HUM101: Critical Reasoning Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. Course Description and Outcomes Course Description: This course includes a practical application of the subject of critical reasoning to help students learn and apply the skills in their coursework and everyday life. Students examine the processes of rhetoric, reasoning and writing short Critical Thinking essays on current events in an online forum in order to more clearly, insightfully, and effectively think and communication. Students will also develop the abilities to solve problems, analyze topics, and make well-informed decisions by utilizing their life experiences and current events. This course fulfills a general education Art and Humanities requirement. This is an approved Colorado gtpathways course. Course Overview: This course is a practical application of the subject, designed to enable students to apply the skills of reasoning in their coursework and everyday lives. In Critical Reasoning, students will examine the process of critical thinking, logic, rhetoric and practice and apply in writing short critical analysis essays on current social issues and events. One major challenge to critical thinking is how to deal with your irrational mind and how to bring together elements of reasoning and intellectual standards. The importance of objective analysis of a claim, assumption, or fact and asking questions lead to good critical thinking. The core of critical thinking is develop Paul and Elder s Traits of the Disciplined Mind to include Intellectual Integrity, humility, sense of justice, perseverance, fairmindedness, confidence in reasoning, courage, empathy and autonomy. NOTE: It is fair to say that the study of ethical conduct and ethical reasoning can become a course all by itself. Ethical reasoning is not just a topic to include in a critical thinking course; rather it is a touchstone and an integral component of critical reasoning to include cultural and gender perspectives. Paul and Elder (2009) argued that Ethical reasoning has the same basic structures that underlie all reasoning. If we are to reason well, we must learn to identify and assess our use in ethical reasoning of these intellectual structures (Table of Contents, 2009) The recommended use of the two mini guides from Paul and Elder is to start reading from the first week of the course and due to their brief content to finish by the last week of the course in week eight. Be mindful to include and cite as appropriate and relevant for each Module Discussion, Critical Thinking paper, and Final Portfolio Project. Paul, R. and Elder, L. (2006). The thinker's guide on how to detect media bias & propaganda. Foundation
for Critical Thinking Press. Paul. R., & Elder. L. (2009). Understanding the foundations of ethical reasoning: the thinkers guide to ethical reasoning. Based on critical thinking concepts and tools. Foundation of Critical Thinking Press, 4-52. This course explores intellectual traits of critical thinking and reasoning and to motivate students intellectual perspicacity to discern fallacious thinking verses thinking objectively with intellectual humility, empathy, ethically, and with integrity. Examples relevant to the students life experiences will allow students develop reasoning abilities to solve problems, analyze, and make well-informed decisions. The course also connects academic subjects to your life and problems. Therefore this course will produce feelings such as; passion, a wide range of emotions, with the goal to advance your skill of self-reflection. The importance of being mindful of what you write, think, and post that is placed into the classroom. What is discussed in the classroom, stays in the classroom. Course Learning Outcomes: 1. Describe the central concepts of critical thinking and explain the importance of these concepts for developing strong critical-thinking and reasoning skills. 2. Analyze and apply critical thinking to verbal, written, and visual information. 3. Evaluate opinions and media-based information. 4. Make decisions based on independent thought and informed judgment. 5. Analyze and evaluate bias and logical reasoning in print, audio, and visual communication with regard to fallacies, credibility, validity, reliability, ethics, and irrational and rational persuasion. 6. Explain and analyze the structure of rhetoric; apply rhetorical devices in a public forum. 7. Dissect elements of an argument using inductive and deductive reasoning in an organized persuasive essay. Colorado gtpathways Course Colorado Guaranteed Transfer (GT) Pathways Course: The Colorado Commission on Higher Education has approved HUM101: Critical Reasoning for inclusion in the Guaranteed Transfer (GT) Pathways program in the GT-AH3 category. For transferring students, successful completion with a minimum C- grade guarantees transfer and application of credit in this GT Pathways category. For more information on the GT Pathways program, go to http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html The table in Appendix A details the specific alignment of Course Learning Outcomes and Assessments to gtpathways Content and Criteria requirements. Participation & Attendance Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor. Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible. Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday. Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points. Opening Exercises: Take the opening exercise before reading each week s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade. Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire. Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT. Week # Readings Assignments 1 2 Chapters 2 & 3 in Critical Thinking: Tools for Taking Charge of Your Discussion (25 Learning and Your Life, and the Glossary of Critical Thinking Terms and Opening Exercise (0 Concepts, 439-479. Alexander, P. (2014). Thinking critically and analytically about criticalanalytic thinking: An introduction. Educational Psychology Review, Mastery Exercise (10 26(4), 469-476. Portfolio Project Foundation for Critical Thinking. (2011a). Our concept and definition Milestone (25 of critical thinking. Foundation for Critical Thinking. (2011b). A brief history of the idea of critical thinking. History of African philosophy. Internet Encyclopedia of Philosophy: A Peer Reviewed Academic Resources. Mulnix, J., W, (2012). Thinking critically about critical thinking. Educational Philosophy & Theory, 44(5), 464-479. Notar, C. (2010). Is think outside the box 21st century code for imagination, innovation, creativity, critical thinking, intuition? College Student Journal, 44(2), 294-298. Paul, R. and Elder, L. (2006). The thinker's guide on how to detect media bias & propaganda. Foundation for Critical Thinking Press. Paul. R., & Elder. L. (2009). Understanding the foundations of ethical reasoning: The thinkers guide to ethical reasoning. Based on critical thinking concepts and tools. Foundation of Critical Thinking Press, 4-52. Chapter 1 in Critical Thinking Discussion (25 Opening Exercise (0
3 4 5 6 7 Afflerbach, P., Cho, B., & Kim, J. (2015). Conceptualizing and assessing higher-order thinking in reading. Theory Into Practice, 54(3), 203-212. Doi:10.1080/00405841.2015.1044367 Chittooran, M.M. (2015). Reading and writing for critical reflective thinking. New Directions for Teaching & Learning, 2015(143), 79-95. Doi:10.1002/tl.20137 Coney,C.L. (2015). Critical thinking in its contexts and in itself. Educational Philosophy & Theory, 47(5), 515-528. Doi:10.1080/00131857.2014.883962 Pope Francis. (2017). Why the only future worth building includes everyone. [video]. Ted Talk. Urlaub, P. (2013). Critical literacy and intercultural awareness through the reading comprehension strategy of questioning in business language education. Global Business Languages, 18(6), 66-80. Chapters 5 & 6 in Critical Thinking Elder, L., & Paul, R. (2012). Critical thinking: intellectual standards essential to reasoning well within every domain of human thought, part 3. Journal of Developmental Education 37(2), 32-33. Eldridge, R. (2006) History vs. epistemological theory. History and Theory, 45(3), 448-454. Lloyd, G.R. (2013). Reasoning and culture in a historical perspective. Journal of Cognition & Culture, 13(5), 437-457. Doi:10.1163/15685373-12342103 Paul, R. (2013). Why intellectual standards? [video] Paul, R., & Elder, L. (2012). Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought, part two. Journal of Developmental Education, 37(1), 32-36. Chapters 4 & 7 in Critical Thinking Buckle Henning, P., & Chen, W. (2012). Systems thinking: Common ground or untapped territory? Systems Research & Behavioral Science, 29(5), 470-483. doi:10.1002/sres.2155 Viator, M. (2012). Developing historical thinking through questions. Social Studies, 103(5), 198-200. doi:10.1080/00377996.2011.606438 Chapters 11 & 12 in Critical Thinking Burciu, A., & Hapenciuc, C. (2010). Non-rational thinking in the decision making process. Proceedings of the European Conference on Intellectual Capital, 152-160. Paul, R., & Elder, L. (2009). Critical thinking: Ethical reasoning and fairminded thinking, part II. Journal of Developmental Education, 33(2), 42-43. Chapter 13 and Glossary in Critical Thinking Schall, J. V. (2014). Why are there minds in the universe? Vital Speeches of the Day, 80(5), 156-160. Sherwood, C. C., Subiaul, F., & Zawidzki, T. W. (2008). A natural history of the human mind: tracing evolutionary changes in brain and cognition. Journal of Anatomy, 212(4), 426-454. doi:10.1111/j.1469-7580.2008.00868.x Mastery Exercise (10 Critical Thinking (100 Discussion (25 Opening Exercise (0 Mastery Exercise (10 Critical Thinking (100 Discussion (25 Opening Exercise (0 Mastery Exercise (10 Portfolio Project Milestone (25 Discussion (25 Opening Exercise (0 Mastery Exercise (10 Critical Thinking (100 Discussion (25 Opening Exercise (0 Mastery Exercise (10 Critical Thinking (70 Portfolio Project Milestone (25 Chapters 14 & 15 in Critical Thinking Discussion (25 Opening Exercise (0
