Online Course Syllabus MLS501 Critical Thinking

Transcription

1 Online Course Syllabus MLS501 Critical Thinking Important Notes: This document provides an overview of expectations for this online course and is subject to change prior to the term start. Changes may also occur during the term due to faculty or SPS Distance Learning course updates. Some links may only be active once the term starts. For this course you must check the Regis Bookstore: for the most current online course material information. Course Description Critical thinking is an examination of how to determine the differences between effective and ineffective ideas between how something does or does not "make sense." This course studies the quality of thinking used in reaching conclusions. Thinking that is clear and accurate results in behavior and communication that is effective, appropriate and responsive to the situation. Thinking that is confused, foggy or distorted can lead to misunderstandings, frustration, inappropriate responses, inconsistency and even ill will. Prerequisites None Course Outcomes Upon successful completion of the course, students will be able to accomplish the following: Identify a problem or new learning task Ask good questions that lead to analysis Identify assumptions Evaluate findings in research Make judgments Please note: students must demonstrate this learning proficiently through written works.

2 Course Materials Required Thought and knowledge: An introduction to critical thinking (4th ed.). Halpern, D. F. (2002). Electronic Reserve: Refer to the course content for information regarding articles on Electronic Reserves.. Course Format Internal course can be used to ask individual questions. That is, use it to send private messages to your facilitator or to other learners in the course. Faculty comments on your paper will be returned to you via . It is recommended that the student also maintain a regular account. Chat Chat room usage is optional. Forums Learners will use the discussion forums to respond to course inquiries, post answers/ responses to weekly questions posed by the faculty member, and to communicate with other learners about issues of general interest to the course. Most of our discussion will take place using this format. Each question will have its own topic heading. Unless otherwise stated, each learner is expected to answer each question substantively in one page or less, and at the minimum respond to two other answers by different learners. Tool of the Week The Tool of the Week is a weekly section of the course with the purpose of equipping the student with a variety of skills that will aid the student in successfully transitioning from the world of work to the world of academia. Each week, a special skill will be introduced which will help you to write and organize assignments at the graduate level. These tools will also be useful in writing your final paper for this course. Grading Criteria Bloom s Taxonomy paper 10%

3 Application of the Concepts of Reasoning paper 10% Analysis of a Presidential Debate paper 10% Persuasive Argument paper 10% Group Brainstorming Assignment (weeks 5-6) 5% Group Brainstorming Reflection (weeks 5-6) 5% Final Project Paper Assignment 35% Weekly Online Participation 15% Course Overview During the course, the following topics will be addressed in the respective weeks: Week 1 - Critical Thinking - Bloom s Taxonomy - Identification of personal learning, thinking styles (introduction) Week 2 - Critical Analysis (introduction) - Reasoning - Effective and ineffective thinking Week 3 - Argumentation (analysis) - Assumptions Week 4 - Argumentation (application) - Evaluation: assessment and reflection - Identification of assumptions in Argumentation Week 5 - Learning Styles (application) - Creativity: thinking and communication - Group Brainstorming (introduction) Week 6 - Problem Solving - Group Brainstorming (conclusion) - Personality Type and MBTI Week 7 - Decision Making Week 8 - Critical Analysis (application) Workload Online Graduate courses generally meet for an eight-week period. The highly accelerated pace requires learners to take a great deal of responsibility for their own learning outcomes. While the online format affords the learner some flexibility, this course is not considered self-paced. There are weekly assignments and activities that

