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This study tests the effectiveness of assertiveness training in increasing the level of women's participation in a small

In this chapter critical thinking is assessed using two critical thinking learning outcomes that were required for the State University of New York’s General Education program. System-wide, an initiative was implemented that took into account national debates about standardized and course embedded evaluation. As part of this process faculty developed a rubric that delineated the criteria for rating critical thinking on a four-point scale. Components of the rubric were integrated into the curriculum of a Psychology of Adulthood and Aging course and used to formulate study questions. Feedback to students and the modification of curriculum and evaluation measures was ongoing. Pre-tests and post-tests scored with the rubric provided data on learning.

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