8 Assignment Details Cravens, D. W., Piercy, N. F., & Baldauf, A. (2009). Management framework guiding strategic thinking in rapidly changing markets. Journal of Marketing Management, 25(1/2), 31-49. Jaggar, A. M., & Tobin, T. W. (2013). Situating moral justification: rethinking the mission of moral epistemology. Metaphilosophy, 44(4), 383-408. doi:10.1111/meta.12048 Paul. R., & Elder. L. (2009). Understanding the foundations of ethical reasoning: The thinkers guide to ethical reasoning. Based on critical thinking concepts and tools. Foundation of Critical Thinking Press, 4-52. Sachs, B. (2015). Direct moral grounding and the legal model of moral normativity. Ethical Theory & Moral Practice, 18(4), 703-716. Doi:101007/s10677-015-9598-0 Chapters 16, 17, and Appendix B (424-428) in Critical Thinking Duffy, R. D., & Dik, B.J. (2009). Beyond the self: External influences in the career development process. Career Development Quarterly, 58(1), 29-43. McDevitt, R., Giapponi, C., Tromley, C. (2007). A model of ethical decision making: The integration of process and content. Journal of Business Ethics, 73(2). 219-229. DOI: 10.1007/s10551-006-9202-6. Woiceshyn, J. (2011). A model for ethical decision making in business: Reasoning, intuition, and rational moral principles. Journal Of Business Ethics, 104(3), 311-323. Doi:10.1007/s10551-011-0910-1 This course includes the following assignments/projects: Module 1 Mastery Exercise (10 Discussion (25 Opening Exercise (0 Mastery Exercise (10 Portfolio (275 Portfolio Project Milestone (25 A final Portfolio Project is due at the end of the course. Please read the full Portfolio Project description in the Module 8 folder page to preview your Portfolio Project assignment. Also, review the Portfolio Project grading rubric, which you can also access in the Module 8 folder. This is the first of three preliminary assignments that count toward the completion of the Portfolio Project in Module 8. The other two Portfolio Project milestones are due in weeks 4 and 6. Also note that in Week 7, you will participate in peer discussions where you interact with fellow students to offer critical analysis of Portfolio Project topics and outlines. In this first assignment, you will submit an outline of the topic you select for the Portfolio Project. Directions Submit a one page academic outline. Include an introduction and thesis statement. Add at least 2-3 references to support your introduction and thesis statement. Do you want assistance with your writing mechanics or with APA style? If so, visit the CSU-Global Library for resources. Be sure to back up your claims, assumptions, and facts with credible web sources and scholarly articles based on research in the library databases. Remember that critical thinking is not your opinion rather, it is a claim, assumption, or fact that provides evidence to support an academic argument and/or counterargument. Requirements
Module 2 In this Portfolio Project topic outline assignment, you need to back up your facts, assumptions, and claims with scholarly sources. Keep in mind that critical reasoning and thinking skills are not the same as opinions. While it is acceptable and occasionally appropriate to write in the first person, for this assignment be sure to read how to avoid personal pronouns and support your ideas with valid, reputable, and scholarly articles. Include at least 1-2 scholarly sources that are not required or recommended readings for this course. The CSU-Global Library is a good place to find these sources. Your academic outline paper should be one page in length, well written, and formatted according to the CSU- Global Guide to Writing and APA, and include a title page and reference page. Review the grading rubric for this assignment, which can be accessed from the Module 2 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. Note: Keep in mind that you have two preliminary deliverables for your Portfolio Project (in Weeks 4 and 6) that are required components of your final project. Also note that in Week 7 you will participate in peer discussions where you interact with fellow students to offer critical analyses of Portfolio Project topics and outlines. CRITICAL THINKING ASSIGNMENT (100 Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission. Option 1: Critical Analysis Essay In this reflective writing exercise you will analyze yourself with regard to the stage of development at which you are today as a critical thinker, and critique your strengths and challenges in the matter of becoming an advanced critical thinker with advanced reasoning skills. As you internalize critical thinking concepts, models, and theories, what questions do you have about being a fairminded critical thinker? After the course ends, what is your strategy about becoming a fair-minded thinker that you may use in your career and the rest of your academic program? Directions Using the concepts learned through the readings and lecture pages, write a critical analysis essay that answers at least three of the following: How will you employ critical thinking as a tool for your career aspirations? Describe the role that critical thinking plays in your life today. Explain and offer examples of how you might further apply critical thinking in your life. What does this course have to do with good analytical thinking in general or with your particular beliefs and mindset? Explain a point of view or primary value you sometimes rely on to guide your thinking. Briefly describe how you personally analyze and assess thinking. List three inferences you have made in the past. Is it possible to separate emotions from issues that are heavily based on belief systems such as religious beliefs? Requirements In this Critical Thinking assignment, you need to back up your ideas and claims with scholarly sources. Keep in mind that critical reasoning and thinking skills are not the same as opinions. While it is acceptable to write in the first person, as needed for this assignment, be sure to support your ideas with valid, reputable, and scholarly articles. Include at least 1-2 scholarly sources that are not required or recommended readings for this course. The CSU-Global Library is a good place to find these sources.
