Listed below are selected learning outcomes in the areas of critical
thinking and writing that Western Washington
University is actively integrating into its curriculum. Each learning
outcome is listed with its definition, along with a description
of how Dr. Greer's teaching strategies meet each of these student
learning outcome goals. See also Institutional
Goals.
| Learning Outcomes |
Definition |
Course Outcomes |
| Identification |
Accurately identifies and interprets
evidence. |
Students are required to identify,
interpret and modify (as necessary) age-appropriate material
for dramatization in relation to the students with whom they
are working.
|
| Alternative Consideration |
Considers major alternative points
of view. |
In directing and leading workshops,
students are required to consider alternative perspectives
and interpretations from student participants as well as interweaving
alternative themes and ideas given within the drama itself. |
| Accurate Conclusions |
Draws warranted, judicious, non-fallacious
conclusions. |
The outcomes of both workshops and
performances are immediate, hands-on conclusive demonstrations
of the theories put into practice. |
| Justification |
Justifies key results and procedures,
and explains assumptions and reasons. |
As a final project, all student service-learning
participants must turn in a detailed production journal including
process design, directorial approach, teaching philosophy and
daily journal of reflection. |
Source: Adapted from the California Academic Press's Holistic
Critical Thinking Scoring Rubric available at: http://www.calpress.com/rubric.html
| Learning Outcomes |
Definition |
Course Outcomes |
| Rhetorical Knowledge |
Focuses on a clear rhetorical purpose
and responds appropriately to the needs of varied audiences
and situations. |
Students must adapt various sources
of literature to dramatic form, focusing on writing age-appropriate
dialogue and situations. |
| Critical Analysis |
Develops, examines,
situates, and communicates a reasoned perspective clearly to
others. |
Before entering the
classroom on a service-learning project, students are required
to develop and justify the lesson in its entirety, with detailed
instructions, activity outlines and projected outcomes of the
assignment in essay form. |
| Composing Processes |
Understands writing as
a recursive process that involves drafting, re-thinking, editing,
reconceptualizing. |
When adapting literature
for reader’s theatre, chamber theatre and/or full production,
students go through a drafting, re-drafting and editing process
with the instructor. |
| Convention Knowledge |
Uses appropriate conventions for
documentation and for surface features such as syntax, grammar,
usage, punctuation, and spelling. |
Students learn the various forms
of scripting literature to performance, including conventions
of various styles of presentation based on adaptation. There
are several assignments in which writing technique is the focus.
|
Source: Adapted from Western Washington University's Learning
Outcomes for Writing II, available at http://pandora.cii.wwu.edu/cii/resources/writing/writing_rubric.html
|
