Characteristics of a Critical Thinker; Review; Evaluation

Characteristics of a Critical Thinker 2, Review, Evaluation

Characteristics of a Critical Thinker; Review; Evaluation

Characteristics of a Critical Thinker 2, Review, Evaluation

-- 12 B -- Inductive Fallacies - Advanced Strategies

-- 12 B --

Inductive Fallacies

TFY C12, Inductive Fallacies

CRCB C11, Advanced Strategies

TFY: Chapter 11 – Inductive Reasoning and Inductive Fallacies Exercise 

-- 13 -- Inductive Fallacies - Advanced Strategies

-- 13 --

Inductive Fallacies

TFY C12, Inductive Fallacies

CRCB C11, Advanced Strategies

TFY: Chapter 11 – Inductive Reasoning and Inductive Fallacies Exercise 

-- 12 -- Definition 2

-- 12 -- Definition 2

-- 06.1 -- Unit I Paper Due

-- 06.1 -- Unit I Paper Due

-- x00 -- Syllabus Sp 2012

Lincoln University

COURSE SYLLABUS

Course Title:	Critical Thinking		Instructor:	Dr. Sylvia Y. S. Rippel
Course No.:	English 75		Email:	sysr@lincolnuca.edu
Units:	3 (45 lecture hours)		Course email:	profsylvia@gmail.com
Semester:	Spring 2012		Office hours:	T, Th 11:45-12:30 & Arranged
Class Day:	Tuesdays		Location:	Room 307
Class Time	9:00-10:15, 10:30-11:45		Office phone:	510-628-8036

Instructional Materials and References

REQUIRED TEXTS	Mayfield, M. (2010). Thinking for yourself. (8th Ed.). Boston: Cengage Learning: Wadsworth. (TFY) ISBN: 978-1-4282-3144-3 Daiek, D., &; Anter, N. (2004) Critical reading for college and beyond. New York: McGraw-Hill. (CRCB) ISBN: 0072473762
RECOMMENDED TEXT:	Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. (CPS)  ISBN: 1-884585-43-4
COMPANION SITES	Thinking for Yourself Site Critical Reading for College and Beyond Companion site: Note: Course and student blogs and wiki sites to be presented in class

COURSE DESCRIPTION

Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness.  

OBJECTIVES

Skills emphasized include ability to examine objectively various sides of issues as demonstrated in oral written text and course-assigned exercises. Students will demonstrate increased ability to effectively use the procedures involved in systematic problem solving based on text and class selected examples. Additional skills targeted include increased ability to develop and apply academic and professional communication skills, including improved ability to interact appropriately with challenging materials at an increased level of communicative competence as measured in exercises, quizzes, midterm and .final exams. 

METHODOLOGY

The course sessions will include lectures , A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on engaging students in learning by doing.

STUDENT RESPONSIBILITIES

Students are expected to attend class punctually and fully (arriving on time and leaving the classroom only at the scheduled break and end times).  Students are expected to participate in individual and group work in a productive manner, to complete assignments according to schedule and at a level appropriate to university rubrics, and to take personal responsibility for meeting the objectives of the course. 

TOPICAL OUTLINE

Topics covered include observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.

For each of the units (as well as additional assignments given in class), students will do the following:

·         Read assigned materials with care and understanding,

·         Reflect on the assignments in writing (a brief paragraph or two), discussing your thoughts on the primary content; include points of personal interest.

·         Review main points of the reading and create a personalized three-level primary question and answer outline on a minimum of three or four selected items from the assigned readings.  The outline should develop the main topics in question form with a clear and concise answer followed by significant details with definitions and examples, including your own ideas and evaluations.

·         Email your assignments to me at profsylvia@gmail.com, with your outline and reflections attached or in the body of your email.  Be sure to keep a copy of the email for yourself and add it to your ePortfolios/PowerPoint presentations for midterm and final submission and sharing.

Assignments are due on the dates indicated on the schedule below.