Module 3 Your paper should be 4-5 pages in length, well written, and formatted according to the CSU-Global Guide to Writing and APA. Include a title page, an academic introduction and conclusion, and a reference page. Review the grading rubric for this assignment, which can be accessed from the Module 2 folder, to understand exactly how you will be graded. Be sure to reach out to your instructor if you have questions about the assignment. Option 2: Critical Analysis Essay Where Do Good Ideas Come From? First, watch the following TED Talk: Steve Johnson: Where Good Ideas Come From (2010) 17:45 http://www.ted.com/talks/steven_johnson_where_good_ideas_come_from. Transcript is available. Based on your readings, research, and experiences, write a critical analysis essay on the role of critical thinking and its impact on the creation of ideas that solve problems. Requirements In this critical analysis essay assignment, you need to back up your ideas and claims with scholarly sources. Keep in mind that critical reasoning and thinking skills are not the same as opinions. While it is acceptable to write in the first person, as needed for this assignment, be sure to support your ideas with valid, reputable, and scholarly articles. Include at least 1-2 scholarly sources that are not required or recommended readings for this course. The CSU-Global Library is a good place to find these sources. Your paper should be 4-5 pages in length, well written, and formatted according to the CSU-Global Guide to Writing and APA. Include a title page, an academic introduction and conclusion, and a reference page. Review the grading rubric for this assignment, which can be accessed from the Module 2 folder, to understand exactly how you will be graded. Be sure to reach out to your instructor if you have questions about the assignment. CRITICAL THINKING ASSIGNMENT (100 Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission. Option 1: Critical Analysis Essay Inference and Interpretation: Read in Chapter 5 in your text Exhibit 5.12 (p. 122) and reflect on how you sometimes form inferences and interpret from a range of views and perspectives regardless of data or evidence to the contrary. Based on your readings, research, and experiences as well as your study and consideration of the Exhibit above select and analyze one issue that is now in the national debate: healthcare or education policy; how to address climate change; the role of US foreign policy in the Middle East, Russia, China, and Africa; global trade agreements; the use of Soft Power as a diplomacy tool; the role of the U.S. in the United Nations, undocumented workers; unions; or the minimum wage. In writing your critical analysis essay, consider how your critical thinking and reasoning impacts how you give meaning to events, social issues, or facts. Directions Select one issue as your topic for the essay. Additional information for this assignment is available from the CSU- Global Library. Include the following points (see also Exhibit 5.1, p. 103): Clarity Logic Justifiability
Profundity your depth of knowledge on a topic Reasonableness Consistency This critical analysis essay is designed to document a roadmap of how your mind works. Therefore, there is no right or wrong answer. The learning goal is to support your critical thinking based on readings from text, articles, and class discussions. Requirements Your critical analysis essay should be 4-5 pages. Include a title page, an academic introduction and conclusion, and a reference page. Incorporate three scholarly sources that are not required or recommended readings for this course. Cite and reference your sources properly. The CSU-Global Library is a good place to find these sources. Format your essay, including all citations and references, according to the CSU-Global Guide to Writing and APA. Review the grading rubric for this assignment, which can be accessed from Module 3 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. Option 2: Critical Analysis Paper Inference and Interpretation: Read in Chapter 5 in your text Exhibit 5.12 (page 122) and reflect on how you sometimes form inferences and interpret from a range of views and perspectives regardless of data or evidence to the contrary. Based on your readings, research, and experiences as well as your study and consideration of the Exhibit above select and analyze the history and present danger posed by North Korea that