UGS 303, Unique Number 63980 Large on Monday 3:00-3:50 pm, BUR 106 Small Seminar on Tuesday and Thursday 11:00-12:30pm, PAI 2.48 Welcome to! The aim of this TIP signature course is to help you to develop solid reasoning and critical thinking skills. These skills will enable you to thoroughly and thoughtfully analyze some of today s most complex problems. We will explore the psychological and social aspects of critical thinking, as well as practice approaches to self-reflection and analysis through an exploration of bias. By the end of the course, the aim is that you will be able to evaluate argument, engage in collaborative learning, and successfully communicate ideas. Instructor: Dr. Jennifer Moon Office: NMS 2.104 Email: Jen.moon@mail.utexas.edu Office Phone: 512-232-4011 Office Hours: Wednesday 9:30am 11:00am, Thursday 12:30pm - 2pm or by appointment as necessary Course Materials Seethaler, Sherry. Lies, Damned Lies, and Science: How to sort through the noise around global warming, the latest health claims, and other scientific controversies. FT Press, 2009. ISBN-13: 978-0137155224 Available at the UT Co-op, Amazon.com and Google books as an ebook, as well as other book vendors. Critical Thinking Lexicon - Available on BlackBoard course site. Meeting of the Minds instruction packet Available on BlackBoard course site. **Throughout the semester, additional class materials, supplemental readings, grading, and announcements will be posted on the BlackBoard course site: http://courses.utexas.edu. Please check this site regularly! You will be responsible for any information posted on this site. Learning Outcomes After completing this course, you should be able to identify, understand, and apply the following skills: Collaborative Learning, Intellectual Engagement, Critical Thinking and Argument Evaluation, Selfawareness and analysis What will application of these skills look like? Recognize and analyze natural tendencies in thinking. Identify and discuss components of critical thinking in yourself and others. Recognize and use quality sources of information in evaluating and developing arguments and ideas. Effectively communicate your ideas and arguments in written and oral format. Use critical thinking to effectively work as part of a team. Continuously develop yourself as an autonomous learner and thinker. Reflect on and engage in discussion about current issues using a critical and fair-minded approach. Appreciate the unique venues for learning at the University of Texas at Austin. UGS 303 Fall 2012 J. Moon! 1
How to Study For This Course This course is primarily about process, not content, and each instructor will ask you to practice the process in their own way. For the purposes of our class, we will not be using one comprehensive text. We will, however, have a common list of terms in our Critical Thinking Lexicon document, which you will be expected to understand, apply, and evaluate. These terms will probably not be new to you. What you are expected to do with them, however, will be. The readings assigned will be used as the backdrop for discussing the critical thinking ideas and concepts presented in our Lexicon. It will go beyond just remembering what is said and being able to regurgitate the material. You will have to look deeper, chew on it, come up with your own conclusions and justify those conclusions with solid reasons. You will have to go past what you know and have experienced and put effort in understanding different perspectives and assumptions. This course is about YOUR thinking as much as it another person's. You will have to clearly communicate this thinking clearly in writing and in conversation. This is designed to be a safe place to explore this thinking and ideas. Respect others and respect the process. Coming to class and doing the reading is the MINIMUM that needs to happen when studying for this course. Much of your learning will happen outside of class. Thinking about your intellectual and emotional reactions to the information you receive, discussing the readings and ideas with your peers, finding and evaluating outside information as it relates to what we're talking about, working in your team to understand objectives, solve problems and answer questions you will encounter with your Meeting of the Mind projects are all examples of "studying" for this course. Responsibility for your learning has shifted from what you are used to. In college, it is now up to YOU to know what you don't know. How do you do this? I'll give you a hint: it's probably not what you did to succeed in high school. This is a whole new game and this course is designed to help you figure out the rules and start training to succeed. This is your first exercise in autonomous learning and critical thinking. Will you strive to get by or will you strive for understanding and intellectual engagement? Classroom Expectations and Requirements This course has two types of weekly meetings one hour of large lecture (Mondays at 3:00 pm) and three hours of small seminar. Attendance to all meetings is mandatory. It is your responsibility to stay in contact with me about circumstances that affect your attendance or performance in this course. Signature Course students are required to attend one of the campus-sponsored talks featured in the University Series this fall. The intention is to give first-year students an opportunity to interact with leading members of our faculty scholars, scientists, and civic leaders who are nationally and internationally renowned. As a class, we will attend the lecture titled Research that Changes the World, featuring Juan Dominguez, Ph.D.; Zachary Elkins, Ph.D.; and Lori Holleran Steiker, Ph.D. on Monday, September 17, 2012 at 7:00p.m.