and dispositions. Skills require training, and dispositions necessitate the internalization of desired attitudes. Therefore, sufficient time and a collaborative approach at the disciplinary level are necessary for consistent and significant progress.
• Allocate dedicated time—Building on the previous point, it is essential to allocate specific time within the course to work on the proposed critical thinking goals. Students and educators need to schedule activities and create opportunities for preparation, development, and feedback exchange. This ensures that the intervention leads to meaningful, lasting learning.
• Establish connections with real-world scenarios—Foster student engagement and improve their perception of learning experiences by incorporating case studies that reflect situations professionals encounter in their daily work. By grounding the learning content in reality, students are more likely to be motivated and actively participate in the educational process.

Foster reflection on CT skills and dispositions—Offer students the chance to reflect on their reasoning processes and the attitudes they have developed throughout their learning experiences. Encouraging reflective thinking enhances the effectiveness of learning interventions and helps cultivate a deeper understanding of one’s experiences.

These steps aim to guide educators in effectively implementing the critical thinking blended apprenticeship curricula while also maximizing the impact of critical thinking development in students.

The two European projects made a great start in integrating the skills that employers want employees to learn from university curricula, but the results are nonetheless provisional. There is not a clear agreement among participating universities regarding how best to teach critical thinking, nor any regarding its importance for future jobs. We urge that more work should be done to nurture critical thinking within university curricula in order to provide our current students—who represent the future of the workforce—the much-wanted job-proof skills they need.

5. European Recommendations and Good Practices

Critical thinking stands as a pivotal goal for European Higher Education Institutions. To facilitate the attainment of this objective, we present an educational protocol that draws from comprehensive research and practical experiences, including insights from the CRITHINKEDU project. This protocol amalgamates insights from both theoretical and empirical studies on critical thinking with practical strategies for its cultivation.

Recommendations go toward signing memorandums of understanding between universities and labor market organizations to cultivate strong partnerships ( Rebelo et al. 2023 ). Effective collaboration between universities and businesses is crucial in fostering critical thinking. This partnership thrives on the synergy that results when academic institutions and businesses combine their expertise, resources, and perspectives. Strategies such as aligning goals, fostering long-term commitment, and promoting a culture of collaboration can strengthen these partnerships and ensure that academic research is harmoniously aligned with real-world needs.

Another recommendation relates to the formulation of compelling goals . Accurate and transparent goals are fundamental to the successful implementation of university-industry collaborations to promote critical thinking. These goals must be clearly defined and easily understood at multiple levels, from the institutional to the program and course levels. Recognition of critical thinking as an overarching goal implies its integration into assessment and evaluation processes.

Another recommendation is to develop flexible curricula . To effectively foster critical thinking, curricula must demonstrate adaptability and responsiveness to emerging trends and market demands. The use of agile curriculum design methodologies and the involvement of business partners in curriculum development is of great value. Approaches such as problem-based and case-based learning facilitate rapid adaptation to evolving market needs, such as the use of AI-powered software to solve work tasks better and faster. Regular feedback mechanisms and ongoing collaboration with business partners ensure that curricula remain relevant and flexible.

Incorporating real-world challenges and case studies into curricula bridges the gap between academia and the business world, creating an environment that encourages experiential learning. The active involvement of business stakeholders in providing relevant challenges plays a key role. Students’ problem-solving skills are enhanced by shifting from traditional teaching methods to project-based, problem-based, or case-based learning. Engaging students through apprenticeships, internships, guest lectures, and seminars immerses them in authentic work environments and fosters their professional development.

Ongoing, multi-faceted evaluation is a cornerstone of the collaboration between higher education and the business community to cultivate critical thinking. Assessment includes measuring learners’ progress in critical thinking, the effectiveness of curricula, and the impact of partnerships through the use of key performance indicators.

Regarding how to implement a critical thinking curriculum, pedagogical research ( Elen et al. 2019 ) suggests that in the development of critical thinking, whether it is regarded as a skill, disposition, or a combination of both, three categories of supportive measures can be identified: modeling, induction, and declaration.

