COURSE SYLLABUS

CRIT 500: Critical Thinking 4 Credits Online Spring Term 2010, April 12-June 30 (Holiday: Memorial Day-May 31) Last Updated: February 19, 2010

This course is designed to help learners think and write with clarity and logic. Learners are immersed in a process that encourages them to practice and value objective inquiry over subjective preconceptions. By careful examination of their own thinking processes and the strategies of successful problem-solvers, students build a diverse repertoire of effective thinking skills. Students then apply these numeric, deductive, and evaluative approaches to a gamut of problem scenarios, from the practical to the abstract.

Students must meet one of the following:

1. acceptable scores on Accuplacer reading comprehension and sentence skills assessments
2. approved exemption
3. achievement of a minimum grade of B in ENG 402 Developmental Reading
   and/or ENG 405 Developmental Writing

1. Acquire the basic "numeracy" skills necessary in solving simple math word problems, logic puzzles, and numerical analogies.
2. Formulate and evaluate multiple strategies and alternate theories for solving problems and explaining phenomena, whether social, physical, numerical, or theoretical/hypothetical. This process involves the following particular skills:
   
   1. differentiate between subjective and objective information.
   2. formulate probing, clarifying questions about underlying assumptions in accepted paradigms of thought.
3. Apply problem-solving techniques based on logical, systematic analysis.
4. Construct written analyses in an academic format standard throughout Granite State College, particularly emphasizing the following:
   
   1. evaluate in writing the truth claims of an argument or hypothesis based on logic and empirical evidence
   2. articulate in writing the difference between bias and the principles of sound reasoning, particularly when examining written arguments.
   3. demonstrate the ability to articulate in verbal and written form the difference between subjective and objective assessment of evidence.
5. Conduct a self-examination of critical thinking skills, applying the principles learned in this course to the learner's own thought processes and problem-solving techniques.

Textbook(s):

1. Whimbey, A. & Lochhead, J. (1999). Problem Solving and Comprehension (6th ed.). Lawrence Erlbaum. ISBN: 0805832742
2. Browne, M.N. & Keeley, S.M. (2010). Asking the Right Questions: A Guide to Critical Thinking, 9th ed. Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN: 0205506682
3. Boscemi & Smith. (2010). 75 Readings Plus 9th ed. McGraw Hill: New York. ISBN: 007729257X
4. The story the New England Nun may be obtained through this website: http://www.wsu.edu/~campbelld/amlit/nenun.html

Recommended

• Publication manual of the American Psychological Association, (6th ed.). (2001). Washington, D.C.: American Psychological Association (APA): ISBN: 1557987912.

Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is: XXX). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.

PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.

There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.

This online course is designed with a variety of learning activities to help you meet the learning outcomes listed above. They are as follows:

Participation on the Discussion Board Forums

It is essential that you keep up with the required reading if you want to contribute intelligently to the discussion boards. I recommend that you check in every day or two to check on messages and discussion board activity. Your active participation on the discussion board is critical to understanding the material. Knowing that contemporary lives are very full, you are required to participate on all discussion boards, and as your instructor I will be grading on the quality of your responses versus quantity. That said, to facilitate a supportive class dynamic you are also required to respond to postings on the discussion board and in the activity center. Students must post one initial response to each instructor initiated discussion, as well as respond to one other student's postings in order to meet the minimum participation standards on the Discussion Board. This assignment is worth 20% of your final grade.

Opening Common Assignment for Critical Thinking:

Beginning essay—2-3 pages—with a title:

Content
In this essay you will make clear your ideas regarding a subject important to you. You will inform the reader about the nature and significance of your subject and attempt to persuade the reader regarding the validity of your views on the subject.

You may draw on whatever resources you feel are relevant: published research; quotes from other writers; current events; historical references, etc. (properly cited with source information). The major perspective, however, should be your own, and you should be able to explain why your point of view has merit.