is currently in the national and global debate, and on North Korea s stated goal to develop and test nuclear-armed missiles that can reach the west coast of the United States. What should the role of the US foreign policy, United Nations, China, and NATO be in response to this looming threat? In preparing your paper, consider how your thinking impacts how you give meaning to events, social issues, or facts. Directions: Select one issue as your topic for the paper. See this link from the CSU-Global Library for help: http://csuglobal.libguides.com/c.php?g=231734&p=1539172 Include the following points (see also Exhibit 5.1, p.103): Clarity Logic Justifiability Profundity your depth of knowledge on a topic Reasonableness Consistency The paper is a roadmap of how your mind works. Therefore, there is no right or wrong answer. The goal is to support your critical thinking based on readings from text, articles, or discussions in class. Requirements Your critical analysis essay should be 4-5 pages. Include a title page, an academic introduction and conclusion, and a reference page. Incorporate three scholarly sources that are not required or recommended readings for this course. Cite and reference your sources properly. The CSU-Global Library is a good place to find these sources. Format your essay, including all citations and references, according to the CSU-Global Guide to Writing and APA. You can find additional helpful guides on making presentations in the CSU-Global Library.
Module 4 Module 5 Review the grading rubric for this assignment, which can be accessed from Module 3 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. PORTFOLIO PROJECT MILESTONE (25 Submit your Portfolio Project topic, which is worth 20 points toward your final Portfolio Project score. Be sure to review the complete Portfolio Project assignment description and the Portfolio Project grading rubric found in the Module 8 folder. Be sure to indicate which of the two Portfolio Project options you have decided to complete, and provide a one paragraph write-up briefly explaining why you selected this option. Refer to the various fallacies featured in the Module 4 lecture pages for terms and concepts to use to ensure your topic will be logically and objectively presented. You may cite additional references to support your choice of topic position. Need some more assistance with your writing mechanics or with APA style? If so, visit the CSU-Global Library for resources. Be sure to back up your feedback with concrete facts and insights based on research. Remember that critical thinking is not just your opinion rather, it is a claim that provides evidence that helps you prove an argument. Directions Submit a one page academic outline with just your introduction and thesis statement. Add at least 2-3 references to support your introduction and thesis statement. Be sure to back up your claims, assumptions and facts with credible web sources and scholarly articles based on research in the library databases. Remember that critical thinking is not your opinion rather, it is a claim, assumption, or fact that provides evidence to support an academic argument and/or counterargument. Note: You will not receive points this week for this preliminary deliverable. Requirements In this Portfolio Project topic outline assignment, you need to back up your facts, assumptions, and claims with scholarly sources. Keep in mind that critical reasoning and thinking skills are not the same as opinions. While it is acceptable as appropriate to write in the first person for this assignment, be sure to read how to avoid personal pronouns and support your ideas with valid, reputable, and scholarly articles. Include at least 1-2 scholarly sources that are not required or recommended readings for this course. The CSU-Global Library is a good place to find these sources. Your academic outline paper should be one page in length, well written, and formatted according to the CSU-Global Guide to Writing and APA, and include a title page and reference page. Review the grading rubric for this assignment, which can be accessed from the Module 2 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. CRITICAL THINKING ASSIGNMENT (100 Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission. Option 1: Critical Analysis Essay How to Detect Media Bias Instructions Read Chapter 12 How to Detect Media Bias and Propaganda in National and World News.