Modeling: Support the development of critical thinking skills by demonstrating what it means to think critically at the institutional, programmatic, and course levels, considering multiple perspectives and alternative viewpoints.

Induction: Support critical thinking development by provoking critical thinking through the presentation of open-ended questions, unstructured tasks, complex problems, and real-world issues. The exact nature of “induction” and how it is implemented may vary across fields and disciplines. Induction can be carried out in a variety of ways; for example, presenting unstructured problems, providing authentic tasks, encouraging constructive controversy, asking “why” questions, or encouraging student autonomy.

Explanation: Promote the development of critical thinking by articulating or explicitly stating what is at stake, what strategies can be used, and what criteria must be met. This explanation can take the form of oral or written communication and should always be explicit and specific. Declaring and making things explicit can be accomplished in a variety of ways, including using critical thinking rubrics, developing elaborate concept maps, providing feedback on critical thinking, and engaging in discussion and reflection on critical issues.

This integrated approach, encompassing university-business collaboration and an educational protocol, underscores the significance of critical thinking in higher education. It provides a structured framework for nurturing this essential skill by aligning objectives, fostering partnerships, adapting curricula, and implementing ongoing evaluation practices. In doing so, educational institutions are better poised to equip students with the critical thinking skills needed to thrive in a rapidly evolving world.

6. Concluding Remarks or Can Critical THINKING Save the World?

In summary, the dynamic interaction between universities, businesses, and the evolving technology landscape, including the rise of artificial intelligence (AI) and online technologies, underscore the critical need to nurture and develop students’ critical thinking skills. As we navigate the challenges posed by AI and the ever-expanding digital realm, collaborative efforts between academia and industry have proven to be instrumental in preparing students for the future job market.

Incorporating real-world experiences, such as apprenticeships, into the curriculum is an important step toward improving students’ critical thinking skills in real-world contexts. Projects such as “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS” have demonstrated the potential of these collaborations to bridge the gap between classroom learning and industry needs. In addition, the development of flexible curricula that can adapt to the evolving needs of the job market, especially considering online technologies, is essential. By integrating real-world challenges and case studies into the curriculum, students gain valuable problem-solving skills and are better prepared to navigate the complexities of the digital age.

Ongoing assessment and evaluation are critical components of this collaborative effort, ensuring that critical thinking remains a central focus and that students are making meaningful progress in acquiring this essential skill.

With the disruption of AI and the ubiquity of online technologies, the integration of critical thinking into higher education curricula is more important than ever. It enables students not only to thrive in a technology-driven world, but also to contribute to a rational, democratic, and globally interconnected society. The partnerships forged between universities and businesses, along with a well-defined educational protocol, provide a roadmap for cultivating these essential skills and preparing students for the challenges and opportunities of the future job market. The imperative to foster critical thinking in university curricula remains a fundamental step in equipping tomorrow’s workforce to navigate the complexities of an AI-influenced job market and a rapidly changing world.

Lilienfeld ( 2007, para. 3 ) said it well: “The greatest threat to the world is ideological fanaticism, by ideological fanaticism I mean the unshakeable conviction that one’s belief system and that of other in-group members is always right and righteous and that others’ belief systems are always wrong and wrong-headed”. Imagine a world where (most or even many) people use the skills of critical thinking. Just maybe, CT could save the world.

The job market will require a psychologically adaptable toolkit, and we propose that critical thinking is an essential component therein. The disruptions imposed by new technological advances such as AI will require students to learn new employable skills because we will need not just an engineer, but a critical thinking engineer; not just a programmer, but a critical thinking programmer; and not just a journalist, but a critical thinking journalist. The dignity of workers—their humanity and our collective survival—may well depend on CT, a very human creation.

Acknowledgments

We sincerely thank Dana Dunn, Moravian University, for comments on an earlier version of this manuscript.

Funding Statement

Daniela Dumitru received funding from European Commission/EACEA, through the ERASMUS+ Programme, “Critical Thinking for Successful Jobs—Think4Jobs” Project, with the reference number 2020-1-EL01-KA203-078797.

