HUM101: CRITICAL REASONING SAMPLE - CSU-Global

1 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 serves as an introduction to key concepts and ideas related to CRITICAL REASONING . Topics covered include: egocentrism and the challenges of CRITICAL REASONING ; meaning analysis; argument analysis; the intellectual standards necessary for CRITICAL REASONING ; the elements of reason in research; basic approaches to logical analysis (inductive and deductive); fallacies and cognitive biases in CRITICAL REASONING ; identifying media bi as and propaganda; scientific methodology; ethical REASONING ; and strategic and creative thinking.

2 The course outcomes emphasize practical engagement with CRITICAL REASONING as it applies to social, professional and personal issues. COURSE OVERVIEW: This course serves as an introduction to key concepts and ideas related to CRITICAL REASONING . The course outcomes emphasize practical engagement with CRITICAL REASONING as it applies to social, professional and personal issues. Students learn introductory skills in CRITICAL REASONING through argument analysis, engaging deductive and inductive argument strategies, the scientific method, ethical REASONING , and strategic thinking. Students address issues of media bias and fallacious forms of thinking as problems for CRITICAL REASONING .

3 Obstacles to careful CRITICAL REASONING such as egocentrism and sociocentrism are also introduced with an emphasis on overcoming such impediments. Students engage multiple paradigms for REASONING carefully about ethics. Modules 1 and 2 provide a broad overview of key concepts and terms in CRITICAL REASONING . These modules also introduce students to barriers to CRITICAL REASONING . Module 3 introduces students to argument analysis, meaning analysis, and how to use questions to think more critically. Module 4 provides a broad introduction to valid forms of REASONING (inductive and deductive logic) as well as invalid forms of REASONING (fallacies) and common cognitive biases. An exploration of media bias and propaganda provide the bulk of Module 5.

4 Students engage with historical and contemporary forms of media bias and propaganda to understand its scope and aims more clearly. Module 6 provides broad coverage of the scientific method. Students here apply the scientific method to their own thinking to deepen and broaden their understanding. Module 7 examines how CRITICAL REASONING and ethical SAMPLE REASONING form a powerful approach by which one might address social, professional, and personal issues. Finally, Module 8 reviews tools for using CRITICAL REASONING towards to strengthen strategic and creative processes as this applies to social, professional, and personal issues. 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.

5 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. PARTICIPATION & ATTENDANCE Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.

6 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.

7 Discussion Boards: The original post must be completed by Thursday at 11:59 MT and peer responses posted by Sunday 11:59 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 MT. SAMPLEWEEKLY READING AND ASSIGNMENT DETAILS MODULE 1 Readings Introduction and Chapters 1, 2, & 3 in CRITICAL thinking: Tools for taking charge of your learning and your life.

8 Mulnix, (2012). Thinking critically about CRITICAL thinking. Educational Philosophy & Theory, 44(5), 464-479. Retrieved from 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. Retrieved from 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. Retrieved from Opening Exercise (0 points) Discussion (25 points) Mastery Exercise (10 points) Portfolio Milestone (25 points) hum101 requires a Final Portfolio Project. This project will focus on an issue (social, professional, or personal) that you wish to investigate critically.

9 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 two milestone assignments that count toward the completion of the Final Portfolio Project in Module 8. Another Portfolio Milestones is due in Weeks 4. Also, note that in Week 7, you will post your Final Portfolio outlines and critique your colleagues in peer discussions. Directions: Submit a three-paragraph introduction clearly identifying the topic you wish to investigate for your Final Portfolio. Be sure to answer the following questions in these two paragraphs: What is your topic?

10 Why is this topic of interest to you? What CRITICAL questions do you have about this topic? SAMPLE How might you narrow your topic to think more clearly and carefully about issues related to your topic? Include two scholarly sources that you could use in your Final Portfolio. Find scholarly sources that are not part of the required or recommended reading for this course. The CSU-Global Library is a good place to find these sources. Format your paper and references according to the CSU-Global Guide to Writing & APA, and including a title and references page. Review the grading rubric for this assignment, which can be accessed from the Module 1 folder, to understand how the criteria and how your work will be assessed.