4 students are expected to complete in a timely manner. Three particular matters are listed below: 1. Preparation prior to each week of the course (including the first week) is essential. 2. Throughout this course, learners are expected to actively participate in course exercises and discussions in the forum. In addition, learners will have the opportunity to address issues that arise from assignments. Learners are encouraged to both bring questions and concerns to the course forum and live chats, and to use to work with one another outside of the course forum. 3. Learners are expected to devote a minimum of 10 hours per week to study, research for final project, and course assignments. Participation Learners are expected to complete all course activities. The Forum is equivalent to classroom discussion. Failure to participate in the forum may result in a lowering of your grade. Please contact the facilitator as soon as you are aware that you may not be able to participate in a timely manner. Standards for Written Work An important component of all graduate courses is the completion of written assignments. All written work is expected to meet the standards of graduate school. Assignments will be graded for content and writing skills. Learners are encouraged to become familiar with the American Psychological Association (APA) style format, and the Modern Language Association (MLA) style format. Throughout this course, the learner will be introduced to various skills that are aspects of proficient writing. Regis Writing Evaluation Guidelines (.pdf format). Download and print this document for future reference. Web, link it to Regis_writing_guidelines. pdf Ethics and Confidentiality An integral component of SPS Program courses is student and facilitator/instructor self-disclosure and the use of personal experiences for the purpose of facilitating coursework. Each student is expected to honor confidentiality as it pertains to student disclosure. No shared information, comments, or opinions expressed by another student or facilitator/instructor in the educational setting should ever be used in a manner which is intended to humiliate, embarrass, harass, damage, or otherwise injure the student in his/her personal, public or business life. In addition, confidentiality must be upheld by not disclosing any information that would identify a particular individual or organization. An additional integral component of higher education is challenging one's own perceptions and beliefs regarding the course content and integrating information as well as understanding opposing perceptions and beliefs. Thus, students have the right to choose how much he/she will disclose and must also accept the responsibility of respecting disclosure of other students and facilitators/instructors.

5 Academic Dishonesty and Plagiarism Academic dishonesty is normally defined by, though not necessarily limited to, the following categories: Cheating - defined as using inappropriate sources of information on a test or assignment. Plagiarism - defined as presenting as one's own, the ideas, words, or products of another. The academic dishonesty policy, as stated in the Regis University Bulletin, applies to all courses, regardless of learning format. The academic dishonesty policy also applies to any assignment or exam submitted by a student, whether in person or by electronic means. It is considered a serious academic offense and will result in a failing grade for this course. Plagiarism occurs when a student copies material word-for-word from a book or electronic source without giving credit, paraphrases scholarly material without giving credit to the source, or fails to appropriately and accurately cite sources of original ideas and opinions of others. Whether this is done intentionally or unintentionally, it is considered plagiarism. If you have questions regarding plagiarism, ask your facilitator. In-completes Contact your facilitator for specific guidelines. Equal Access & Disability Services Regis University, in compliance with federal guidelines, is committed to equal educational opportunity by assuring otherwise qualified students with disabilities equal access to Regis University programs and activities that are provided to students without disabilities. An otherwise qualified person with a disability is a student who meets the academic and technical standards required for admission or participation in Regis University's educational programs and activities. Eligibility To ensure the provision of reasonable and appropriate services at Regis University, students with disabilities must identify themselves in a timely manner to the Office of Disability Services (ODS), Room 118B, Life Directions Center, , disability@regis.edu in order to be eligible for requested accommodation(s). Current and comprehensive documentation must be on file with the ODS prior to approval of the accommodations. It is strongly encouraged that students self-disclose their disabilities at the beginning of their academic experience because accommodations are not retroactive Diversity At Regis University, diversity is at the core of our faith-inspired commitment to build an inclusive community that values the dignity and contributions of all of our members. Our differences thrive in a learning environment characterized by the Jesuit traditions of mutual respect and the pursuit of justice, an environment in which our human differences, whether physical or philosophical, are respected. Availability of Facilitators

