WESTERN WASHINGTON UNIVERSITY
CIIA > SHOWCASE INDEX > SHOWCASE 2012
Center for Instructional
Innovation and Assessment

INNOVATIVE TEACHING SHOWCASE

2012
2013
ROBIN KODNER
GENE MYERS
SHEILA WEBB
Goals Contents
Innovative Teaching Showcase: Gene Myers - Goals
GOALS
myers
GENE MYERS
Department of Environmental Studies

Fostering Leadership
among Student Leaders


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 Gene Myers's teaching strategies meet each of these student learning outcome goals.

Critical Thinking – ENVS 305: Environmental History and Ethics


Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. Reasoning about climate change ethics includes scientifically informed empirical understanding of climate change. Other relevant forms of evidence include human capacities; social and economic mechanisms and implications.
Alternative Consideration Considers major alternative points of view. Different ethical frameworks for climate change are considered. Concepts may entirely re-frame the understanding of the situation in various ways. Trade-offs and value presuppositions are identified.
Accurate Conclusions Draws warranted, judicious, non-fallacious conclusions. Ethical conclusions based on correct basic understanding of concepts. A clear position is articulated and supported. Application of concepts may be tentative, qualified, and questioned where broader ethical considerations supervene.
Justification Justifies key results and procedures, and explains assumptions and reasons. Reasons alternative approaches or concepts are rejected are at least mentioned.

Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).

Critical Thinking – ENVS 575: Assessment, Evaluation & Research in Environmental Ed.


Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. Evaluation plan includes methods & instruments that will answer the evaluation question (which has been determined by interaction with key users of the anticipated evaluation).
Alternative Consideration Considers major alternative points of view. Evaluand has been described qualitatively, through lit review, and in a logic model; based on this a ‘menu’ approach has been used to match potential types of evaluation to the needs of the users, situation.
Accurate Conclusions Draws warranted, judicious, nonfallacious conclusions. Proposed study design will allow conclusions of the sort needed to answer the question. The methods are tested against anticipated (hypothetical) results analyses, and potential conclusions. Plan demonstrates consistency with American Evaluation Association Accuracy standards (as well as Utility, Feasibility, Propriety and Metaevaluation).
Justification Justifies key results and procedures, and explains assumptions and reasons. Evaluation plan explains the contextual and methodological considerations leading to the evaluation type, question(s), design and methods. Development of instruments, if not demonstrated in the literature, is critically assessed.

Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).

Critical Thinking – ENVS 381: Intro to Education for Environment and Sustainability


Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. Analyze environmental education materials, demonstrating whether they are fair, accurate, in depth, build skills and empowerment, are instructionally sound, and avoid indoctrination.
Alternative Consideration Considers major alternative points of view. Understands at least 3 fundamentally different approaches to environmental education in terms of basic assumptions.
Accurate Conclusions Draws warranted, judicious, nonfallacious conclusions. Environmental education philosophy paper addresses the purposes of the field by logically supporting thesis with reasons related to nature of human learning and development, and social context of environmental. When clear conclusions are not possible emphasis is on examining the nature and effect of the questions and avoiding false answers.
Justification Justifies key results and procedures, and explains assumptions and reasons. Explains position on environmental education by reference to goals and underlying assumptions about learners, causes of environmental problems, place of education in society, and values.
Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).