-8:00p.m. in Bass Concert Hall. Although large lecture and small seminars for this course involve somewhat different learning environments, all academic interactions at this University (including class meetings) have codes of conduct that optimize the learning for all involved. We expect the following from our TIP students in this and all UT classes. UGS 303! Fall 2012 J. Moon 2
Large Expectations 1. Keep laptops stowed. Laptops are a significant distraction for both the professor and fellow students. It is always a good idea to check with the professor to find out their preference, but for the purpose of the large UGS 303 lecture, please do not bring out your laptops. 2. Silence and stow all cell phones and personal electronics. There is absolutely no texting during ANY class. Again, this is significant distraction for both the professor and fellow students. You think you're being discreet, but it never works. It s best to just silence them, put them out of reach, and prevent the temptation of looking at them. 3. All chatter stops when the professor is ready to start. When the professor stands at the front of the room, this is your signal to give him or her your undivided attention. Your undivided attention is your signal to the professor that you respect his or her time and information. If the professor has to wait until the class quiets down, this valuable time is lost and the class may run late. 4. You are free to leave when the professor is done. Putting away notes, diving into backpacks, bringing down writing tables and other general leaving motions are amplified to a roar at the end of class, which distracts both students and professors. Some of the most valuable information is presented in the last few minutes, so please continue to respect their time by waiting to pack up once the professor is finished talking. Small Seminar Expectations This is where you and your fellow students can delve more deeply into the course content and concepts. This means your preparation for discussion and participation is extremely important. Here are my ground rules: 1. Respect for others is vital. These seminars are safe places to explore controversial issues, ideas, and arguments. In order to keep this a safe place for multiple perspectives to be explored, respect for fellow students is mandatory, especially if you disagree. Respectful and engaged participation is part of your grade. 3. You are responsible for making up for absences. Since the majority of your assignments are completed outside of class, there are usually no make-up opportunities for these assignments. If you are absent during on the day that your group is to present, you are responsible for providing your team with the necessary information to compensate for your absence. It is crucial to keep in communication with your team members; you are responsible for letting both your team and me know if you cannot make it to a presentation. 4. Let me know about extenuating circumstances. If you plan to miss class due to observance of a religious holiday, please let me know as soon as possible. You will not be penalized for this absence, although you will still be responsible for any work you will miss on that day. Check with me for details. 5. You get two strikes for late individual work. You get two strikes in my class, meaning you have two chances to turn in individual assignments late (within a day or two) without penalty. On the third instance, penalties will be applied and which increase with each additional offense (5% of total grade deducted for the third offense/strike, 10% for the fourth offense, etc.) The only exception is the Extra UGS 303! Fall 2012 J. Moon 3
Credit assignment the deadline for the Video submission is firm. This does not apply to group assignments. Penalties for each day group assignments are submitted late will begin immediately. 6. Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own, you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT s Academic Honesty and the University Honor Code which can be found at the following web address: http://deanofstudents.utexas.edu/sjs/acint_student.php 7. Participation is required. Thinking is not a spectator sport. You need to participate in class by practicing communication of your understanding and testing others understanding with questions and dialogue. This includes being prepared to discuss readings, assignments, and concepts, engaging yourself in classroom activities and discussion, and putting your best effort in both formal and informal assignments. This course focuses on developing your process of thinking more than memorizing factual content. 