Schoolcraft College, Core Abilities Resource Guide: Demonstrate Creative and Critical Thinking

Students demonstrate the Creative and Critical Thinking Core Ability by:

• Analyzing and interpreting problems(s) or issue(s). 
• Generating a creative idea or solution. 
• Evaluating multiple approaches to achieve goal of the assignment.

Larson, B. Z., Moser, C., Caza, A., Muehlfeld, K., & Colombo, L. A. (2024). From the editors: critical thinking in the age of generative AI. Academy of Management Learning & Education, 23(3), 373– 378 https://doi.org/10.5465/amle.2024.0338

The authors advocate for heightened emphasis on critical thinking within management education, particularly in response to the increased utilization of generative artificial intelligence (GenAI). They outline two primary conceptualizations of critical thinking: one focusing on avoiding cognitive biases and objective analysis and the other on questioning assumptions and exploring alternative perspectives. The piece underscores the necessity for educators to adapt teaching methodologies to cultivate these skills, ensuring that students can effectively navigate the complexities introduced by GenAI technologies. The article highlights the dual role of GenAI as both a tool and a challenge in management education. It emphasizes the importance of developing students' critical thinking skills to navigate the opportunities and risks presented by advanced AI technologies. The authors call for educators to reassess and adapt their teaching strategies to prepare students better for a landscape increasingly influenced by GenAI.

Paul, J. A., Sinha, M., & Cochran, J. D. (2023). Instruments to assess students’ critical thinking—A qualitative approach. Decision Sciences Journal of Innovative Education, 21(3), 123-143. https://doi.org/10.1111/dsji.12295 

This study introduces two qualitative instruments—a written essay and an open-ended group discussion—to assess undergraduate business students’ critical thinking (CT) skills. Implemented at a large public university, the instruments focus on digital topics like internet access and social media, chosen for their complexity and relevance across disciplines. Qualitative analysis using NVivo software demonstrated the instruments' effectiveness, revealing that high-quality responses correlated with higher grades. Content analysis identified overarching themes aligning with the three dimensions of social justice theory: distributive, procedural, and interactional justice. The study provides excerpts of student responses as evidence of critical thinking and suggests that educators can adapt these instruments to assess and enhance students' CT skills.

Angela Johnson, PT Quality Management Faculty

ajohnson@schoolcraft.edu