SCHEDULE

Session	Date	Topic	TFY Text Assignment	CRCB Text Assignment
1	17-Jan	Introduction Where Do You Stand?
2	24-Jan	Observation	TFY C1, Observation	CRCB C1, Reading
3	31-Jan	Language and Thought	TFY C2, Word Precision	CRCB C2, Vocabulary
4	7-Feb	Facts	TFY C3, Facts	CRCB C3, Memory
5	14-Feb	Inferences	TFY C4, Inferences	CRCB C4, Time
6	21-Feb	Assumptions	TFY C5, Assumptions	CRCB C5, Main Ideas
7	28-Feb	Opinions Evaluations	TFY C6, Opinions TFY C7, Evaluations	CRCB C6, Details CRCB C7, Inference
8	6-Mar	Midterm
	13-Mar	Spring Recess
9	20-Mar	Points of View	TFY C8, Viewpoints	CRCB C8, Texts
10	27-Mar	Argument	TFY C9, Argument	CRCB C9, PSR Strategies
11	3-Apr	Fallacies	TFY C10, Fallacies	CRCB C10, Marking
12	10-Apr	Induction	TFY C11, Inductive Reasoning	CRCB C11, Advanced Strategies
13	17-Apr	Deduction	TFY C12, Deductive Reasoning	CRCB C12, Arguments
14	24-Apr	Deduction	TFY C13,  Deductive Reasoning  Presentations for Review Prior to Final	CRCB C13, Reading beyond the Words CRCB C14, Evaluating Internet Resources
15	1-May	Final

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching and solving text, classroom, and real-world exercises, individually and as group participants.

Grading Guidelines

Items	Points
Class Participation	10
Quizzes/Midterm	20
Projects/ePortfolio	10
Daily Assignments and Attendance	25
Presentation of Assignments	10
Final Exam	25
Total	100

100-95	A
94-90	A-
89-87	B+
86-84	B-
83-80	C+
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F

PLEASE NOTE:

Revisions to the schedule will be announced in class as needed. Class attendance is required. Class participation is encouraged for enhanced learning through applied content, group interactions, and individual and small group presentations.  Plagiarized content is strictly prohibited:  Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example. Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled.  Electronics are not allowed during exams. Cell phones should not be active during class sessions.

Revised December 2011

-- x00 -- Syllabus Sp 2012

Lincoln University

COURSE SYLLABUS

Course Title:	Critical Thinking		Instructor:	Dr. Sylvia Y. S. Rippel
Course No.:	English 75		Email:	sysr@lincolnuca.edu
Units:	3 (45 lecture hours)		Course email:	profsylvia@gmail.com
Semester:	Spring 2012		Office hours:	T, Th 11:45-12:30 & Arranged
Class Day:	Tuesdays		Location:	Room 307
Class Time	9:00-10:15, 10:30-11:45		Office phone:	510-628-8036

Instructional Materials and References

REQUIRED TEXTS	Mayfield, M. (2010). Thinking for yourself. (8th Ed.). Boston: Cengage Learning: Wadsworth. (TFY) ISBN: 978-1-4282-3144-3 Daiek, D., &; Anter, N. (2004) Critical reading for college and beyond. New York: McGraw-Hill. (CRCB) ISBN: 0072473762
RECOMMENDED TEXT:	Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. (CPS)  ISBN: 1-884585-43-4
COMPANION SITES	Thinking for Yourself Site Critical Reading for College and Beyond Companion site: Note: Course and student blogs and wiki sites to be presented in class

COURSE DESCRIPTION

Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness.  

OBJECTIVES

Skills emphasized include ability to examine objectively various sides of issues as demonstrated in oral written text and course-assigned exercises. Students will demonstrate increased ability to effectively use the procedures involved in systematic problem solving based on text and class selected examples. Additional skills targeted include increased ability to develop and apply academic and professional communication skills, including improved ability to interact appropriately with challenging materials at an increased level of communicative competence as measured in exercises, quizzes, midterm and .final exams. 