8. Have fun! This course is really about exploring your understanding of your thought processes, empowering yourself with the ability to evaluate information, and critical reasoning or arguments thrown your way. Some of what we do will be personally and intellectually uncomfortable. It is OK to express your discomfort as long as you are open to safely exploring outside those comfort zones. The course is designed to make you the focus and driving force behind the learning that will occur. Make the most of it and have fun! Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259. Grading Overview for this Course Learning Objective Representative Assignments Percent of Total Grade (points) Collaborative Learning Meeting of the Minds 40% (400 points) Intellectual Engagement Understanding and Applying Concepts Reflections Class Participation/ Preparation, Large 3x3 Quizzes, Resource Retrieval, Application Assignments Responses to select Large topics 25% (250 points) 20% (200 points) 15% (150 points) Extra Credit: Critical Thinking Video Showcase On BlackBoard, you will find a set of instructions for the student Critical Thinking Video Showcase we are planning for the end of the semester. This assignment is your only extra credit opportunity, with a maximum of 30 points (20 points for submitting, 10 more points for making it to the Showcase). The time limit for the video is 3 min (plus/minus 30 sec). More details in the Blackboard document. UGS 303! Fall 2012 J. Moon 4
Course Grading Scheme This course will use the plus/minus grading system and below are the points you need to earn to get the corresponding letter grade in this course. To Earn This Letter Grade You Need This Many Points You Need This Many Points with Extra Credit A 940-1000 920-1000 A- 900-939 880-919 B+ 870-899 850-879 B 840-869 820-849 B- 800-839 780-819 C+ 770-799 750-779 C 740-769 720-749 C- 700-739 680-719 D 650-699 630-679 F 649 and below 629 and below Note: Grade cutoffs are firm. If you miss an A by one point, that s unfortunate but it doesn t change the fact that you did not earn an A. Upgrades give you an opportunity to make sure you ll have a cushion for your final grade. Take care to earn the points you need for the grade you want. Description of Major Assignments Exams: There are no formal exams in this course and no final. Although there are common terms you need to know in order to navigate the concepts we will use in this course, this course is primarily about learning a process, not specific content. Assessment of your learning will occur through a variety of venues including but not limited to, the Meeting of the Minds project, the Large 3x3, quizzes, personal reflections, written assignments, and class discussion and activity. It is your responsibility to keep on top of these assignments to ensure you have the maximum opportunity to demonstrate your understanding of the material and evolution of your skill in the process. Meeting of the Minds (Group Project): You and your group are expected to collaborate as a team on this research project, developing sound arguments for presentation in oral and written forms. All group members will share the grade received on each component of the project, unless otherwise noted. Please refer to the Meeting of the Minds (MotM) instruction packet for specific instructions on each step and grade break-down for the project components. Large 3x3: You have a unique opportunity in the Monday Large s to hear from noted professors around the University talking about what excites them. Each professor has valuable insight into what it takes to succeed at this University and what it means to think critically. To get the most "bang for your buck", you will produce what we call a "3x3" for each Monday lecture that will help you keep track of the ideas presented and the ideas it generates for you. UGS 303! Fall 2012 J. Moon 5
This 3x3 will include: 1. Three main points from the professors' talk 2. Three questions that came to mind when listening or thinking of the professors' talk 3. Three reactions to the what was said - gut reactions (emotional reactions) or "things that make you go hmm" reactions (intellectual reactions) These 3x3's are to be turned in by Wednesday noon via the BlackBoard site. We will use these 3x3 for class discussion and for your Reflections assignment due once per unit. Other Assignments: Each class day one student, called the S-Prime, will be randomly selected and will be responsible for reminding the class what we discussed in the previous class. In addition, we will be reading Lies, Damned Lies, and Science throughout the semester. Assigned student teams will be responsible for leading discussion on a given chapter each week. Teams and chapters are assigned at the beginning of the course. In addition, we will routinely have outside readings and other short assignments. Some assignments will be announced in class, and some assignments will appear on your syllabus/course outline. Prepare to spend about ~1-3 hours per week on these out of class assignments. UGS 303! Fall 2012 J. Moon 6
