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Below
is an annotated list of selected publications and working papers by the principals of WolcottLynch.
- Wolcott, S. K. (2006, first draft). College
Faculty Handbook: Steps for Better Thinking. Introduces Steps
for Better Thinking and its theoretical underpinnings, offers suggestions
and examples for teaching critical thinking skills, and demonstrates
assessment of critical thinking using four rubrics. For a working
draft, send email request to
Susan K. Wolcott.
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Wolcott, S. K. (2005). Assessment of critical thinking. In T. G. Calderon
& K. D. Martell (Eds) Assessment of Student Learning in Business Schools:
Best Practices Each Step of the Way, Vol 1, No. 1. AACSB International and
Association for Institutional Research (AIR). Discusses the definition of
critical thinking and how the definition relates to assessment design.
Summarizes the strengths and weaknesses of different assessment methods for
critical thinking, and presents several examples of assessment rubrics.
- Eldenburg, L. E. and
S. K. Wolcott. (2005). Cost Management: Measuring,
Monitoring, and Motivating Performance. Newark, NJ: John Wiley &
Sons. Textbook for a junior or master-level cost accounting course.
Steps for Better Thinking is introduced in Chapter 1 and is used throughout
the textbook and instructor materials as a teaching and learning tool for
development of students' decision making skills.
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WolcottLynch Associates. (2003). Resource and Guidance materials for
American Institute of CPAs (AICPA) Educational Competency Assessment Web
Site. New York: AICPA. Includes a wide range of guidance
documents on assessment and competency development in an accounting
education context. For more information see the Library at
http://eca.aicpaservices.org/
(registration is free) or send email to
Susan K. Wolcott.
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Wolcott, S. K. and C. L. Lynch. (2002). Developing Critical Thinking
Skills: The Key to Professional Competencies. A faculty handbook and tool
kit. Sarasota, FL: American Accounting Association. The handbook
contained in this tool kit provides detailed guidance for using Steps for
Better Thinking in accounting education. Although it is designed for
accounting education, the guidance can easily be adapted to other
disciplines. Includes numerous assessment and assignment examples.
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Lynch, C. L. & Wolcott, S. K. (2001). Helping Your Students Develop
Critical Thinking Skills. IDEA Paper No. 37. Manhattan, KS: IDEA Center.
This paper provides a brief description of Steps for Better Thinking and its
theoretical underpinnings. A problem with this paper is that it
presents an earlier version of the model graphic, and some arrows became
clocks in the pdf conversion of the graphic. Otherwise, this paper is
a great introduction. Available:
http://www.idea.ksu.edu/papers/Idea_Paper_37.pdf
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Wolcott, S. K., Baril, C. P., Bayes, P. E., Cunningham, B. M., Fordham, D.
R., & St. Pierre, E. K. (2002). Critical thought on critical thinking
research. Journal of Accounting Education 20, pp. 85-103. Provides
recommendations for future research on critical thinking educational
interventions.
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Rama, D. V., S. Ravenscroft, S. K. Wolcott, and E. Zlotkowski. (2000).
Service-learning outcomes: Guidelines for educators and researchers.
Issues in Accounting Education 15(4, November), pp. 657-692. Comprehensive
review of empirical findings on student learning from college service
learning. Includes model and suggestions for future researchers.
- Wolcott, S. K.
(2000). A Brief Discussion of Moral Reasoning as Open-Ended Problem
Solving. Explores moral reasoning as a specific type of open-ended problem
solving. Click on the link to download in
pdf format.
- Wolcott, S. K., C.
P. Baril, and B. Cunningham. (2000). Towards a Developmental Approach to
Pedagogy in Accounting Education. Report of the 1999-2000 Committee on
Pedagogy, Teaching & Curriculum Section, American Accounting Association.
The report motivates a developmental approach to pedagogies and provides an
initial investigation of the developmental complexity of competencies
contained in the AICPA Core Competency Framework. Click on the link to
download in pdf
format.
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Lynch, C. L., J. Carter-Wells, and T. Chambers. (2000). Conceptually
Linking Outcomes for More Efficient Assessment Plans. Assessment Update
12(3, May-June), pp. 1-2, 14-15. Describes process used at Calif. State
Univ., Fullerton, to efficiently assess multiple student outcomes using
course-based written assignments.
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Wolcott, S. K. (1999). Developing and Assessing Critical Thinking and
Life-Long Learning Skills Through Student Self-Evaluations. Assessment
Update 11(4, July-August), pp. 4-5, 16. This paper describes a student
self-evaluation form and explains how to use the form in college
classrooms. A copy of the self-evaluation form can be downloaded under
Educator Resources.
- Lynch, C. L. and G. E.
Huber. (1998).
Assessing Diverse
Student Outcomes More Efficiently: An Example From Engineering Education.
Click on the link to download in
pdf format.
- Wolcott, S. K.
(1998).
MBA Student
Assumptions About Knowledge and Critical Thinking in the Classroom.
This working paper reports data from two sections of an MBA course and
provides recommendations for critical thinking development of MBA students.
Click on the link to download in
pdf format.
- Wolcott, S. K.
(1997).
Student Assumptions
About Knowledge and Critical Thinking in the Accounting Classroom. Explains
how students' assumptions about knowledge affect their responses to
classroom assignments and describes how professors can use information from
the reflective judgment model to work toward improvements in student
critical thinking. Click on the link to download in
pdf format.
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Wolcott, S. K., & Lynch, C. L. (1997). Critical thinking in the accounting
classroom: A reflective judgment developmental process perspective.
Accounting Education: A Journal of Theory, Practice and Research, 2(1),
59-78. Explains the usefulness of the reflective judgment model for
coursework design, and describes how to design and evaluate reflective
thinking essay assignments.
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Kitchener, K. S., Lynch, C. L., Fischer, K. W., & Wood, P. K. (1993).
Developmental range of reflective judgment: The effect of contextual support
and practice on developmental stage. Developmental Psychology, 29, 893-906.
Provides empirical evidence about the effects of support and practice on
students' assessed levels of reflective judgment.
For a
complete list of publications and working papers, see:
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WolcottLynch
