Cognitive theorists have demonstrated that students, like adults, learn best when they are meaningfully engaged in their own learning by exploring and manipulating information, synthesizing and explaining ideas, generating and testing hypotheses and arriving at new understandings. This indicator examines the type of instruction that facilitates “higher order thinking", such as learning for understanding which can occur in collaborative contexts including such practices as: substantive discussions with instructors or peers where students must explain their reasoning, challenging small group work and hands on projects.

1. Regardless of teaching style or methodologies, to what extent is instruction helping students develop in-depth knowledge of the topic and the ability to think critically and share information?
   
   
2. To what extent are the instructional strategies directed towards the teaching of conceptual understanding rather than mere memorization and recitation of isolated facts?