Vol 58 (3), Sept 2014

Abstract

 

This study sought to describe the critical thinking levels of students enrolled in an agriculture course at Texas A&M University that included a high-impact, domestic, experiential learning trip. Articulated learning statements of 25 undergraduate students enrolled in the course were reviewed using the DEAL Model critical thinking rubric to assess students’ levels of critical thinking. Students completed articulated learning statements in three categories: personal growth, academic enhancement and civic learning. Eleven standards were used to measure critical thinking: integration, relevance, accuracy, clarity, precision, writing, depth, breadth, logic, significance and fairness. Students’ critical thinking scores were considered good in the learning categories of academic enhancement and personal growth. In the learning category of civic learning, students’ critical thinking scores were considered slightly under-developed. In regard to the specific standards through which critical thinking was measured, writing was consistent as being one of the highest standards for each learning category. Student scores on the significance standard were considered good for the academic enhancement and personal growth learning categories, but were considered slightly underdeveloped for the civic learning category.