Author Contributions

Conceptualization, D.F.H. and D.D.; investigation, D.F.H. and D.D.; resources, D.F.H. and D.D.; writing—original draft preparation, D.F.H. and D.D.; writing—review and editing, D.F.H. and D.D. All authors have read and agreed to the published version of the manuscript.

Conflicts of Interest

The authors declare no conflict of interest.

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More From Forbes

Are high school graduates ready for college.

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High school students prepare for classes and what comes after graduation.

Graduates believe they are college ready. Evidence suggests many are not.

High school graduation season confronts us with a grim reality. Graduates generally have a collective illusion about their college readiness. Almost nine out of 10 2023 seniors (86%)—the class that started high school in the first year of the pandemic— report being “very” or “mostly” ready for college, according to American College Testing (ACT) research.

In reality, college readiness has declined for years, according to testing information from the two major standardized tests used for college admissions, the ACT and SAT . For example, the ACT reports that only one in five 2023 ACT test-taking graduates (21%) is ready to succeed in core college introductory classes. Their college readiness scores dropped for all four core subjects—reading, English, math, and science—with the composite score at a 32-year low .

Tragically, young people are told too often that the college pathway is the best way to prepare for a profitable career and adult success—regardless of whether they are ready for college. Thus, many borrow money to attend college but never complete a degree.

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In fact , four out of 10 undergraduates leave college without a degree. That ratio in the 2021-2022 academic year amounts to 40.4 million who attended college—and gone into debt—but earned no degree or other credential, according to the National Student Clearinghouse Research Center .

The some college, no credential student number is rising, up from 39 million the previous year. It represents 17.5% of U.S. residents 18 years of age or older, with racial and ethnic minorities predominating. And given the continuing declines in college readiness as measured by standardized test scores, it will only continue to worsen.

These two inconvenient facts—the ill-preparedness of many high school students and the increasing number of college dropouts—signal bad news for young people seeking opportunity. It is time to recognize that there are alternative and better ways to prepare young people for adult success, including apprenticeships and apprenticeship degrees.

Declining College Readiness

Public school educators agree that high schools are doing a mixed job, at best, of preparing students for college. For example, about half (47%) of high schools rate themselves as doing a very good or excellent job of preparing students for college, according to the National Center for Education Statistics. (NCES). That number drops to 30% for schools in high poverty neighborhoods and schools with fewer than 300 students.

There is evidence to support their point of view. Increasingly, when young people get to college, they confront an unexpected reality. They are required to take remedial courses. Enrollment in these developmental education programs , directed to students unprepared for college-level coursework, is skyrocketing.

In 2019-2020 , over six out of 10 (65.4%) first-year college undergraduates took a remedial course in math, while half (52.1%) took remedial courses in reading or writing, according to the most recent NCES data. Compare that to 2015-2016 , when 14% took a remedial course in math and 9% took courses in reading or writing.

High school grade inflation is one factor concealing—and probably contributing to—declining student readiness for college. An ACT analysis of grades given by teachers to high school students who took the ACT between 2010 and 2022 found that GPA increased every year in core subjects—even as standardized test scores for students were either stagnant or fell.

Grade inflation was especially acute for Black students and students from low and moderate family incomes. “While the findings are neither surprising nor controversial, they do indicate a persistent, systemic problem,” concludes the ACT report. Students enter college unprepared, partly because they have not received frank assessments of where they stand academically.

An NCES study of the high school transcripts of 2019 seniors compared to those of 2009 seniors produced similar findings in math. The typical 2019 graduate had higher average grades in math, though math test scores fell four to five points over that 10 year period on the National Assessment of Educational Progress, or NAEP, the Nation’s Report Card, depending upon the math curriculum the student took.

“We [continue] to see a rise in the number of seniors leaving high school without meeting any of the college readiness benchmarks, even as student GPAs continue to rise and students report that they feel prepared to be successful in college. The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career,” says Janet Godwin, CEO of the ACT, in an ACT press release .

