
Critical thinking is a cross-disciplinary process based on information literacy that uses inquiry and analysis and leads to problem solving. Critical thinking is also a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating a judgment or conclusion. Critical thinkers deeply reflect on the process and each of the steps below and return to each step as necessary.
Relationship to Institution’s Passport Block: this area may be addressed by a single course or in multiple courses across the lower-division general education curriculum. Options may include science, quantitative literacy, economics, computer science, sociology, philosophy, history, literature and others.
Critical Thinking PLO’s and PC Matrix Download
Features | Passport Learning Outcomes | Examples of Transfer-Level Proficiency Criteria Each faculty member develops the ways his/her students can demonstrate transfer-level proficiency with the learning outcomes. Below are a few examples provided by participating faculty. |
---|---|---|
Problem Setting | identify a problem or question and its component parts. |
Students state, describe, and clarify an open ended problem/issue appropriate to the discipline. Examples include the following:
|
Recognize Assumptions | recognize and assess personal and other relevant underlying assumptions. |
Students engage with resources, ideas, problems, or questions to investigate and/or explain the role biases have in shaping point of view, analysis, and conclusions. Through this discovery students are able to examine and interpret their findings. Examples include the following:
|
Evidence | identify, gather, and analyze the information/data necessary to address the problem or question. |
Students gather an appropriate scope and depth of evidence sufficient to address a question. Examples include the following:
|
Evaluate | evaluate information/data for credibility (e.g., bias, reliability, validity) and relevance to a situation. |
Students demonstrate skills as evaluators in addition to awareness of the evaluation process. Examples include the following:
|
Context | identify relevant (disciplinary) context(s) including, as appropriate, principles, criteria, concepts, values, histories, and theories. |
Students clarify the significance of the context/environment in which the problem, event, and/or issue exists, interpreted or is perceived. Context may include temporal, disciplinary, historical, social, and physical considerations. Examples include the following:
|
Reasoning / Conclusion | develop logical conclusions, solutions, and outcomes that reflect an informed, well-reasoned evaluation. |
Students employ appropriate reasoning processes to reach a valid conclusion supported by relevant data. Examples include the following:
|
Copyright ©2019 by Interstate Passport® which is administered by the Western Interstate Commission for Higher Education (WICHE). Republication or redistribution of the content is prohibited without prior written consent. For permission and proper attribution contact interstatepassport@wiche.edu.
-
- Mark Van Selst, Professor, Psychology, San Jose State University (CA)
- Dan Crump, Librarian (Anthropology), American River College, Academic Senate for California Community Colleges (CA)
- Olivia George, Assistant Professor of Biology, University of Hawai’i West Oahu (HI)
- James A. West, Arts & Humanities, Leeward Community College (HI)
- Alan Church, Professor of English, Dickinson State University/NDGEC (ND)
- Bill Shay, Associate Professor of Mathematics and Science, North Dakota State College of Science (ND)
- (CHAIR) Paul Disney, Adjunct Instructor of Business/Economics, Western Oregon University (OR)
- Jacquelyn Ray, Director, Library and Media Studies, Blue Mountain Community College (OR)
- Ryan Hickerson, Associate Professor, Western Oregon University (OR)
- Lynn Dilivio, Assistant Professor of Education, Northern State University (SD)
- Tyler Miller, Assistant Professor, Psychology, South Dakota State University (SD)
- Kati Lewis, Assistant Professor, English, Salt Lake Community College (UT)
- Ryan Thomas, Associate Provost and Dean of Undergraduate Studies, Weber State University (UT)
- Eric Quade, Instructor of Math, Laramie County Community College (WY)
Teamwork is collaborating towards a common purpose through shared responsibility and mutual accountability, while maintaining healthy relationships. Value Systems are a coherent set of ethical standards adopted and/or evolved by a team as a standard to guide its behavior. Teamwork and Value Systems may be embedded in any of the content areas or across multiple courses in the institution’s Passport Block.
Relationship to Institution’s Passport Block: this area may be addressed by a single course or in courses across the lower-division general education curriculum. Options may include science lab courses, psychology, theater, and many others.
Teamwork and Value Systems PLO’s and PC Matrix Download
Features | Passport Learning Outcomes | Examples of Transfer-Level Proficiency Criteria Each faculty member develops the ways his/her students can demonstrate transfer-level proficiency with the learning outcomes. Below are a few examples provided by participating faculty. |
---|---|---|
Teamwork Fundamentals | explain teamwork fundamentals including but not limited to team roles, rules and expectations, time and conflict management, goal setting and problem solving, and other relevant models and concepts. |
After reading a case study or learning key aspects of teamwork, students take a test on key aspects of teamwork, students will:
|
Purposeful Participation | demonstrate teamwork fundamentals through participation and mutual accountability. |
After completing a project plan, teams will implement the plan and engage in purposeful participation in one or more of the following ways:
|
Shared Value Systems | demonstrate shared ethical obligations and intercultural sensitivity as they relate to teamwork. |
Students will plan for and enact behaviors consistent with their code of conduct in one or more of the following ways:
|
Evaluation | evaluate and communicate strengths and weaknesses of their teamwork: contributions of oneself, team members, and the team. |
At the conclusion of a team project, students may complete any of the following written or oral forms of assessment:
|
Reflection | reflect on and communicate the impact and effectiveness of their teamwork. |
At the end of the team project or activity, the team will process “lessons learned.” (What went well and what did not go well, and what to do differently for a future teamwork project?) An individual or team could choose any of the following:
|
Copyright ©2019 by Interstate Passport® which is administered by the Western Interstate Commission for Higher Education (WICHE). Republication or redistribution of the content is prohibited without prior written consent. For permission and proper attribution contact interstatepassport@wiche.edu.
-
- (CHAIR) Rebekah Villafana, Adjunct Professor, Sociology, College of the Canyons (CA)
- William Albritton, Assistant Professor Information & Computer Science , Leeward Community College (HI)
- Mary Brown, Associate Professor, Community Health, Utah Valley University (UT)
- Dan Dolan, Professor, Mechanical Engineering; Director, Center of Excellence for Advanced Manufacturing and Production (CAMP), South Dakota School of Mines and Technology (SD)
- David Foster, Professor, Western Oregon University (OR)
- Claire Hitosugi, Assistant Professor, Business Administration, University of Hawaii West Oahu (HI)
- Jenny Linker, Assistant Professor, North Dakota State University (ND)
- Lynda McCroskey, Associate Professor, Communications Studies, California State University, Long Beach (CA)
- Tamra Phillips, Associate Professor, Communication, Salt Lake Community College (UT)
- Jacquelyn Ray, Director, Library and Media Services, Blue Mountain Community College (OR)
- Ann Shelby, Faculty, Education, Laramie County Community College (WY)
- Teresa Tande, Associate Professor English/Humanities, Lake Region State College (ND)
- Terry Underwood, Proficiency Criteria Specialist, California State University, Sacramento (Ret.)
- Bob Turner, Passport State Coordinator
- Kate Springsteen, Administrative Assistant, Interstate Passport Initiative