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nd the various trajectories of CT development and to generate credible evidence to inform policies, programs, and practices –while also strengthening its standing among its various stakeholders. We argue that, despite a number of challenges, it is feasible to design and implement a comprehensive, longitudinal study of the development of CT (and related constructs). Although CT is an important learning objective at all colleges, it has special resonance for schools and programs that aim to provide a liberal education. For various reasons we propose that the initial study be conducted within a particular subset of such institutions; namely, a sample of American Jesuit colleges and universities. We discuss a number of technical issues germane to such a study, as well as the advantages and disadvantages of our preferred choice of an institutional sample.Key words: 21st century skills; critical thinking; learning outcomes assessment; liberal education; Jesuit higher educationRESUMENRecientemente, la educación superior en Estados Unidos ha recibido bastantes críticas por no preparar de manera adecuada a los estudiantes para “el mundo real”. Existe evidencia empírica sustancial (p.ej., Arum & Roksa, 2011) de que muchos estudiantes se gradúan con un nivel limitado de dominio de destrezas del siglo XXI claves, como el Pensamiento Crítico (PC). A pesar de su importancia para el logro del progreso personal y del éxitoprofesional, sorprendentemente, hay muy poca investigación rigurosa sobre el desarrollo del PC durante la etapa de pregrado. Creemos que esta es una oportunidad perdida en el campo de la educación superior para comprender las variadas trayectorias de desarrollo del PC y para generar evidencia creíble que informe políticas, programas y prácticas profesionales al tiempo que se fortalece el estatus del PC entre los varios interesados en este tema. Sostenemos que, a pesar de los múltiples retos involucrados, es factible diseñar e implementar un estudio longitudinal amplio sobre el desarrollo del PC (y de otros constructos relacionados). Aunque el PC es un objetivo de aprendizaje importante en todas las instituciones de educación superior, tiene una resonancia especial para las instituciones y programas que apuntan a brindar educación liberal. Proponemos que, por varias razones, el estudio inicial debe conducirse en un subconjunto particular de instituciones; a saber, una muestra de instituciones de educación superior Jesuita en los Estados Unidos. Discutimos varios asuntos técnicos relevantes a tal estudio, así como las ventajas y desventajas asociadas a nuestra opción preferida de muestra de instituciones
n recent years, U.S. higher education has received much criticism for inadequately preparing students for the ‘real world.’ There is substantial empirical evidence (e.g., Arum & Roksa, 2011) that many students graduate with limited proficiency in key 21st century skills such as critical thinking (CT). Despite its importance in achieving personal advancement and professional success, there has been surprisingly little rigorous research on the development of CT during the undergraduate years. We believe this is a missed opportunity for higher education to better understand the various trajectories of CT development and to generate credible evidence to inform policies, programs, and practices –while also strengthening its standing among its various stakeholders. We argue that, despite a number of challenges, it is feasible to design and implement a comprehensive, longitudinal study of the development of CT (and related constructs). Although CT is an important learning objective at all colleges, it has special resonance for schools and programs that aim to provide a liberal education. For various reasons we propose that the initial study be conducted within a particular subset of such institutions; namely, a sample of American Jesuit colleges and universities. We discuss a number of technical issues germane to such a study, as well as the advantages and disadvantages of our preferred choice of an institutional sample
