批判性思维

批判性思维是使用信息的能力, ideas and arguments from relevant perspectives to make sense 解决复杂的问题. Degree graduates will locate, evaluate, interpret, and combine information 得出合理的结论或解决办法.

学生学习成果

Identify the problem or complex 问题 and its various components.

样本

所有修读以下课程的学生:ART 101 & 102、他111 & 112，最后107 & 243路，205路，CST 100路，113路 & 第114页，第121页，第231页 & 261, 217, 266 & 268.

测量

A rubric, based on the Association of American Colleges and Universities (AAC&U)批判性思维价值准则, was used to evaluate work products of students in the selected courses.

视图标题

目标

75% of students will receive a score of 2 (minimally meets expectations) or higher on identifying the problem or complex 问题 and its various components.

发现

87.03% of students scored a 2 (minimally meets expectations) or higher.

我们从这里往哪里走?

发现 are reviewed by the College’s 通识教育 Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. 因为达到了目标结果, the committee did not see a need to implement any strategies for improvement.

Identify central 问题s and assumptions of a problem or 问题.

样本

所有修读以下课程的学生:ART 101 & 102、他111 & 112，最后107 & 243路，205路，CST 100路，113路 & 第114页，第121页，第231页 & 261, 217, 266 & 268.

测量

A rubric, based on the Association of American Colleges and Universities (AAC&U)批判性思维价值准则, was used to evaluate work products of students in the selected courses.

视图标题

目标

75% of students will receive a score of 2 (minimally meets expectations) or higher on identifying central 问题s and assumptions of a problem or 问题.

发现

80.66% of students scored a 2 (minimally meets expectations) or higher.

我们从这里往哪里走?

发现 are reviewed by the College’s 通识教育 Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. 因为达到了目标结果, the committee did not see a need to implement any strategies for improvement.

Seek and evaluate the information needed to fully understand the problem or complex 问题.

样本

所有修读以下课程的学生:ART 101 & 102、他111 & 112，最后107 & 243路，205路，CST 100路，113路 & 第114页，第121页，第231页 & 261, 217, 266 & 268.

测量

A rubric, based on the Association of American Colleges and Universities (AAC&U)批判性思维价值准则, was used to evaluate work products of students in the selected courses.

视图标题

目标

75% of students will receive a score of 2 (minimally meets expectations) or higher on seeking and evaluating the information needed to fully understand the problem or complex 问题.

发现

87.54% of students scored at least a 2 (minimally meets expectations) or higher.

我们从这里往哪里走?

发现 are reviewed by the College’s 通识教育 Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. 因为达到了目标结果, the committee did not see a need to implement any strategies for improvement.

Identify complexities of an 问题, relevant perspectives and/or important relationships when taking a position on a complex 问题 or problem.

样本

所有修读以下课程的学生:ART 101 & 102、他111 & 112，最后107 & 243路，205路，CST 100路，113路 & 第114页，第121页，第231页 & 261, 217, 266 & 268.

测量

A rubric, based on the Association of American Colleges and Universities (AAC&U)批判性思维价值准则, was used to evaluate work products of students in the selected courses.

视图标题

目标

75% of students will receive a score of 2 (minimally meets expectations) or higher on identifying complexities of an 问题, relevant perspectives and/or important relationships when taking a position on a complex 问题 or problem.

发现

78.14% of students scored a 2 (minimally meets expectations) or higher.

我们从这里往哪里走?

发现 are reviewed by the College’s 通识教育 Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. 因为达到了目标结果, the committee did not see a need to implement any strategies for improvement.

Analyze various perspectives of a problem or complex 问题 in order to reach a 合理的结论或解决方案.

样本

所有修读以下课程的学生:ART 101 & 102、他111 & 112，最后107 & 243路，205路，CST 100路，113路 & 第114页，第121页，第231页 & 261, 217, 266 & 268.

测量

A rubric, based on the Association of American Colleges and Universities (AAC&U)批判性思维价值准则, was used to evaluate work products of students in the selected courses.

视图标题

目标

75% of students will receive a score of 2 (minimally meets expectations) or higher on analyzing various perspectives of a problem or complex 问题 in order to reach a 合理的结论或解决方案.

发现

85.55% of students scored a 2 (minimally meets expectations) or higher.

我们从这里往哪里走?

发现 are reviewed by the College’s 通识教育 Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. 因为达到了目标结果, the committee did not see a need to implement any strategies for improvement.

批判性思维

批判性思维准则	顶石(超出预期) 4	里程碑(达到预期) 3	里程碑(最低限度满足预期) 2	基准(不符合预期) 1
确定问题/问题	Issue/problem is clearly understood and explained in detail.	Issue/problem is identified without serious omissions.	问题的陈述有一些遗漏.	问题没有被理解.
识别的假设	彻底分析个人和他人的假设	Identifies own and others’ assumptions when presenting a position/scenario	Explores and questions some assumptions beyond own assumptions	意识到自己的假设s
寻找并评估证据	寻求, evaluates and interprets information/theory to develop a comprehensive (integrated ideas across viewpoints) analysis of the 问题/problem. Viewpoints of experts or alternative methods or approaches are examined thoroughly.	寻求, evaluates and interprets information/theory to come up with a coherent (lists ideas in a meaningful sequence but not integrated) analysis of the 问题/problem. Viewpoints of experts or alternative methods or approaches are subject to questioning.	寻求, evaluates and interprets information/theory but not enough to understand fully or solve the 问题/problem. 专家的观点大多被当作事实.	收集到的信息不被理解或质疑.
Student’s position/scenario (perspective, thesis/hypothesis)	具体的位置/场景是有想象力的, taking into account the complexities of an 问题 or problem. 承认位置/场景的限制. Others’ points of view are synthesized/incorporated within position/scenario.	Specific position/scenario takes into account the complexities of an 问题. Others’ points of view or alternative methods or approaches are acknowledged within position/scenario.	Specific position/scenario acknowledges different sides of an 问题 or alternative methods or approaches for solving a problem.	Specific position/scenario is stated, but is simplistic and obvious.
对问题/问题达成解决方案或结论	Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.	Conclusion is logically tied to a range of information, including opposing viewpoints or alternative methods or approaches; related outcomes (consequences and implications) are identified clearly.	Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.	Conclusion is inconsistent with the information gathered. 结果过于简单.