Promoting Critical Thinking through an Interdisciplinary Study Abroad Program.

AbstractThis paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches - theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was accomplished through carefully selected site visits, activities, and assignments. Students' experiences, reflections, and applications were assessed through formative and summative evaluation.Keywords: Critical thinking; study abroad; interdisciplinary curriculum; cultural immersionCritical thinking is a subject of much discussion and debate in higher education (Petress, 2004). It is highly desirable for employment in the current marketplace. Casserly (2012) identifies critical thinking skills as one of the top ten most in-demand skills for employment in 2013 and found critical thinking as required for nine out of the ten most in-demand jobs. Critical thinking is the process that leads to improvement in the quality of one's thinking by the thinker skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them (Paul & Elder, 1999). Critical thinking is, "in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking, which requires rigorous standards of excellence and mindful command of their use" (Paul & Elder, 1999, p. 2).The research on critical thinking in higher education can be broadly categorized into two areas: i) perceived need for a consistent and precise definition; and ii) pedagogical approaches used to promote critical thinking (Lloyd & Bahr, 2010). The latter is accomplished either through standalone courses or integrated into preexisting courses that are part of general academic programs. While there is much debate about what constitutes critical thinking, it is often thought of as having three components involving a person's knowledge, attitude, and skills. The combination of rigorous academic coursework combined with a carefully crafted study abroad experience with clear objectives can enhance critical thinking through global understanding, cultural competency, and intellectual development.There are at least two approaches, multi-disciplinary and interdisciplinary, to promote critical thinking skills among learners. The multidisciplinary approach emphasizes teaching across more than two subject areas or disciplines. It helps learners to make connections among disciplines and empowers them to address issues where a single disciplinary perspective may not provide feasible and effective solutions (Longa & Yost, 2007). In contrast, Rowntree (1982, p. 135) defined interdisciplinary approach as "one in which two or more disciplines are brought together, preferably in such a way that the disciplines interact with one another and have some effect on one another's perspectives." Ivanitskaya et al. (2002, p, 108) stated that the teaching and learning for this approach "focuses on the methodologies, interpretive tools, and language of several disciplines on a central problem, issue, or theme."The purpose of this paper is three-fold: i) to explain the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty and multicultural perspectives; ii) to describe the implementation of an experiential study abroad program in China to promote critical thinking; and iii) to provide a framework to promote critical thinking through an interdisciplinary approach in a study abroad program. …