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New Web technology allows for the design of traditionally lecture-centered humanities courses by fostering active learning and engaging students as producers of learning content. The article presents the experiences with a student-generated wiki for a Germanic Mythology course. Evaluations indicated an overwhelmingly positive student experience with the course wiki. [ABSTRACT FROM AUTHOR]

A problem-solving template enables a methodology of instruction that integrates aspects of both sequencing and conceptual learning. It is designed to enhance critical-thinking skills when used within the framework of a learner-centered approach to teaching, where regular, thorough assessments of student learning are key components of the curriculum. [ABSTRACT FROM AUTHOR]

Six online postings and six one-minute papers were added to an introductory first-year class, forming 5 percent of the final grade, but represented significant intervention in class functioning and amount of active learning. Active learning produced results in student performance beyond the percentage of the final grade it constituted. [ABSTRACT FROM AUTHOR]

Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the curriculum. [ABSTRACT FROM AUTHOR]

The article reports on the schoolteachers facilitating the students regarding critical thinking (CT) skills. According to the author, facilitating the development of CT in the elite school is a set of potent and complementary elements operating through the school's intellectual ethos. It says that in many classrooms a teacher-centered approach prevails, as authoritative personality transmitting knowledge to passive receivers. The move will make students as a receptacle to be filled by the narrative content of the teachers that leads to a mechanistic way of thinking. Furthermore, students at the elite colleges reach a more complex and refined understanding of things by embracing with the controversies, contradictions, and multiple viewpoints that surround the knowledge base of a subject.

The article discusses the significance of critical thinking (CT) to the students' lives. It notes that CT skills of the students are very important for their further development, not only in the classroom but also as a lifelong skill. The authors encouraged the general education course directors and program administrators to explore actively, develop, and implement assessment measures particularly, CT assessment efforts in a consistent basis to prove that curriculum changes and instructional methods are effective. Moreover, students must be encouraged to become active critical thinkers who ask questions, take risks, critique evidence, and learned through the process.