Aspired Cognitive Level of Instruction, Assessed Cognitive Level of Instruction and Attitude Toward Teaching at Higher Cognitive Levels

The power to think and solve problems should be the student outcome desired by professors. To accomplish that goal educators are encouraged to design courses and programs that produce “educated persons”, defmed in the Interim Report of the Special eview as the ability to write and speak, read and listen, and the ability to engage in careful logical thinking and critical analysis (Reagan et al., 1987). Many educators agree with Meyers (1986) who wrote, “It is increasingly important that students master the thinking and reasoning skills they need to process and use the wealth of information that is readily at hand..,. " (p. xii). American educators, however, have not been singled-out as exemplary models for teaching thinking. “Traditionally, instruction in how to think has been a neglected component in American education ” (Halpem, 1984. p. ix). McKeachie contends that, “Everyone agrees that students learn in college, but whether they learn to think is more controversial ” (Joscelyn. 1988). In teaching thinking, a discrepancy exists between what theorists believe “is ” happening in college classrooms and what Reagan (1987) and others suggest “ought to be ” happening in college classrooms