Find a current event related to a social issue of your choosing (no older than a few months) that was widely covered by the media. Access this link for additional help and click on Module 5 Assignment: http://csuglobal.libguides.com/hum101/mod5 Choose two different news articles from two different media sources. Write an essay comparing and contrasting your two sources. Clearly identify the author, title of article, and the name of publication. Take notice of the type of article: local, national or international news story, editorial, or column, for example. Identify the main claim and supporting reasons or premises of your article. Analyze the logic of the article according to the critical analysis tools we have been studying throughout the course, including identifying fallacies and rhetorical devices. Try looking deeper into the news coverage to discern the significant information that is omitted, and if the evidence is viable. Discern the logic of the arguments in each specific news article. Be alert to determine if there are rival causes and if the evidence is deceptive. Consider what significant information is omitted or if other reasonable conclusions are possible. Sources and Citations: In addition to the two news articles, find and cite two scholarly sources to back up the claims and conclusions of your analyses. Feel free to use the readings from the course. The CSU-Global Library is another good place to find your sources. Remember to include all the sources that you used, including the newspaper articles, in an APA-formatted reference page. Your paper, including citations and references, should be 4-5 pages in length, well written, and formatted according to the CSU-Global Guide to Writing and APA. Review the grading rubric for this assignment, which can be accessed in the Module 5 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. Option 2: Critical Analysis Essay Media Bias Reflections Instructions Read Chapter 12 How to Detect Media Bias and Propaganda in National and World News. First, select a current issue from the paper you wrote in Module 3 related to a social issue that you chose (no more than 5 years old) which was widely covered by the news media (social media is not to be used as news). Access this link for additional help and click on Module 5 Assignment. 1. Next, choose two different articles from two different scholarly sources, pentagon reports, or government policy statements, on the same issue. Note: The source must be from a credible source. http://www.college.columbia.edu/academics/integrity-sourcecredibility 2. Clearly identify the author, title of article, and the name of publication. Take notice of the type of article: local, national, or international research. 3. Identify the main claim and supporting reasons or premises of your selected article. 4. Analyze the logic of the research article according to the critical analysis tools we have been studying throughout the course, including identifying fallacies and rhetorical devices. Try looking deeper into the news coverage to discern the significant information that is omitted, and if the evidence is viable. Discern the logic of the arguments in each specific news article. Be alert to determine if there are rival causes and if the evidence is deceptive. Consider what significant information is omitted or if other reasonable conclusions are possible. Sources and Citations: In addition to the two news articles, find and cite two scholarly sources to back up the claims and conclusions of your analyses. Feel free to use the readings from the course. The CSU-Global Library is another good place to find your sources. Remember to include all the sources that you used, including the newspaper articles, in an APA-formatted reference page.
Module 6 Your paper, including citations and references, should be 4-5 pages in length, well written, and formatted according to the CSU-Global Guide to Writing and APA. Review the grading rubric for this assignment, which can be accessed in the Module 5 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. CRITICAL THINKING ASSIGNMENT (70 Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission. Option 1: Critical Analysis Essay Practicing Strategic Thinking Self-Assessment Essay This course thus far has placed the emphasis on actively developing your thinking. Everything in the course has been educationally designed in order to guide you to become better at critical thinking. You will therefore not be asked to memorize information. Instead, you will be required to actively participate in class so that you can improve your thinking. Think about learning to think as you would of learning any new skill. A new skill requires that you first learn the fundamentals of that skill, then practice the fundamentals every day. The same is true about learning how to critically think and reason. You must practice the essential standards of thinking fundamentals every day. Therefore, this class has been designed with the primary purpose of helping you develop your thinking and reasoning skills. Why is this important? Because the quality of every decision you make will be directly determined by the quality of your reasoning abilities. In fact the quality of your life in general, will be determined by how well you think in general. Instructions Read how to write a self-assessment paper. Write a paper that is a self-assessment of your progress as a strategic critical thinker. Has this course been effective in teaching you how to think critically? Why or why not? (This is an opportunity to provide positive input into the future development process of this course.) Include the critical thinking stage you now perceive yourself to be in: Stage One: The Unreflective Thinker Stage Two: The Challenged Thinker Stage Three: The Beginning Thinker Stage Four: The Practicing Thinker Stage Five: The Advanced Thinker Stage Six: The Accomplished Thinker (Source: https://www.criticalthinking.org/pages/critical-thinking-development-a-stage-theory/483) Directions 1. The first step in understanding and conducting a self-assessment is to reflect back on your intellectual critical thinking journal and begin to analyze your own claims, (premises) assumptions, and facts. 2. Provide 6-8 scholarly research sources that you might consider using for your final essay. Give a short reason why each would be pertinent to your Portfolio Project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio Project. Add a reference section for your research sources. These references should include scholarly articles, 1-2 books, and 2-4 academic credible websites. Make sure you use APA. 3. Format your outline according to the CSU-Global Guide to Writing and APA.
