The literature continues to suggest that students often lack critical-thinking skills as they enter college and upon graduation. Barry University faculty in the Schools of Education and Arts & Sciences, respectively, created a one-credit supplemental instruction course that focused on student-centered learning strategies vis-à-vis the adoption of a critical literacy stance. Paul and Elder’s (2006) conceptual framework for a “critical approach” to teaching served as a guide for course development. The presenters will share findings from the research study conducted on this project, and participants will be engaged in a hands-on learning platform.
Keywords: critical literacy, critical thinking, student-centered learning, teaching methods, teaching philosophy