DOI: https://doi.org/10.64010/GOLP1920 Abstract This paper examines the literature on the creation of new classroom knowledge in higher education. Amongthe stakeholders identified, faculty members surfaced as a key force for meeting student-centric knowledge-creation needs. Global feedback from other stakeholders, employers, reveals a problem: students graduating from college lack competencies required for

Read Full ArticleLeveraging the Heterogeneity of Critical Thinking: Creating New Classroom Knowledge