Template for

Critical Thinking and Complex Reasoning

Tagged Course

Learning Outcome 2. Critical Thinking and Complex Reasoning Skills

Students will demonstrate foundational competency in creating and evaluating reasoned arguments, and employing quantitative, qualitative, and normative information in such arguments.

Department Code / Course Number / Course Name

A. If the course has a coordinator, please identify the person and provide appropriate contact information.

B. Describe specifically how at least 40%of the course work involves disciplinary writing.

C. Describe how the course requires critical thinking (interpretation, analysis, evaluation, inference, communication, and/or

metacognition).

D1. To qualify for a tag, a course should ideally meet learning outcomes 1a through 1e, as well as either 2ai-2aiv for quantitative courses, or 2bi-2biv for qualitative courses, or 2ci-2civ for normative courses. Coursesfalling short of this ideal will be considered, as will courses straddling these categories. Complete the table of how the course will address the specifics of each learning outcome:

Goal: Create reasoned arguments and evaluate the reasonableness of arguments.

Learning Outcome Description / Explanation of Learning Outcome Description / Describe how the course addresses each outcome
1a / State the nature of controversies as propositions, including fact (i.e., what is), value (i.e., what should be), and policy (i.e., what steps can be taken) propositions. / Students will express disciplinarily appropriate propositions, such as statements or principles pertaining to facts, values or policies. Many courses don’t explicitly deal with controversies, but do deal with questions, problems, or cases that involve tradeoffs, choices, or decisions (e.g., optimization problems) involving what is known, what the goal is, and how the goal can be achieved. This learning outcome also applies to such courses.
1b / Recognize and choose the premises, purposes, audiences, and contexts of propositions. / Students will choose how information is presented, and will learn to recognize what is being assumed (the premises), why it is being presented (purpose), and the context in which the information is being presented. Many courses requiring writing, particularly argumentative or persuasive writing, will teach students these skills.
1c / Recognize and choose the appropriate logic to support propositions, including symbolic, deductive, and inductive logic. / Students will learn how to defend their conclusions, answers, problem solutions, interpretations, findings, etc. This learning outcome requires some understanding of the difference between a well-supported (or reliable) result, answer, solution, conclusion, interpretation, analysis, etc., and one that is not well-supported (by argument, calculation, evidence, logic, reason, implications, etc.).
1d / Recognize and choose the appropriate information to support propositions, including the sources, authority, and biases of information. / Students will develop information literacy skills.
1e / Recognize and be able to argue both sides of a proposition, and employ logic and information to challenge opposing propositions. / Students will consider the point of view and reasoning of someone critical of their analysis, argument, problem solution, etc.

D2. Quantitative, qualitative, or normative? Complete one of the three tables below, specifying how the course will address the specifics of the relevant learning outcome listed under either2a (quantitative), or 2b (qualitative), or 2c(normative):

Goal: Employ the appropriate analysis and application of quantitative information.

Learning outcome description / Guidance in how to apply this language to your tagged Critical Thinking course / Describe how the course addresses each outcome
2ai / Identify the value and limitations of magnitude (i.e., how large) and multitude (i.e., how many) measures. / Students will practice analyzing or interpreting quantitative data. Indicate the types of quantitative data used and the types of analysis or interpretations made.
2aii / Manipulate and express such measures with arithmetic, algebraic, geometric, and statistical methods. / Students will apply principles to manipulate or evaluate quantitative expressions. Indicate the methods a student would employ.
2aiii / Manipulate and express such measures with graphs, charts, and tables. / Students will represent data visually or interpret data from a visual representation. Indicate types of visual representations with which the students work.
2aiv / Manipulate and express such measures to solve practical and multistage problems. / Students will be required to execute multiple steps in sequence to reach a conclusion on the basis of quantitative data or expressions. Indicate at least one example from the course.

Goal: Employ the appropriate analysis and application of qualitative information.

Learning outcome description / Guidance in how to apply this language to your tagged Critical Thinking course / Describe how the course addresses each outcome
2bi / Identify the value and limitations of character (i.e., the nature of a thing) and capacity (i.e., what a thing can do) assessments. / Students will develop skills in describing or evaluating things (including concepts or theories) and their functions.
2bii / Interpret and express assessments with a contrary structure, such as truth versus falsehood or good versus evil. / Students will develop skills in presenting multiple sides of a question open to debate.
2biii / Interpret and express assessments with a relational structure, such as the degree of beauty or the level of success. / Students will learn to compare things (including concepts or theories) in ways appropriate to the discipline of the course.
2biv / Interpret and express assessments with a unique structure, such as cultural ethos or historical eras. / Students will learn to assess things (including concepts or theories) in ways appropriate to the course.

Goal: Employ the appropriate analysis and application of normative information.

Learning outcome description / Guidance in how to apply this language to your tagged Critical Thinking course / Describe how the course addresses each outcome
2ci / Identify the value and limitations of prescriptive (i.e., how things should be) and proscriptive (i.e., how things shouldn’t be) claims. / Students will learn to evaluate the applicability of prescriptive and proscriptive statements.
2cii / Acknowledge and express claims concerning personal behavior, such as honesty and virtue. / Students will learn to critically evaluate statements made by themselves and others about personal behavior, both positive and negative, such as but not limited to personal ethics, honesty, disobedience, virtue or discrimination.
2ciii / Acknowledge and express claims concerning social life, such as pluralism and justice. / Students will learn to critically evaluate claims made by themselves and others concerning social life such as but not limited to social norms, pluralism, justice or equality.
2civ / Acknowledge and express claims concerning mental life, such as respect for evidence and open-
mindedness. / Students will learn to critically evaluate the attitudes of themselves and others.
2cv / Describe how such claims are used to make ethical decisions.

E. Learning Artifact(s). These student-produced artifacts will be used for formative assessment of the effectiveness of the General Education program. Therefore, you should select a primary artifact that meets as many of the learning outcomes identified on the template as possible, including critical thinking and written communication. You may identify secondary artifacts if necessary. Examples of learning artifacts include: course portfolio, comprehensive exam, lab report, project, etc.

Artifact / Describe the artifact and identify which learning outcomes it addresses
Primary
Secondary (if needed)

F. How will the artifacts be collected and archived? (Springboard submission, hard copies scanned, etc.)

G. Attach syllabus that identifies the student artifact(s) to be collected and a schedule/outline of the course reflecting instruction in all the required learning outcomes.

H. Attach material given to students for learning artifact(s); for example, assignment or a blank copy of exam.