VIRTUAL New Schools of Thought

Abstract

Higher Education programmes do not always explicitly teach Critical Thinking (CT), often hoping for students to pick up these skills as they go. Evidence, however, suggests that CT needs to be explicitly taught within a specific context from which it can subsequently be transferred to other fields. To address this issue, our Immunology MSc programme has created a long-thin Critical Thinking and Identity (CTI) module using an explicit and situated CT teaching method1. CTI relies on a four-step theoretical model for teaching students CT1: (1) old-timer’s insight, (2) instructions and skills practice, (3) transfer opportunities, and (4) learning monitoring. CTI strongly focuses on developing professional identity via authentic learning to prepare students for life past their postgraduate taught study. It is assessed through consistent and holistic personal formative and summative reflection on CT development throughout the postgraduate year. The CTI module has been much more impactful and insightful than predicted. We have observed student engagement with reflection in their research project to be critical to enhancing their resilience for the unanticipated pandemic circumstances. CTI students regularly reviewed their progress according to various CT ‘skills and dispositions’2, of which ‘perseverance’ was strongly suggested by students to be a significantly developed disposition. Finally, we have established that our CTI students demonstrate metacognitive strategies leading to life-long learning and develop identity values shared with the STEM community. 1. Halpern, D.F., (1998) Teaching Critical Thinking for Transfer Across Domains. American Psychologist. 53(4), pp449-455. 2. Davies, M. & Barnett, R. (2015) The Palgrave Handbook of Critical Thinking in Higher Education. Davies M. & Barnett R. (eds.). Palgrave Macmillan, New York, US.