METHODOLOGY

The course sessions will include lectures , A/V-augmented presentations (text-based and other topically related slides and relevant audio/video/web resources), written and oral classroom exercises applying course concepts, small group and classroom discussions, student presentations of individual and group assignments based on course units, with emphasis on engaging students in learning by doing.

STUDENT RESPONSIBILITIES

Students are expected to attend class punctually and fully (arriving on time and leaving the classroom only at the scheduled break and end times).  Students are expected to participate in individual and group work in a productive manner, to complete assignments according to schedule and at a level appropriate to university rubrics, and to take personal responsibility for meeting the objectives of the course. 

TOPICAL OUTLINE

Topics covered include observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.

For each of the units (as well as additional assignments given in class), students will do the following:

·         Read assigned materials with care and understanding,

·         Reflect on the assignments in writing (a brief paragraph or two), discussing your thoughts on the primary content; include points of personal interest.

·         Review main points of the reading and create a personalized three-level primary question and answer outline on a minimum of three or four selected items from the assigned readings.  The outline should develop the main topics in question form with a clear and concise answer followed by significant details with definitions and examples, including your own ideas and evaluations.

·         Email your assignments to me at profsylvia@gmail.com, with your outline and reflections attached or in the body of your email.  Be sure to keep a copy of the email for yourself and add it to your ePortfolios/PowerPoint presentations for midterm and final submission and sharing.

Assignments are due on the dates indicated on the schedule below.

SCHEDULE

Session	Date	Topic	TFY Text Assignment	CRCB Text Assignment
1	17-Jan	Introduction Where Do You Stand?
2	24-Jan	Observation	TFY C1, Observation	CRCB C1, Reading
3	31-Jan	Language and Thought	TFY C2, Word Precision	CRCB C2, Vocabulary
4	7-Feb	Facts	TFY C3, Facts	CRCB C3, Memory
5	14-Feb	Inferences	TFY C4, Inferences	CRCB C4, Time
6	21-Feb	Assumptions	TFY C5, Assumptions	CRCB C5, Main Ideas
7	28-Feb	Opinions Evaluations	TFY C6, Opinions TFY C7, Evaluations	CRCB C6, Details CRCB C7, Inference
8	6-Mar	Midterm
	13-Mar	Spring Recess
9	20-Mar	Points of View	TFY C8, Viewpoints	CRCB C8, Texts
10	27-Mar	Argument	TFY C9, Argument	CRCB C9, PSR Strategies
11	3-Apr	Fallacies	TFY C10, Fallacies	CRCB C10, Marking
12	10-Apr	Induction	TFY C11, Inductive Reasoning	CRCB C11, Advanced Strategies
13	17-Apr	Deduction	TFY C12, Deductive Reasoning	CRCB C12, Arguments
14	24-Apr	Deduction	TFY C13,  Deductive Reasoning  Presentations for Review Prior to Final	CRCB C13, Reading beyond the Words CRCB C14, Evaluating Internet Resources
15	1-May	Final

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching and solving text, classroom, and real-world exercises, individually and as group participants.

Grading Guidelines

Items	Points
Class Participation	10
Quizzes/Midterm	20
Projects/ePortfolio	10
Daily Assignments and Attendance	25
Presentation of Assignments	10
Final Exam	25
Total	100

100-95	A
94-90	A-
89-87	B+
86-84	B-
83-80	C+
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or <	F

PLEASE NOTE:

Revisions to the schedule will be announced in class as needed. Class attendance is required. Class participation is encouraged for enhanced learning through applied content, group interactions, and individual and small group presentations.  Plagiarized content is strictly prohibited:  Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example. Missed exams and assignments require certified excuses (signed documentation by an appropriate medical or other official representative). With documentation, a makeup exam may be scheduled.  Electronics are not allowed during exams. Cell phones should not be active during class sessions.

Revised December 2011