Listed below are selected learning outcomes in the area of
critical thinking that Western Washington University is actively
integrating into its curriculum. Each learning outcome is listed
with its definition, along with a description of how Tara Perry'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 take what they learn
from a workshop on service-learning and profile descriptions
of service-learning agencies to select the agency that best
matches their educational interests.
|
| Alternative Consideration |
Considers major alternative points
of view. |
Given a controversial issue faced
by the community agency, students identify the position they
support and then must develop a strong evidence-based argument
for the opposing position. Each group presents their findings
in a poster presentation. |
| Accurate Conclusions |
Draws warranted, judicious, non-fallacious
conclusions. |
Students connect the reading materials
to their practices in the community projects via progress reports,
chapter discussions, exams, and final presentations. Students
develop a sense of efficacy and confidence in their roles as
subject matter experts for the class and with community agencies.
|
| Justification |
Justifies key results and procedures,
and explains assumptions and reasons. |
Students continually engage in written
and verbal reflection on their service-learning experiences
throughout the term. Students assess themselves as they gain
knowledge and experience and make connections between theory
and practice. Some of the life experiences they have in the
community extend their learning beyond what is available in
the text and in-class discussions. |
