Facilitating Critical Thinking In An Introduction To Business Freshman Course

Abstract

The current article presents an example of the development, implementation, and evaluation of a teaching intervention intended to facilitate student critical thinking through the integration of knowledge in an introductory business course. The intervention is grounded in the scholarship of teaching and learning literature. A discussion of the initial evaluation of the impact of the intervention on student learning is presented and directions for future research on the effectiveness of the intervention are discussed.