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Clemson University's Quality Enhanement Plan (QEP) is designed to assist undergraduates in the development of their critical thinking skills. Paul et al. (1997) found that professors indicate that they value critical thinking as important, explicit, and achieved in their students, but faculty also are vague and confusing in their open-ended descriptions of the conceptual and practical components of critical thinking instruction in the classroom. The purpose of the current study was to assess student views of the "a typical professor's views" and student's "own personal views" using modified versions of the survey items that Paul et al. (1997) employed. Students (n = 139) completed two eleven-item surveys; one framed a typical professor's view and the other framed the student's personal views of critical thinking. Students do not rate "a typical professor" as valuing critical thinking as important explicit and achieved in their students.