Course Outline and List of Major Assignments* *Subject to modification, with advance notice Unit Week Date Topic Readings due Hmwk due 0 1 Th 8/30 Seminar Topic: Intro to course and Meeting the Minds (MotM) overview 1 The Nature of the Thinker Set tone for course Introduce syllabus, major assignments and course expectations 2 M 9/3 No Monday - Labor Day T 9/4 Th 9/6 Seminar Topic: Human tendencies in thinking Identify and validate human tendencies in thinking Explore influences on beliefs, value systems, and judgement Introduce terminology for these influences Open discussion about role of influences on thinking Syllabus Skim through all Lexicon, but be able to discuss CT, Egocentrism, Sociocentrism, Metacognition, Perry's Theory (pp. 1-3) Body Ritual Among the Nacerima Bring 3x3 on CT video written response (use 3x3 template) MotM due Read MotM instruction packet (bring questions); MotM Bb Quiz 3 M 9/10 : Thinking Critically about this Course, Sacha Kopp, TIP Initial UGS instructors Impressions Paper due MONDAY T 9/11 Th 9/13 Seminar Topic: Ways of knowing and sources of information Lies Intro; Lexicon:Bloom' s Taxonomy, Rubrics Lg Keyword and Mind Map (in class) Initial source search UGS 303! Fall 2012 J. Moon 7
Examine ways of knowing and sources of information Introduce theories of cognitive development (Perry) Introduce theories and levels of learning (Blooms) Explore and analyze sources of information and personal tendencies when seeking information 4 M 9/ 17 : Thinking Critically about Information, Michele Ostrow M 9/17 T 9/18 Th 9/20 University Series: Research that Changes the World in Bass Concert Hall at 7pm-8pm Seminar Topic: Use and evaluation of sources of information Explore the use and evaluation of sources of information Factors in determining quality sources Low stakes practices of finding and evaluating sources Discuss role of critical thinking in information seeking 5 M 9/24 : Thinking Critically about College Students, David Yeager T 9/25 Seminar Topic: Critical thinking as an assessable skill T 9/25 MOVIE: 12 Angry Men, WEL 2.120 at 6pm-7:30pm Th 9/27 Introduce critical thinking as an assessable skill Lies Ch. 1; Lexicon: Intellectual Virtues Duckworth et all (2010) and Dunning and Kruger (1999) Lies Ch. 2; Lexicon: Intellectual Virtues Compelling Q and Source analysis wkst UGS 303! Fall 2012 J. Moon 8
Introduce terminology for discussion critical thinking Preliminary practice identify types of thinking and characteristics of critical thinking 6 M 10/1 : Thinking Critically about Failure, David Laude T 10/2 Th 10/4 Seminar Topic: Critical thinking in model situations Identification and categorization of critical thinking in model situations Use model situations to evaluate internal and external modes of thinking using CT terminology Begin to use relevant, complex situations for deeper analysis of thinking and decision making Lies Ch. 4; Lexicon: Argument 7 M 10/8 : Thinking Critically about Oral Communication, Randy Cox T 10/9 Th 10/11 Seminar Topic: Critical thinking in model situations Discuss investigator bias and observational errors Research ethics case study Lies Ch. 5; Lexicon: Inductive and Deductive Reasoning Executive Summary Peer Review Fish bowl (in class) 2 Tools of the Thinker 8 M 10/15 : Thinking Critically about Argument, Patricia Roberts- Miller T 10/16 Th 10/18 Seminar Topic: Argument as a platform for critical thinking Lies Ch. 6; Lexicon: Fallacies 3x3 Reflection Unit 1 UGS 303! Fall 2012 J. Moon 9
Introduce argument as a platform to use and evaluate critical thinking Introduce components of argument and methods of persuasion Practice identifying components of argument in model situations Introduce potential sources of everyday arguments 9 M 10/22 : Thinking Critically about Argument, Uni Dems and Young Conservatives T 10/23 Th 10/25 Seminar Topic: Critical evaluation of arguments and methods of persuasion Critical evaluation of arguments and methods of persuasion Introduction of fallacies and their use in persuasion Practice identifying fallacies Practice deconstructing arguments for analysis and evaluation Practice identifying and evaluating critical thinking in argument Lies Ch. 7; Lexicon: Statistical Argument Position Paper Due Friday 5pm 10 M 10/29 : Thinking Critically about Argument, Dan Bonevac and Samuel Baker T 10/30 Th 11/1 Seminar Topic: Critical evaluation of arguments and methods of persuasion Provide increased ownership of argument and evaluation Practice creating arguments for critical analysis Lies Ch. 8; Lexicon:Argum entative Appeals Storyboard minipresentation /peer reviews in class UGS 303! Fall 2012 J. Moon 10
3 Thinking in the World Practice critiquing arguments Open discussion on the value of providing and receiving criticism Use new critical thinking skills on current arguments and controversies of the day 11 M 11/5 : Thinking Critically about Statistics, Cathy Stacy T 11/6 Th 11/8 Seminar Topic: Critical evaluation of arguments and methods of persuasion Discuss the influence of statistics on our thinking Evaluate use of statistics in example problems Lies Ch. 9; review Ch. 7 Perspective Presentation s 12 M 11/12 : Thinking Critically about the World, Gretchen Ritter T 11/13 Th 11/15 Seminar Topic: Critical evaluation of arguments and methods of persuasion Provide practice in creating, evaluating, and assessing argument for critical thinking The Declaration of Independence, Douglass' "The Meaning of July Fourth for the Negro", Dr. King's "I Have a Dream" Lies Ch. 10; Lexicon: Fairmindedness Extra Credit DUE; 3x3 Reflection s Unit 2 13 M 11/19 : Thinking Critically for the Greater Good, James Pennebaker T 11/20 Th 11/22 Seminar Topic: Critical thinking in the real world No Class - Thanksgiving Holiday Lg 3x3 Storyboard group mtg UGS 303! Fall 2012 J. Moon 11
