A common response from external assessment measures indicates that during the time students are on campus to earn their B.S. degree, the skills of critical thinking and real-world problem solving are not addressed in a satisfactory manner. To this end, we present the use of critical thinking questions and semester-long projects in a thermodynamics class as a backdrop for students to practice and develop these skills. Pre and post-assessment results over the course of two semesters of thermodynamics indicate statistically significant progress in these areas. This presentation will provide the mechanism by which this technique was implemented as well as examples of questions and projects used during these courses.

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