This project sought to focus on elements of critical thinking and reflective judgement specific to the college classroom experience using the Reflective Judgment (RJ) Model developed by P. M. King and K. M. Strohm-Kitchener. The project included an exploration of college instructors' assumptions and beliefs about college students, and an invitation to college faculty to employ classroom strategies based on the RJ model. The RJ model describes a sequence of steps and stages that individuals employ in their response to ill-structured problems with answers becoming increasingly sophisticated with progression along the steps. In the final stages students see knowledge as a synthesis of perspectives with truth construed as a tentative judgement based on existing evidence. A qualitative study examined the epistemic orientations and assumptions about college students' reasoning of seven faculty members. It found that participants tended to underestimate the sophistication of personal epistemologies maintained by "typical" students in their programs. Chapter 1 contains an introductory essay on critical thinking and the project. Chapter 2 contains the faculty study, titled "Professors' Beliefs and Assumptions Regarding Reasoning Abilities of College Students" (by Geoffrey Scheurman). Chapter 3 contains descriptions of three faculty projects: "Teaching Ethics to Counselors Through Short Fiction and Essays" (Tom Russo); "Investigating and Analyzing Interest Groups" (Steven Leubke); and "Constructivist Strategies for Promoting Reflective Judgment in an Educational Psychology Course" (Geoffrey Scheurman). (Contains 27 references.) (JB)