Provide practice in creating, evaluating, and assessing argument for critical thinking 14 M 11/26 : Thinking Critically about the Media, Robert Jensen T 11/27 Th 11/28 Seminar Topic: Critical thinking in the real world Provide practice in creating, evaluating, and assessing argument for critical thinking Identify News/Media bias examples 15 M 12/3 : Critical Thinking about the Showcase T 12/4 Th 12/6 Seminar Topic: Closure and evaluation Closure on MotM projects and course evaluation Neutral Presentation Future, Critical Thinking Student Video 3x3 Reflection s Unit 3 Final Reflection Paper Due Peer Assessment Due APPENDIX A: Fall 2012 Important UT Dates & Deadlines for Undergraduates Wed. Aug. 29 Mon. Sept. 3 UT CLASSES BEGIN Labor Day holiday no classes Sept. 4 Last day of the official add/drop period; after this date, changes in registration may require the approval of the department chair and usually the student s dean. Sept. 14 12th class day; this is the date the official enrollment is taken. Last day an undergraduate student may add a class except for rare and extenuating circumstances. Last day to drop a class for a possible refund. October Academic advising for continuing and readmitted students. Make an appointment to see your academic advisor for spring advising. Oct. 29-Nov. 9 Registration for the spring semester for continuing and readmitted students. UGS 303! Fall 2012 J. Moon 12
Nov. 6 Last day an undergraduate student may, with dean s approval, withdraw from the University of drop a class except for urgent and substantiated, nonacademic reasons. (Q-drop deadline). Nov. 13 Tuition bills for the spring semester distributed to students electronically. Notice is sent to the email address on the student s record. (Tuition payment deadline for spring classes is Jan. 3, 5:00 PM). Nov. 22-24 Thanksgiving holidays. No class. Dec. 7 Last class day Dec. 10-11, 16 No class days (dead days). Dec. 12-15, 17-18 Fall semester final examinations. Dec. 19 University residence halls close at 9:00 AM. APPENDIX B: General Academic Etiquette This applies to communications with ALL UT faculty and staff. A little courtesy goes a long way. Email communication Email is the official communication format for the University of Texas. As with Blackboard, you are expected to check your email regularly. If you want to really impress your professors and get on their good side, use formal conventions of letter writing when composing emails: Include appropriate greetings - (Dear Dr. Moon not Hey or Hi ) Remind them who you are This is Monica Nguyen from your Tuesday, 11:00 AM UGS 303 class. Include appropriate closing and identifying signature every time First name Last name, EID Phone communication Whether you get the person you are trying to call or have to leave a message, there is important etiquette to follow here as well: Identify yourself Hello, Dr. Moon. This is Monica Nguyen from your Tuesday 11:00 AM UGS class. Voice mail messages Leave your first and last name, your EID, what you re calling about, and how they can reach you. APPENDIX C: What to do if you have an illness/situation that affects your academics Even though this is a huge campus, your professor, advisor, and your program staff care about your well-being. If something goes down like illness, injury, or life stuff that significantly affects your academic performance or general well-being (or has the potential to), LET SOMEONE KNOW! Professors if attendance, graded assignments or exams will be affected, make an appointment to talk to them. Don t be vague when making first contact about this let them know there is a situation that has the potential to affect your performance and that you d like UGS 303! Fall 2012 J. Moon 13
to make an appointment to talk to them about it. They are human and know that life doesn t always stay clear so you can focus on academics. They care about what happens to you. Advisors These folks aren t just about helping you with your degree plan. They have so much more knowledge about student resources for all types of student needs. They are the conduit to finding a way to manage the situation and a good sounding board on how to deal. Program staff Peer mentors, adult staff of your program (TIP Scholars, Biology Scholars, University Fellows), resident assistants and other folks associated with your UT home not only make it their job to be there for you, they genuinely care about whether you re doing OK. That s why they re doing that job! They re also know whom to contact or where to go to get a handle on the situation. Other resources: Healthy Horns: http://www.healthyhorns.utexas.edu/ Behavior Concerns Advice Line (BCAL): http://www.utexas.edu/safety/bcal/ UGS 303! Fall 2012 J. Moon 14