1. Critical Thinking for Professional Success
Susan K. Wolcott, PhD, CPA, CMA
WolcottLynch and CPA Canada
CTLA
August 6, 2017

2. Quiz to Focus on OUR current beliefs
Susan K. Wolcott, CTLA, August 6, 2017 (

3. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Which is the MOST important CT learning opportunity for a typical undergraduate Introductory accounting student?
For a particular business context:
Recognize accounting uncertainties (i.e., imperfect or unknown information)
Interpret accounting #’s (e.g., ratios)
Analyze pros and cons of acctg methods
Recommend an acctg assumption after thorough analysis of alternatives
Susan K. Wolcott, CTLA, August 6, 2017 (

4. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Which is the MOST important CT learning opportunity for a typical undergraduate Intermediate II accounting student?
For a particular business context:
Recognize accounting uncertainties (i.e., imperfect or unknown information)
Interpret accounting #’s (e.g., ratios)
Analyze pros and cons of acctg methods
Recommend an acctg assumption after thorough analysis of alternatives
Susan K. Wolcott, CTLA, August 6, 2017 (

5. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Which is the MOST important CT learning opportunity for a typical accounting student at the end of 150 hours?
For a particular business context:
Recognize accounting uncertainties (i.e., imperfect or unknown information)
Interpret accounting #’s (e.g., ratios)
Analyze pros and cons of acctg methods
Recommend an acctg assumption after thorough analysis of alternatives
Susan K. Wolcott, CTLA, August 6, 2017 (

6. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Confused Fact-Finder
Typical Undergraduate Introductory Accounting Student
Cartoon omitted in this file due to copyright license restrictions
For a description of this pattern of thinking, see YouTube channel: WolcottLynch
Susan K. Wolcott, CTLA, August 6, 2017 (

7. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Biased Jumper
Typical Undergraduate Intermediate II Accounting Student
Cartoon omitted in this file due to copyright license restrictions
For a description of this pattern of thinking, see YouTube channel: WolcottLynch
Susan K. Wolcott, CTLA, August 6, 2017 (

8. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Perpetual Analyzer
Typical Accounting Student at the End of 150 Hours
(Maybe…)
Cartoon omitted in this file due to copyright license restrictions
For a description of this pattern of thinking, see YouTube channel: WolcottLynch
Susan K. Wolcott, CTLA, August 6, 2017 (

9. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Accounting Student Performance (End of Undergraduate Program, Western Canada)
0 = Confused Fact-Finder
1 = Biased Jumper
2 = Perpetual Analyzer
Susan K. Wolcott, CTLA, August 6, 2017 (

10. So, What Do We Do? Identify Desired Skills Assess Student Skills
Focus on BUILDING Skills
Teach Students a CT Model
Practice, Practice, Practice
Susan K. Wolcott, CTLA, August 6, 2017 (

11. Examples of CRITICAL THINKING Models FOR ACCOUNTING
This Photo by Unknown Author is licensed under CC BY-SA
Examples of CRITICAL THINKING Models FOR ACCOUNTING
Susan K. Wolcott, CTLA, August 6, 2017 (

12. A Skill Development Model: Steps for Better Thinking
Based on King & Kitchener’s reflective judgment model and Fischer’s Dynamic Skill Theory Downloadable at See YouTube channel: WolcottLynch
Susan K. Wolcott, CTLA, August 6, 2017 (

13. EY: The Professional Judgment Framework
Can be downloaded at:
Susan K. Wolcott, CTLA, August 6, 2017 (

14. KPMG: Professional Judgment Framework
Sign up for KPMG resources at:
Susan K. Wolcott, CTLA, August 6, 2017 (

15. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
CPA Canada
Model and resources downloadable at:
Susan K. Wolcott, CTLA, August 6, 2017 (

16. The CPA Way: Video Example
Model and resources downloadable at:
Susan K. Wolcott, CTLA, August 6, 2017 (

17. The CPA Way: Document Example
Model and resources downloadable at:
Susan K. Wolcott, CTLA, August 6, 2017 (

18. Simplified Classroom Model
Contact Susan Wolcott for a faculty handbook working draft (PDF), which includes this model in an appendix
Susan K. Wolcott, CTLA, August 6, 2017 (

19. How Do These Models Relate to the 2018 CPA Exam?
This Photo by Unknown Author is licensed under CC BY-NC-SA
How Do These Models Relate to the 2018 CPA Exam?
Susan K. Wolcott, CTLA, August 6, 2017 (

20. Critical Thinking on the 2018 CPA Exam
See blueprint and other information at:
Critical Thinking on the 2018 CPA Exam
Susan K. Wolcott, CTLA, August 6, 2017 (

21. CPA Exam Skills and Developmental Progression
Pattern 0 Confused Fact-Finder
Pattern 1
Biased
Jumper
Pattern 2
Perpetual Analyzer
Application
Use or demonstrate knowledge, concepts, or techniques without uncertainty
Use or demonstrate knowledge, concepts, or techniques with limited uncertainty
Use or demonstrate knowledge, concepts or techniques with significant uncertainty
CPA Exam
Susan K. Wolcott, CTLA, August 6, 2017 (

22. CPA Exam Skills and Developmental Progression
Pattern 0 Confused Fact-Finder
Pattern 1
Biased
Jumper
Pattern 2
Perpetual Analyzer
Analysis 
Examine and study limited interrelationships of a few separate areas to identify apparent causes and find some evidence to support inferences
Examine and study numerous interrelationships of many separate areas to identify uncertain causes and find reasonable evidence to support inferences
CPA Exam
Susan K. Wolcott, CTLA, August 6, 2017 (

23. CPA Exam Skills and Developmental Progression
Pattern 0 Confused Fact-Finder
Pattern 1
Biased
Jumper
Pattern 2
Perpetual Analyzer
Evaluation 
Perform examination or assessment of problems with limited uncertainty, and use judgment to draw single/correct conclusions
Perform thorough examination or assessment of problems with significant uncertainty, and use unbiased judgment to draw reasonable conclusions
CPA Exam
Susan K. Wolcott, CTLA, August 6, 2017 (

24. Teaching/ Learning Strategies
Excerpts from Faculty Handbook: Steps for Better Thinking (2e, in process); request copy via to Susan Wolcott
Susan K. Wolcott, CTLA, August 6, 2017 (
This Photo by Unknown Author is licensed under CC BY-SA

25. One-Paragraph Assignment: Identify and Describe Uncertainties
Susan K. Wolcott, CTLA, August 6, 2017 (

26. Require Students to Investigate More Than One Side
Susan K. Wolcott, CTLA, August 6, 2017 (

27. Help Students Recognize Stronger/Weaker Evidence
Susan K. Wolcott, CTLA, August 6, 2017 (

28. Scaffolding Development
Susan K. Wolcott, CTLA, August 6, 2017 (

29. Questions to Scaffold Skills: Short Case
“Janet Baker’s Housing Decision” in Eldenburg and Wolcott, Cost Management (2005, pp ), copyright by John Wiley and Sons. Presented here with permission.
Grading rubric on next slide
Susan K. Wolcott, CTLA, August 6, 2017 (

30. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Continued on next slide
Susan K. Wolcott, CTLA, August 6, 2017 (

31. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)
Continued from previous slide
Susan K. Wolcott, CTLA, August 6, 2017 (

32. Susan K. Wolcott, CTLA, August 6, 2017 (www.WolcottLynch.com)

33. Questions?