Lincoln University
COURSE SYLLABUS
Course: Critical Thinking
Department and number: English 75
Credit: 3 units
Course prerequisites: none
Semester: Spring 2010 – Tuesdays, 9-10:15, 10:30-11:45
Instructor: Dr. Sylvia Y. Schoemaker Rippel
Email: sysr@lincolnuca.edu
Course-related email for the semester: profsr20@gmail.com
Office hours and location: T, Th 11:45-12:30 and by arrangement, room 307
Office phone: 510-628-8036
Instructional Materials and References
REQUIRED TEXTS:
Mayfield, M. (2007). Thinking for yourself. (7th Ed.). Boston: Cengage Learning: Wadsworth. ISBN: 1-4130-1772-X (TFY)
Daiek, D., &; Anter, N. (2004) Critical reading for college and beyond. New York: McGraw-Hill. ISBN: 0072473762 (CRCB)
RECOMMENDED TEXT:
Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)
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. (3 units)
OBJECTIVES
Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills (1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals, especially 1, (1.1-1.4), 2.4
FORMAT
The course sessions will include presentation, discussion, and application modes.
STUDENT RESPONSIBILITIES
Students are expected to attend class, 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 on schedule below (as well as additional assignments given in class), students will do the following:
· Read assigned materials with care and understanding,
· Complete and present selected exercises relevant to the class and text materials
· Reflect on the weekly assignments in writing, addressing primary content and points of personal interest,
· Create a personalized, three-level map for each week’s assignment using the open source program Freemind (available in the computer lab and downloadable from http://freemind.sourceforge.net/wiki/index.php/Main_Page
· Email your assignments to me at profs360@gmail.com,
· Blog your work for sharing and presentations. (For help see: How-to Video and help.blogger.com
Note: The maps for your blog need to be in graphic (.png or .jpg) format and you will need to save the native Freemind (.mm) format for submitting your work to me by email.
Assignments are due on the dates indicated in the schedule below. Additions/revisions to the schedule will be announced in class as needed. Class attendance is mandatory for content, interactions, and presentations. 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.
SCHEDULE
| Wk | Date | Unit | TFY Text Reference | CRCB Text Reference |
| 1 | 19-Jan | Introduction Where Do You Stand? | ||
| 2 | 26-Jan | Observation | TFY C1, Observation | CRCB C1, Reading |
| 3 | 2-Feb | Language and Thought | TFY C2, Word Precision | CRCB C2, Vocabulary |
| 4 | 9-Feb | Facts | TFY C3, Facts | CRCB C3, Memory |
| 5 | 16-Feb | Inferences | TFY C4, Inferences | CRCB C4, Time |
| 6 | 23-Feb | Assumptions | TFY C5, Assumptions | CRCB C5, Main Ideas |
| 7 | 2-Mar | Opinions Evaluations | TFY C6, Opinions TFY C7, Evaluations | CRCB C6, Details CRCB C7, Inference |
| 8 | 9-Mar | Midterm | ||
| 16-Mar | Spring Recess | |||
| 9 | 23-Mar | Points of View | TFY C8, Viewpoints | CRCB C8, Texts |
| 10 | 30-Mar | Argument | TFY C9, Argument | CRCB C9, PSR Strategies |
| 11 | 6-Apr | Fallacies | TFY C10, Fallacies | CRCB C10, Marking |
| 12 | 13-Apr | Induction | TFY C11, Inductive Reasoning | CRCB C11, Advanced Strategies |
| 13 | 20-Apr | Deduction | TFY C12, Deductive Reasoning | CRCB C12, Arguments |
| 14 15 | 27-Apr 4-May | Characteristics of a Critical Thinker Final | Review Presentations | |
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
Class Participation | 15% | ||
Quizzes | 10% | ||
Projects | 15% | ||
Term Paper | 30% | ||
Presentation | 10% | ||
Final Exam | 20% | ||
Total | 100% | ||
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Rev: Jan 10
