Course credit
3 credit hours
Course overview
Developing critical thinking is valuable because it can help you develop a better life, become a better professional, and become a better citizen in a democratic society. In short, critical thinking is a guide to evaluate information, whether it be planning a community needs assessment, providing program evaluation, deciding who to vote for in a national or local election, marshalling evidence in persuading a co-working or a supervisor, or gaining information when buying a car. Critical thinking, also called reflective thinking, has also been described as “thinking about thinking” where a person compares their thinking (or someone else thinking) to intellectual standards (e.g., descriptive assumptions).
Delivery
This course is available in an online format using eLearning, a Blackboard learning management system requiring Internet access and a web browser. While most students encounter very few technical difficulties, our team of support specialists is available to assist you as needed.
Prerequisites
none
Instructor
Rodney B. Dieser, Ph.D.
Rodney B. Dieser, Ph.D., currently is an Associate Professor in the School of Health, Physical Education, and Leisure Services (HPELS) (College of Education) at the University of Northern Iowa. Rod currently serves as the program coordinator for the Master's Degree in Philanthropy and Nonprofit Development and teaches the doctoral level qualitative research class within the College of Education. Rod holds a Doctorate of Philosophy in Physical Education and Recreation from the University of Alberta (Canada). He holds a Master’s of Science degree from the University of Utah in Parks, Recreation, and Tourism, with a graduate minor in educational psychology (adolescent-based counseling). He also holds a Bachelor's degree from the University of Utah in Recreation and Leisure Studies. His research and teaching interests include: (1) cross-cultural therapeutic recreation and leisure practice, (2) therapeutic recreation as an adjunctive therapy for people with mental illness and people with disabilities, (3) historical and philosophical foundations of leisure, youth, and human services, including Hull-House from 1889-1953, (4) representations of health in popular culture, and (5) hegemonic masculinity in leisure and physical activities.
Rod has co-authored two academic textbooks in Leisure Studies (both over 500 pages), has written over 60 academic articles, and has made countless national and international academic and professional presentations in both Canada and the United States. Although the bulks of Rod’s academic writings are in the areas of leisure studies and therapeutic recreation (e.g., Journal of Leisure Research, Leisure/Loisir, Leisure Science, Leisure Studies, Therapeutic Recreation Journal, American Journal of Recreation Therapy) his research has appeared in other academic fields, including: Counseling Psychology (e.g., Transactional Analysis Journal), Education (Alberta Journal of Education Research, Journal of College Student Development), Human Services (e.g., Human Service Educator, Journal of Progressive Human Services), and Physical Education (Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance).
Rod has served as an associated editor for the Therapeutic Recreation Journal and as an editor for the academic newsletter the SPRE Professor and was awarded a Presidential Citation by the Society of Parks and Recreation Educators for his work as the SPRE Professor editor. In 2006 he received the Outstanding Professional Research Award by the National Therapeutic Recreation Society in the United States. He has also received outstanding research and writing awards by the Alberta Therapeutic Recreation Association and the Canadian Therapeutic Recreation Association respectfully.
Evaluation
6 assignments
Objectives
To understand the individual and societal benefits of critical thinking.
To be able to locate the issues, conclusions, and reasons behind persuasion or an argument.
To be able to identify prescriptive and descriptive assumptions, information that has been omitted, fallacies in reasoning, and how research and statistics can be deceptive.
To know the difference between credible and non-credible evidence when marshalling support for a claim
To outline obstacles to critical thinking
To be able to evaluate knowledge claims presented in the mass media, science/research, marketing/advertising, websites, politics, and in everyday life
Assignments
All work must be word processed and follow the American Psychological Association (APA) publication manual (fifth edition). In particular, use Times or Times New Roman 12 point font. Use regular paper (8.5” x 11”), double space and 1” to 1.5” margins. Type written assignments using a word processing program and save as a file. If you are using a word processing program other than Microsoft Word, then please save the file as Rich Text Format. Submit your assignments to the Assignments tool.
All of the questions are worth 5 points. All of your assignments will be evaluated via a critical thinking framework, which includes:
Clarity: Being free from confusion, specific, and exact. (1 point)
Accuracy: Being free from errors, mistakes, or distortions. (1 point)
Relevancy: Having a close and logical relationship to the question at hand. (1 point)
Breadth: Exploring alternative perspectives. (1 point)
Depth: Explaining the complexity of the issue. (1 point)
Of course, good writing and grammar skills will affect all of these critical thinking elements. For example, poor writing structure and spelling errors will affect clarity of thought.
Academic Ethics:
All work in this course must be done by you and must be done specifically for this course. Although it is wise to consult and seek advice from others, you are to do your own work (e.g., writing, researching). All ethics violations, intentional or unintentional, will result in a grade of F for this course.
Grading
| Assignment #1 | 95 points |
| Assignment #2 | 60 points |
| Assignment #3 | 85 points |
| Assignment #4 | 40 points |
| Assignment #5 | 55 points |
| Assignment #6 | 65 points |
| Total | 400 points |
A: 372-400 points (93% or higher)
A-: 360-371 points (approximately 90-92%)
B+: 348-359 points (approximately 87-89%)
B: 332-347 points (approximately 83-86%)
B-: 320-331 points (approximately 80-82%)
C+: 308-319 points (approximately 77-79%)
C: 292-307 points (approximately 73-76%)
C-: 280-291 points (approximately 70-72%)
D+: 268-279 points (approximately 67-69)
D: 252-267 points (approximately 63-66%)
D-: 240-251 points (approximately 60-62%)
F: 239 points or less (approximately 59% or less)
Textbook(s)
Boss, J. A. (2009). Think: Real thinking for real life. New York: McGraw Hill. This book is abbreviated as Think.
Browne, M. N., & Keeley, S. M. (2009). Asking the right questions: A guide to critical thinking (9th ed.). Upper Saddle River, NJ: Prentice Hall. This book is abbreviated as ARQ.
Texts are available from www.bookfinder.com
University Book and Supply carries most books used in guided independent study.
To search for textbooks by course, click on "Select a Campus Term" and select Univ.Northern Iowa - Guided Independent Study
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