Why complete thinkDIAGNOSTIC?

In this short introduction, each student selects an introductory video from a variety of student-created options. Videos point to different motivations students might have to take the module, including the motivation to: find college success, have a productive civic life, attend graduate school, gain employment, and more.

Following the introductory videos, each student takes a short diagnostic assessment that will help university leaders gauge entering students’ critical thinking skills.

Through animated video and a short, reflective self-assessment, students practice critical thinking by working through a Classic Game: The Monty Hall Problem.

Students leave part 1 having reflected on their confidence in argumentative reasoning.

In the latter half of part 2, students use a visual method to assess the reasons that motivated their moves in the game. This lesson drives home a key skill: the ability to identify faulty reasoning in our own arguments and change our minds accordingly.

A video and short set of practice exercises help students dissect arguments visually into their component parts: reasons and conclusions.

A short conclusion summarizes the skills students have surveyed, and motivate future critical thinking development throughout their college years. Students finish the module with a short survey asking about their experience in thinkDIAGNOSTIC.