4. Remember, next week (Week 7), you will practice your critical thinking skills by offering feedback on other students outlines. Submit your outline for credit by Sunday, no later than 11:59 p.m., MT. Sources and Citations: Cite two scholarly sources to back up your claims, assumptions, and facts. You are encouraged to use the readings for the course. The CSU-Global Library is a good place to find your sources. Your paper, including citations and references, should be 4-5 pages in length, well written, and all source citations (including the reference page) should be formatted per the CSU-Global Guide to Writing and APA. Option 2: Preventing the Destruction of Creativity Watch TED Talk: How Schools Kill Creativity. In the video, Sir Ken Robinson presents an analysis of how schools can stop the destruction of creativity. Evaluate how education, business, and nonprofits may become a source of creativity. 1. Provide 6-8 scholarly research sources that you might consider using for your final essay. Give a short reason why each would be pertinent to your Portfolio Project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio Project. Add a reference section for your research sources. These references should include scholarly articles, 1-2 books, and 2-4 academic credible websites. Make sure you use APA. 2. Format your outline according to the CSU-Global Guide to Writing and APA. 3. Remember, next week (Week 7), you will practice your critical thinking skills by offering feedback on other students outlines. Submit your outline for credit by Sunday no later than 11:59 p.m., MT. Sources and Citations: Cite scholarly sources to back up your claims, assumptions, and facts. You are encouraged to use the readings for the course. The CSU-Global Library is a good place to find your sources. Your paper, including citations and references, should be 4-5 pages in length, well written, and all source citations (including the reference page) should be formatted per the CSU-Global Guide to Writing and APA. Incorporate three scholarly sources that are not required or recommended readings for this course. Cite and reference your sources properly. The CSU-Global Library is a good place to find these sources. Format your presentation, including all citations and references, according to the CSU-Global Guide to Writing and APA. You can find additional helpful guides on making presentations in the CSU-Global Library. Review the grading rubric for this assignment, which can be accessed from the Module 6 folder, to understand exactly how you will be graded. Reach out to your instructor if you have questions about the assignment. PORTFOLIO PROJECT MILESTONE (25 Submit Portfolio Outline and References Submit an outline of your Portfolio Project and 6-8 references that you plan to use in your final Portfolio Project. Review the description of the Portfolio Project and the grading rubric in the Module 8 folder. Directions 1. The first step to understanding an argument is to dissect the claims (premises) and the conclusions. As you are creating this one- to two-page outline of your argumentative essay, begin to analyze your own claims (premises). 2. Provide 6-8 scholarly research sources that you might consider using for your final essay. Give a short reason why each would be pertinent to your Portfolio Project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio
Module 8 Project. Add a reference section for your research sources. These references should include scholarly articles, 1-2 books, and 2-4 academic credible websites. Make sure you use APA. 3. Format your outline according to the CSU-Global Guide to Writing and APA. 4. Remember, next week (Week 7), you will practice your critical thinking skills by offering feedback on other students outlines. Submit your outline for credit by Sunday no later than 11:59 p.m., MT. PORTFOLIO PROJECT (275 For your final Portfolio Project, you have two options: Critical Analysis Essay or Annotated Bibliography. Please take note: this is not a self-evaluation or opinion-based paper. Do only one option and do not do both. Indicate your selection in the file name of your project. Begin the process of constructing your Portfolio Project by selecting a specific social, economic, political, scientific, public health, technical, leadership, or educational issue or problem. It could be related to your community, work, or an ethical dilemma. The goal is then to align this problem or issue with a specific logic model from Chapter Five (Exhibit 5.5, p. 115-122) in your Paul and Elder text. Where appropriate, you may use other critical thinking tools you have been learning throughout the course. As you construct your critical analytical paper or annotated bibliography, utilize the critical thinking Standards for Thinking Chapter 5, p. 99-122, tools to evaluate your data which brings together the elements of reasoning and the intellectual standards (Paul and Elder). Accessing and implementing credible research from the CSU-Global Library is vitally important in the process of constructing your final projects (and it will also be important in all your future coursework). Portfolio Project Option 1: Critical Thinking Essay Becoming a college student means that you have a responsibility to apply knowledge to advance your field and to make the world a better place. Through practicing critical thinking skills, we learn not only to avoid being manipulated in our thinking, but to fully support and provide evidence for our ideas. Your critical thinking journal, if you kept one, will help inform your final project. Write an 8-10 page critical thinking