6 You should feel free to contact the course facilitators via at anytime. A reasonable attempt will be made to answer your within 24 to 72 hours. Online Course Assignments: MLS501 Course Dynamics This course is organized around an eight-week program. Weekly outcomes, assignments, and critical information are organized week-by-week. Typically, each week includes a reading assignment, forum submittal, assignment, and work on your Final Project. By Wednesday of the first week, you must post an introduction in the discussion forum. Look for the topic folder entitled "Introduction" and post as a reply to the Facilitator s message. You will be removed from the course if this posting has not been completed by Wednesday. Course Assignments Week One: Introduction to Critical Thinking Read the Syllabus which contains specific information regarding Electronic Reserves. Complete the Forum Tour. All students should also be familiar with the Tips and Guidelines and Library Resources. Halpern Chapter 1 Promoting Cognitive Complexity in Graduate Work: Using Bloom s Taxonomy as a Pedagogical Tool to Improve Literature Reviews by Granello Electronic Reserve Article: aspx?cid=126 A Revision of Bloom s Taxonomy: An Overview by Krathwohl, David R. Electronic Reserve Article: aspx?cid= Forum: Self introduction (Due Wednesday of Week 1) 2. Complete Learning Style Sensory Modality Indicator 3. Complete Bloom s Taxonomy Essay (Due Sunday of Week 1) Week Two: Reasoning as an Element of Critical Thinking

7 Halpern Chapter 4 The University of Nevada at Reno Web site on the Definition of a Scholarly Journal 1. Concepts of Reasoning Essay (Due Sunday of Week 2) 2. Forum: Effective and ineffective thinking Week Three: Argumentation as an Element of Critical Thinking Halpern Chapter Presidential debate on C-Span s website org/2004vote/debates.asp? Cat=Current_Event&Code=PresVP_04&Rot_Cat_CD=PresVP_04 The Origins and Nature of Arguments: Studies in Conflict Understanding, Emotion and Negotiationby Stein, Nancy L.; Albro, Elizabeth R. Electronic Reserve Article: cid=126 On Resolving Conflicts Between Arguments by Roos, Nico Electronic Reserve Article: cid=126 Purdue Online Writing Lab Developing A Thesis documents/thesis.html 1. Presidential debate analysis Essay (Due Sunday of Week 3) 2. Forum: Assumptions

8 Week Four: Constructing and Evaluating Arguments Halpern Chapter 6 Martin Luther King Jr. I Have a Dream com/speeches/ihaveadream.htm Guide to Writing the Critical Reflection Paper unisa.edu.au/11755writing/welcome.htm 1. Persuasive Argument Essay (Due Sunday of Week 4) 2. Forum: Analyze Martin Luther King s speech Week Five: Subjective and Creative Aspects of Critical Thinking Halpern Chapter 10 Critical thinking and adult education by Garrison, D.R. Electronic Reserve Article: cid=126 The Catholic University of America Communication Styles Inventory ncsss.cua.edu/adobe/inventory.pdf Infinite Innovations Ltd. html St. Cloud State University Literacy Education Online (LEO): The Write Place Catalogue Strategies for Writing a Conclusion acadwrite/conclude.html 1. A creative product (Due Sunday of Week 5)

9 2. Forum: Group brainstorming exercise Week Six: Introduction to Problem Solving Halpern Chapter 9 Problem solving and decision making by Huitt, W. edu/whuitt/papers/prbsmbti.html How introverts versus extroverts approach small-group argumentative discussions by Nussbaum, E.M. Electronic Reserve Article: APA APA Crib Sheet MLA Formatting and Style Guides resource/557/01/ 1. Complete Jung Typology Personality Test 2. Forum: Group brainstorming exercise (Conclude by Wednesday of Week 6) 3. Debrief the brainstorming exercise (Due Sunday of Week 6) 4. Forum: Jung Typology Personality Test results 5. Forum: Final assignment topic and resources Week Seven: Decision Making Halpern Chapter 8 Creativity Web: Resources for Creativity and Innovation by Charles Cave index.html

10 1. Forum: Evaluate a decision 2. Forum: A mind map and/or outline of the final assignment Week Eight: Critical Thinking: Putting It All Together Finding Motivation to Study from the University of South Australia Final assignment (Due Wednesday of Week 8) 2. Go to the bottom of the content in the Week by Week to complete the online course evaluation form Please contact techsupport@regis.edu if you need assistance or to report any problems Regis University. All rights reserved.