There is no substitute for self-knowledge. If a student is not adequately prepared for college, educators must help them understand that fact and act to correct it. Good policy recommendations and practical advice abound on ways to better prepare high school students academically for college. For example, states can reform remedial education policy, including testing practices, instructional approaches, and student support services.

They can also continue to expand K-12 programs that create connections for high school students with colleges. Dual enrollment programs , for instance, allow high school students to take college level courses for both high school and college credit. Dual enrollment has a positive impact on several key outcomes, including high school graduation rates, college success, and college completion rates, according to research by the What Works Clearinghouse of the federal Institute for Education Sciences.

Additionally, states and school districts can build on their current efforts to overcome pandemic student learning loss—such as expanding programs for teachers to use high-quality instructional material and providing more academic support for students through high-dosage student tutoring . Finally, there are a host of sensible, hands-on actions that parents and schools can start doing with high school students today.

College preparedness is not “just going to happen.” It has to be intentionally pursued by parents and educators.

Thinking Outside The College Degree Box

There are also new ways to pursue pathways to employment and adult success other than the traditional high-school-to-college-degree direct pathway. For example, many Americans —including young people — support apprenticeships that combine paid, on-the-job learning with classroom instruction and award industry-recognized credentials.

These apprenticeships need not conflict with the traditional pursuit of a post-secondary degree. For example, a growing effort is underway to create apprenticeship degrees. The nonprofit National Center for the Apprenticeship Degree provides assistance to employers, educational institutions, and other organizations interested in creating an apprenticeship degree based on four tenets :

• The job comes first and is entry-level, frontline work.
• The workplace is the learning place, with half of the academic credit for a degree coming from on-the-job training and the other half from classroom instruction linked to the job.
• The job leads to a degree granted by an accredited two-year or four-year college.
• The learner is paid while they learn, gain experience, build a resume, and pursue a debt-free degree.

Another model is the Chicago Apprenticeship Network, which helps businesses establish apprenticeship programs. This public-private partnership began in 2017 with three founding companies. It now has more than 110 companies representing multiple industries.

Examples of programs include the Zurich Apprenticeship Program with Harper College, which is focused on claims and underwriting, and Walgreen’s Apprenticeship Program with City Colleges of Chicago, which is focused on retail management careers. Other education partners include College Lake County, General Assembly, and Arupe College of Loyola University.

Today, high school graduates are typically mistaken about their readiness to do college-level work. This collective illusion must be dispelled, and new systems of college preparation and support must be encouraged.

These new ways of thinking about the transition from high school to work also involve pathways other than the direct high school to college model. Earn-and-learn pathways like apprenticeships offer a promising approach for high school graduates and many others searching for ways to achieve adult success.

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Congrats to our 2024 Social Work Grads!

The mission of the School of Social Work is to provide professional social work education that inspires critical thinking and lifelong learning to students who will serve in diverse social work practice areas and roles, engage in collaborative research to contribute to the well-being of populations that are vulnerable and oppressed and advance social work knowledge, and strengthen our communities through meaningful partnerships. 

While we commend and celebrate all CHHS graduates, the following highlights our graduates and awardees at the BASW and MSW level. To view the full graduate list, please see the 2024 CHHS Commencement Program.  

School of Social Work Student Spotlight

Angela Dominguez is a person of many hobbies, interests and completely immersed herself in campus life during her time here at CSULB. She studied abroad through the School of Social Work program. She has been to Germany, London and Paris, and has many other travel sights set on her list. She is an avid concert goer, FUNKO Pop collector and loves the shows Friends, Grey’s Anatomy, Once Upon a Time, and Schitt’s Creek, to name a few. She has been a part of the Upward Bound program as an academic advisor and Project OCEAN as a Graduate Peer Educator. Angela has interned at the Orange County Department of Education, Los Angeles Department of Mental Health and Long Beach Child & Adolescent Program, to name a few. 