essay (not counting required title or reference page). Instructions Begin the process of constructing your project by choosing a particular issue or problem. The goal is then to align this problem or issue with a specific logic model from the text and/or other critical thinking tools you have been learning throughout the course. As you construct your essay, utilize critical thinking tools to evaluate your data and your credible research, interpret this data, and understand your specific problem or issue from a broader, deeper, and more focused perspective. Note: Accessing and implementing credible research from the CSU-Global Library is vitally important in the process of constructing your final essay (and it will also be important in all your future coursework). In constructing your essay, utilize and integrate the Elements of Thought from Chapter 5, pp. 104-122. Your paper must:
Cite at least six scholarly peer-reviewed sources that are not required or recommended readings for this course. You may include credible websites. If you are not certain what a credible site is, ask your instructor. Wikipedia, dot coms, cable news, and blogs are not acceptable as scholarly sources (The CSU- Global Library is a good place to find your scholarly resources.) You may cite the textbook, but that does not count as one of the scholarly peer-reviewed sources. Incorporate terms and concepts from the class readings and lecture pages. Be formatted according to the CSU-Global Guide to Writing and APA. Keep in mind the following preliminary deliverables throughout the course that will go toward completing your project: Week 1: Submit Portfolio Project Outline (worth 25 Week 4: Submit Portfolio Project Topic (worth 25 Week 6: Submit Portfolio Project Outline (worth 25 Refer to the Portfolio Project grading rubric found in the Module 8 folder to understand how you will be graded. Portfolio Project Option 2: Annotated Bibliography Becoming a college student means that you have a responsibility to apply knowledge to advance your field and to make the world a better place. Through practicing critical thinking skills, we learn not only to avoid being manipulated in our thinking, but to fully support and provide evidence for our ideas. Your critical thinking journal, if you kept one, will help inform your final project. This option, if selected, will enable you to delve deeply into the literature on a specific problem you want to understand, examine, or analyze. Summarize Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is. Assess After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source? Reflect Once you have summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic? http://guides.library.cornell.edu/annotatedbibliography Instructions Begin the process of constructing your annotated bibliography by choosing a particular issue or problem. It could be related to your personal life or career path. The goal is then to align this problem or issue with a specific logic model from the text and/or other critical thinking tools you have been learning throughout the course. As you construct your presentation, utilize critical thinking tools to evaluate your data and your credible research, interpret this data, and understand your specific problem or issue from a broader, deeper, and more focused perspective. Accessing and implementing credible research from the CSU-Global Library is vitally important in the process of constructing your final presentation (and it will also be important in all your future coursework). In constructing your annotated bibliography, you will utilize and integrate the Elements of Thought from Chapter 5, p. 104-122. Your annotated bibliography must: Take into account the scope: What types of sources should you use? (Books, articles, primary documents, websites, and non-print materials may be included.)
Include a minimum of 20 and a maximum of 30 scholarly peer-reviewed sources; if in doubt, get feedback from your instructor. It is expected that you do not repeat scholarly peer-reviewed sources that you have cited in discussions and in previous papers. If you decide to include a credible website, refer to this resource the same way you locate academic and credible sources. (The CSU-Global Library is a good place to find these resources. You may cite the textbook, but that does not count as one of the scholarly peer-reviewed sources.) Be formatted according to the CSU-Global Guide to Writing and APA. Keep in mind the following preliminary deliverables throughout the course that will go toward completing your project: Week 1: Submit Portfolio Project Outline (worth 25 Week 4: Submit Portfolio Project Topic (worth 25 Week 6: Submit Portfolio Project Outline (worth 25 Refer to the Portfolio Project grading rubric found in the Module 8 folder to understand how you will be graded. Course Policies Course Grading Grading Scale and Policies A 95.0 100 20% Discussion Participation A- 90.0 94.9 0% Opening Exercises 8% Mastery Exercises B+ 86.7 89.9 37% Critical Thinking Assignments B 83.3 86.6 35% Final Portfolio Project B- 80.0 83.2 C+ 75.0 79.9 C 70.0 74.9 D 60.0 69.9 F 59.9 or below In-Classroom Policies For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA
(based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the APA Guide & Resources link. A link to this document should also be provided within most assignment descriptions in your course. Disability Services Statement CSU Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@csuglobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities. Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.