Basically, therefore, your essay should have a clear thesis supported by relevant evidence and strong critical thinking.

Grading and Process
This writing assignment will constitute your first piece for the course and will serve as a kind of “diagnostic”—a beginning point. You will get feedback from the instructor and your peers, but this first version or “draft” will not receive an official grade. Your essay will, however, be evaluated according to the course rubric, so you can see what grade you would have earned and how your essay corresponds to the rubric’s standards.

You will be encouraged to revise this essay throughout the course, as many times as you wish.

Then you will submit a final draft of the essay at the end of the course for a grade—again scored according to the course rubric—which will count for 10% of your final course grade. Be sure to note in the course rubric that grammar and mechanics are an important part of the grade.

The final draft should represent an application of the cumulative skill, knowledge, and craft you have gained in the course.

Closing Common Assignment

Students will re-visit their first paper from module one and re-submit a revised version of their original paper. This paper should be an expansion of the original paper and students should incorporate the techniques learned in this class to the best of their abilities.

Module Quizzes

Several times during the semester, students will be asked to draw on their visual skills, critical thinking, and knowledge of the text/class material to demonstrate their understanding of major concepts and critical thinking strategies. These quizzes are derived from your Whimbey text. Quizzes are not timed, but I have allotted sufficient time for you to complete them, for example: the duration of a quiz may only be 10 minutes, but I have allowed two hours to complete, in case you become interrupted or need to do research while completing the quiz. Quizzes are multiple choice and some require explaining why you chose a certain response. I have also given you the opportunity to re-take each quiz, by allowing three attempts to each quiz in the module, in case you are not pleased with your first results, you will be allowed to re-take it up to three times. Students will complete all quizzes and surveys online. This assignment is worth 20% of your final grade.

Activity Center Participation

Several times during the semester you will be asked to visit the activity center. The activity center is located on the Discussions Link. In this center we will solve word problems related to the understanding of critical thinking and the use of lateral thinking skills. The exercises in the activity center are worth 10% of your grade.

Writing Assignments

During our twelve weeks, you will be asked to compose several writing assignments. These assignments include applying critical thinking techniques. Critical thinking techniques can be found in your Browne and Kelley text and will be discussed as we journey into the course material. See Writing Rubric for more details on the structure of the writing assignments. The writing assignments are worth 20% of your grade.

Midterm Paper

The mid-term paper is based on your chosen topic. You will pick a topic of interest and use a critical thinking technique to analyze your subject. Please, use the Granite State College Home Page link to the virtual library located on the left menu bar on the Home Page. Once you are in the virtual library you will need to select databases, this will lead you to Ebscohost, where you will need an ID and Password: to enter. You may obtain these from your local Granite State Office. Once you are in Ebscohost you will be exposed to a search engine that will let you find resolutions for most topic areas. These articles will need to be referenced in your paper if you decide to use any of the items in these databases. We will be discussing these topics in a chat room prior to their due date. APA format is appropriate with this paper and it should be approximately 5 to 6 pages long, including cover page and references. Also please use .rtf or .doc format when saving this document. The Midterm paper is worth 20% of your grade.

This course is organized into twelve modules, each centered on key aspects of understanding critical thinking. The outline of the general reading assignments and discussion topics is provided below. Note, though, that this schedule may change and the final version is posted within the Blackboard course. More details on specific assignments are available within the course content area.

Note: The schedule above may change at the instructor's discretion.

Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.

See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.

Academic assistance to students is available at GSC Centers at no additional charge in such areas as basic skills preparation in reading, writing and math; study skills and research and citation help. Academic Resources staff members work closely with faculty and students toward academic success. A whole range of tools is available, including study and time management tips, APA and MLA citation assistance, access to learning resources online, and feedback on course writing projects. To contact an Academic Resource and Information Coordinator, see the Academic Resource Link on the Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.

For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)

Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.

An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.

All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.

For Granite State College's complete academic honesty policy, see the current college catalog.

Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these values and expectations.

Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.