Undergraduate Critical-Thinking Development: Permitted, Prompted, or Pushed?

MARK D. HALX (PhD, The University of Texas at Austin) is a visiting assistant professor and academic success coordinator at Illinois Wesleyan University. He is currently living in Bloomington, Illinois. Halx has worked in educational research for more than fifteen years. His research interests include critical education, critical thinking, secondary and higher education student development, and qualitative research methods. Halx is the author of several journal articles and book chapters. He has presented his research at several national and international conferences. His current research activity seeks to advance empowering students via a more critical pedagogy.

L. EARLE REYBOLD (PhD, University of Georgia) is professor of qualitative research at George Mason University and serves as affiliate faculty with the Women and Gender Studies Program and the Higher Education Program. Her research agenda explores faculty identity, epistemology, and disability, as well as qualitative research methods. Reybold has published nearly fourty journal articles that span adult and higher education, career development, and qualitative inquiry. In addition, she has co-edited two books and co-authored a book chapter; and she has presented more than seventy papers at national and international conferences.