“I chose a career in human services before I even knew what human services was,” Angela says. “As a child, I enjoyed helping others, including my teachers and my classmates; however, I was a teenager when I decided I wanted to pursue ‘helping professions,’ especially wanting to work with women and children.” 

Angela’s decision to help others was a direct result of experiencing childhood and early-adult trauma herself. 

“I quickly learned there were resources all around me to help me succeed. Without the help of teachers, advisors, school counselors, social workers, victim advocates and many others, I would not be where I am today. My community is responsible for the strength and resilience I have developed over the years. I cannot think of a better way to honor the work of those who came before me than to give back to the communities that raised me.” 

One of the most impactful experiences during Angela’s time at CSULB was studying abroad in Germany. While in Germany, her passions were reinforced of wanting to help the underprivileged and underserved populations of society. 

“I hope to serve my community by continuing to break down the stigma associated with mental health, advocating for women’s rights, and finding creative ways to meet the needs of underserved populations.” 

Angela’s story of resilience and pushing herself through the Master in Social Work program, at a time when she was going through personal trials herself, is nothing short of inspiring. Angela says she found solitude in her CSULB community. 

“I was convinced I did not belong in this program. How was I supposed to help others when I could barely help myself?”

Angela remembers one particular Wednesday evening, when she arrived to class with the intention of telling her professor that she was quitting the program. Usually, Angela would arrive to Professor Colunga’s class with eagerness and engagement in class. 

“On this evening though, my professor could sense I was distraught and took an interest in my wellbeing. I could tell Prof. Colunga genuinely cared, so I told her all that I was going through. This woman was compassionate, empathetic and validating. She reminded me of my ‘why’ – my reason for deciding to pursue a master’s in social work in the first place.”

Adds Angela, “Looking back, I am really glad I chose to continue with the MSW program. I have met so many wonderful people in this program and found lifelong friends!” 

Outstanding Applied Social Work Projects

• Project Title -- Empowerment Pathways: Navigating Success for Formerly Incarcerated Students at CSULB 

( Instructor : Dr. Joanna Barreras)

• Rocio Becerra 
• Jessica Clinard-Allman
• Jessica Keys
• Brent Mayhew
• Wynn  Nguyen
• Project Title -- Increasing Positive Youth Engagement in George Washington Middle School

( Instructor : Dr. Jose Hurtado Reyes)

• Adriana Avalos 
• Yessica  Campos 
• Janet  Ceja-Garcia
• Jessica Chamorro
• Angela  Dominguez
• Project Title -- The Student Link: Fostering Campus Connection
• Skarlet  Castro
• Phoebe  Hanna
• Channell Holloway-Martin
• Judith Ibarra
• Kala James 
• Dominique Jefferson
• Brittany  Williams

School of Social Work 

Outstanding Thesis

Outstanding Thesis – Project

• Aarti Patel 
• Thesis Title : Mental Health Awareness, Support, and Linkage Assistance (MASALA): A Grant Project  
• Advisor – Dr. Molly Ranney 

Outstanding Thesis 

• Elizabeth Esquivel 
• Thesis Title: Bereavement Needs of Incarcerated Adults: A Qualitative Study

Graduate Student Honors

• Stephanie Amaya
• Liliana Barroso
• Ricardo De La Torre
• Elizabeth Esquivel
• Fatima Garcia
• Carolina Hernandez Lopez
• Stephanie Lezama
• Ricardo Lopez
• Maerie Grayce Morales
• Koritza Moreno
• David Moreno Guardado
• Grace Navarrete
• Dien Nguyen
• Wynn M. Nguyen 
• Rachel Margaret Reyes
• Bryan Sanchez
• Hannah Sjogren 
• Adriana White

Graduate Dean’s List Awards

• Parisa Esfahani
• Aracely Guerrero Estrada

School of Social Work ( BASW )

Outstanding Student Citation Award

Cristina Lopez

Kianna Reynante

Samantha Truax

Cristy Toscano

Ruby Garcia

Jessica Metlak

Savanna Hernandez

Van Kim Ngoc Pham

Angelica Mae Tan Sano