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Today’s learners need support in not only developing capacity for a global mindset, but also for thinking critically about the world. Employers are seeking graduates who can enter the workforce prepared to work within agriculture with the ability to understand its complexities. Higher education institutions have been called upon to provide this to students and faculty are often charged with this responsibility. However, faculty are often unprepared to provide this level of instruction and need support in order to foster this in the classroom. Student participants in this study were exposed to scenarios, which are a tool used to provide multiple perspectives and outcomes to real-life scenarios. Faculty used the scenarios to complement course instruction with respect to the impacts of climate change on food security and hunger. Using Facione’s (1990) framework for critical thinking skill, statements submitted by students both prior to the scenario and post were analyzed. It was found that while students demonstrated critical thinking in both the pre and post, the post statements were much richer, in-depth, and thoughtful in how critical thinking was demonstrated. This showed that faculty support, combined with innovative teaching methods, like scenarios, will encourage students’ building of capacity for critical thinking.

Critical thinking perspectives of undergraduate students: How they think about climate change impacts on global food security and hunger