Center for Assessment & Improvement of Learning

Reports & Publications


Links to User Experiences and Perspectives on the CAT

Other Useful Links

Publications by CAT users

  • Bielefeldt, A. R., Paterson, K. G., & Swan, C. W. (2010). Measuring the value added from service learning in project-based engineering education. International Journal of Engineering Education, 26(3), 535-546.
  • Collins, D., Davis, D., & Garbarino, J. (2017, February). Learning-at-the-bench after-school program (LAB-ASP): Impacts of research experiences for students from low-resource backgrounds. Poster presented at the National Institute for Mathematical and Biological Synthesis (NIMBioS), Knoxville, TN.
  • Gasper, B., Minchella, D., Weaver, G., Csonka, L., & Gardner, S. (2012). Adapting to Osmotic Stress and the Process of Science. Science, 335(6076), 1590-1591.
  • Grant, M., Smith, M. (2018). Quantifying assessment of undergraduate critical thinking. Journal of College Teaching & Learning, 15(1), 27-38.
  • Grove, K., Dekens, P. S., & Dempsey, D. P. (2012, December). Sustaining professional development gains after the NSF-CCLI grant ends. In AGU Fall Meeting Abstracts (Vol. 1, p. 0728).
  • Partlow-Lefevre, S. T. (2012). Arguing for Debate: Introducing Key Components for Assessment of Intercollegiate Debate Programs. Contemporary Argumentation & Debate, 33.
  • Shannon, L. and Bennett, J. (2012). A Case Study: Applying Critical Thinking Skills to Computer Science and Technology. Information Systems Educational Journal, 10(4), 41-48.
  • Frisch, J., Jackson, P., & Murray, M. (2013). WikiED: Using web 2.0 tools to teach content and critical thinking. Journal of College Science Teaching, 43(1), 70-80.
  • Gasper, B., & Gardner, S. (2013). Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking. Journal of Microbiology & Biology Education, 14(1).
  • Gill, T. G., & Ritzhaupt, A. D. (2013). Systematically evaluating the effectiveness of an information systems capstone course: Implications for practice. Journal of Information Technology Education: Research, 12(1), 69-94.
  • Goldsmith, R. E. (2013). Encouraging Critical Thinking Skills among College Students. The Exchange, 2(2).
  • Gottesman, A., & Hoskins, S. (2013). CREATE Cornerstone: Introduction to Scientific Thinking, a new course for STEM-interested freshmen, demystifies scientific thinking through analysis of scientific literature. CBE-Life Sciences Education, 12(1), 59-72.
  • Heft, I., & Scharff, L. (2017). Aligning best practices to develop targeted critical thinking skills and habits. Journal of the Scholarship of Teaching and Learning, 17(3), 48-67. doi:
  • Hudson, T., & Sipes, S. M. (2014). Developing Critical Thinking Skills in a Mixed-Signal Test and Product Engineering Course Paper presented at 2014 ASEE Annual Conference, Indianapolis, Indiana.
  • Primm, T., Rowe, M., Gillespie, M., Rose, L., & Shannon, L. (2013). Extraordinary Claims: An Innovative Approach to Engage Student Interest and Enhance Critical Thinking Skills in General Education Science Courses. Tested Studies for Laboratory Teaching (ABLE Proceedings, volume 33).
  • Jones, S., Harrington, K., & Scharff, L., (2013). An integrated effort to develop and assess critical thinking skills. Paper presented at the NCA Higher Learning Commission Annual Conference, Chicago.
  • Wertz, R., Saragih, A., Fosmire, M., Purzer, S., & Van Epps, A. (2013). An evaluation of the Critical Engineering Literacy Test (CELT) Instrument through Item Analysis and Comparison to the Critical Assessment Test (CAT). Conference Paper Illinois/Indiana - ASEE Section Conference (Angola, IN).
  • Weatheron, Y., Mattingly, S., Kruzic, A., Frost, H., & Rahman, Z. (2014, June). Critical Thinking in the Curriculum: Making Better Decisions. In 121st ASEE Annual Conference and Exposition June 15-18, 2014.
  • Perry, D. K., Retallick, M. S., & Paulsen, T. H. (2014). A critical thinking benchmark for a department of agricultural education and studies. Journal of Agricultural Education ,55(5), 207.
  • Schneider, K., Bickel, A., & Morrison-Shetlar,A. (2014). Planning and Implementing a Comprehensive Student-Centered Research Program for First-Year STEM Undergraduates. Journal of College Science Teaching, 44(3), 37-43.
  • Alvarez, C., Taylor, K., & Rauseo, N. (2015). Creating Thoughtful Salespeople: Experiential Learning to Improve Critical Thinking Skills. Traditional and Online Sales Education. Marketing Education Review, 25(3), 233-243.
  • Carson, S. (2015). Targeting critical thinking skills in first year undergraduate research course. Journal of Microbiology & Biology Education, 16(2), 148-156.
  • Gavin, K., & Perry, D. K. (2015, May). Utilizing Competing Narratives to Increase Critical Thinking Abilities. In American Association for Agricultural Education Annual Conference May 19-22, 2015 (p. 326).
  • Kaupp, J., Simper, N., & Frank, B. (2015). Triangulated authentic assessment in the HEQCO Learning Outcomes Assessment Consortium. Proceedings of the Canadian Engineering Education Association .
  • Perry, D. K., Paulsen, T. H., & Retallick, M. S. (2015). The impact of a capstone farm management course on critical thinking abilities. Journal of Agricultural Education ,56(2), 13-26.
  • Rowe, M., Gillespie, M., Harris, K., Koether, S., Shannon, L. & Rose, L. (2015). Redesigning a general education science course to promote critical thinking. CBE-Life Sciences Education, 14(3).
  • Basha, S., Drane, D., & Light, G. (2016). Adapting the Critical Thinking Assessment Test for Palestinian Universities. Journal of Education and Learning ,5(2), 60.
  • Ransdell, M. (2016). Design process rubrics: Identifying and enhancing critical thinking in creative problem solving. In Proceedings of the Interior Design Educators Council Conference.
  • Thompson, M., & Jung, I. (2016). Making the Global Local: Twenty Years at Miyazaki International College, Japan. In Liberal Arts Education and Colleges in East Asia (pp. 63-73). Springer Singapore.
  • Mork, C. M., & Howard, A. M. An Investigation into Active Learning at MIC: A Beginning and the Way Forward. 比較文化= Comparative culture, The Journal of Miyazaki International College, 20, 67-86.
  • Al-Mazroa, S., Retallick, Michael, Miller, Gregory, & Skaar, Brad. (2017). Assessment of Critical Thinking Skills in Undergraduate Animal Science Students and Curriculum, ProQuest Dissertations and Theses. 
  • Gao, M. (2015). Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course. Education Journal, 4(4), 182.
  • Styers, M. L., Van Zandt, P. A., & Hayden, K. L. (2018). Active learning in flipped life science courses promotes development of critical thinking skills. CBE-Life Sciences Education, 17(3).
  • Chase, A., Clancy, H., Lachance, R., Mathison, B., Chiu, M., & Weaver, G. (2016). Improving critical thinking via authenticity: The CASPiE research experience in a military academy chemistry course. Chemistry Education Research and Practice, 18(1). DOI: 10.1039/C6RP00171H. 
  • Woodley, S.K., Freeman, P.E., & Ricketts, T.D. (2019). Combining novel research and community engaged learning in an undergraduate physiology laboratory course. Advances in Physiology Education, 43,  110-120.

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