This paper examines the meaning and enactment of critical thinking for engineering and humanities undergraduate students. We address the following research question: What are the similarities and differences between humanities and engineering students in their perceptions and enactment of critical thinking? Semi-structured interviews were conducted with four to five undergraduate Materials Science & Engineering and English students. Interviews were analyzed using thematic analysis. English and Materials Science & Engineering students differed in the specific way critical thinking was viewed. A major theme that arose for engineering students was that critical thinking was often similar or equivalent to problem solving. However, English students saw critical thinking as a way of forming opinions, forming and defending an argument, and making connections. Common themes for both groups included aspects such as broadening ideas, needing deeper understanding, and needing reflection and metacognition. Both groups utilized the concepts common throughout their major classes as the physical representation of critical thinking. The embodiment of course concepts as critical thinking may be supported by the idea of engineering identity and self-efficacy. Students may choose engineering, and stick to it, because they relate to the concepts and to how engineers think. However, faculty may influence how students in either discipline comprehend the meaning of critical thinking. Thus, critical thinking style may be considered a part of engineering identity or may be influenced by faculty.
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