Facilitating Critical Thinking In An Introduction To Business Freshman Course

Cynthia M. Newman


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.

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