Tuesday, December 28, 2010

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 


Saturday, December 25, 2010

-- 12 -- Definition 2

-- 12 -- Definition 2

-- 06.1 -- Unit I Paper Due

-- 06.1 -- Unit I Paper Due

Wednesday, December 22, 2010

-- x00 -- Syllabus Sp 2012



Lincoln University
COURSE SYLLABUS



Course Title:
Critical Thinking
Instructor: 
Dr. Sylvia Y. S. Rippel
Course No.:
English 75
Email: 
Units: 
3 (45 lecture hours)
Course email:

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


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: 
Units: 
3 (45 lecture hours)
Course email:

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


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