This project explores how faculty explicitly facilitate the development of critical thinking skills in a graduate level speech-language pathology program. Explicit instruction on critical thinking in Communication Sciences and Disorders (CSD) curricula have been identified as necessary (Finn, Brundage, & DiLollo, 2016). Between pre- and post-tests, the author engaged students in critical thinking activities, explicitly describing them, following up with reflection using Bloom’s Taxonomy (Anderson & Krathwohl, 2001). Outcomes data are currently under review. Group comparisons will be conducted via paired sample t-tests. Four themes emerged related to evidence-based practice.
