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On Fri, Sep 21, 2018 at 9:42 PM Alice Walker <[email protected]> wrote: 2 CALIFORNIA STATE UNIVERSITY, FULLERTON College of Education Department of Literacy and Reading Education Read 290 Critical Reading, Thinking and Literacy (Web) Spring 2018 Location: Online Day and Time: Assignments due Wednesday and Friday at 11:59pm. Instructor: Robin Afrasiabi Office: College Park 570-27 E-mail: [email protected] Phone: 949-648-8471 Office hours: Mondays 1-2 (virtual) Email response immediate. *upon request Technical support: Help Desk (657) 278-8888 or [email protected] TITANium Help: http://oasis.fullerton.edu/tutorials.aspx Titan Help: http://www.fullerton.edu/IT/help_desk/index.asp Table 1: Education Unit Conceptual Framework EDUCATION UNIT CONCEPTUAL FRAMEWORK Mission The College of Education is committed to the preparation and professional development of innovative and transformative educators who advance just, equitable, and inclusive education. As a professional community of scholar-practitioners, we promote creativity, collaboration, and critical thinking as fundamental to student achievement and success in a diverse and interconnected world. Program Outcomes and Indicators After successful completion of a program of study, our credential recipients and program graduates are: 1. Knowledgeable and Competent Specialists who a) demonstrate a strong foundation of knowledge b) implement effective practice c) use current technologies for teaching and learning 2. Reflective and Responsive Practitioners who a) advance just, equitable, and inclusive education b) make informed decisions c) participate in collaborative endeavors d) think critically and creatively 3. Committed and Caring Professionals who a) demonstrate leadership potential b) maintain professional and ethical standards c) engage in continuous improvement READ DEPARTMENT MISSION STATEMENT FOR UNDERGRADUATES The Reading Program faculty believes that reading is a developmental process, a complex meaning construction process, a language process, and a critical thinking process. Effective reading and learning requires an understanding of these processes. Reading involves on-going analysis, synthesis, and evaluation. In order to read and process information effectively students must engage in meta-cognition so as to raise the awareness of their own thinking in monitoring comprehension and learning. Being life-long learners involves making informed choices of the techniques, materials, strategies, and approaches most appropriate for academic, professional, and personal needs. RESPONSE TIME Email will be the best means of communicating with the course instructor. The instructor will attempt to respond to all questions sent by e-mail within a 24-hour period, Monday through Friday and within a 48-hour period on weekends and holidays . COURSE DESCRIPTION This course examines the relationship of critical reading and critical thinking. An emphasis is placed on the development and application of reading skills in the interpretation, analysis, criticism and advocacy of ideas encountered in academic reading. STUDENT LEARNING GOALS AND RELATED OBJECTIVES GE Core Competencies and Learning Goals for Critical Thinking (UPS 411.201) 1. Organize one’s thoughts and communicate them clearly and effectively, using language that demonstrates sensitivity to gender and cultural differences. 2. Find, evaluate, select, synthesize, organize, cite and present information and arguments clearly and effectively for a variety of purposes and audiences. 3. Recognize and evaluate the features, functions, and contexts of language that express and influence meaning. 4. Compare and contrast with care and accuracy the relative merits of alternative or opposing arguments, interpretations, assumptions, and cultural values. 5. Reflect in an open-minded manner on one’s own thinking in relation to the ideas of others. 6. Understand the role of logic and its relation to language. 7. Understand elementary inductive and deductive processes, including formal and informal fallacies. 8. Develop the skills to distinguish propositions and statements of fact from issues of judgment or opinion. 9. Develop skills to advocate for ideas. 10. Develop skills to reach well-supported factual and judgmental conclusions and the skills to successfully advocate for these conclusions. 11. Evaluate, critique, and analyze the quality and sufficiency of evidence and other forms of support for a position, include recognition of underlying lines of argument. Course objective: Students will demonstrate mastery through writing, exams, and discussion the skills and dispositions outlined in the learning goals above. University GE Policy for Critical Thinking Courses (UPS 411.201) 1. READ 290 fulfills the Critical Thinking Core Competency General Education requirement. 2. Writing assignments in READ 290 comply with General Education policy and involve the organization and expression of complex data or ideas. Students will receive careful and timely evaluations of writing so that deficiencies are identified and suggestions for improvement and/or means of remediation are offered. Assessments of the student’s writing competence shall be used in determining the final course grade. ISTE /INTERNATIONAL COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDS Our programs are informed by ISTE and/or International Council for Exceptional Children Standards. More information on these standards can be found at http://www.iste.org/ and http://www.cec.sped.org/   REQUIRED TEXTS Browne, M.N. and Keeley, S.M. Asking the Right Questions: A Guide to Critical Thinking, second custom ed. (or 11th edition) Barnet, S. and Bedau, H., Critical Thinking, Reading, and Writing, custom ed. ATTENDANCE Physical attendance is not required in this online course. A participation grade will be based on the weekly online activities in which the student participates, including discussion and various group activities. ONLINE COURSE EXPECTATIONS AND GUIDELINES This course is 100\% online. Course material will be provided in a variety of formats including narrated presentations, websites, video, podcasts and Word documents. Checklists. Students will be provided with weekly “to do” checklists for this online course. The weekly “to do” checklists and any additional materials needed such as lecture presentations, will be available for each week in the appropriate weekly block on TITANium. Written Assignments. Specific instructions for submitting assignments through Titanium will be provided. The course instructor will enter feedback, comments and grades for all assignments. These will be available for students to access on Titanium. Participation in all course activities is expected. A Checklist will be posted in the appropriate Titanium Block each week. Most assignments are due on Wednesday or Friday by 11:59pm (Pacific Standard Time/PST) unless otherwise noted. Your instructor will track participation in the weekly interactions by reading all discussion posts. The weekly participation assignments are worth approximately 20\% of the total grade for the course Because of the intensive nature of online learning, students should expect to allocate at least 6-10 hours per week for this course . It is expected that each student will access the course Titanium a minimum of three times a week to download materials, check for announcements, post your work, and participate in weekly interactive assignments. Students in online courses have found these guidelines to be useful: · Designate a place and schedule specific times for working on the course – self-discipline is crucial to success in an online course. · Use the Course Calendar as a general overview of assignments and due dates. · Save each Checklist, and any additional materials needed to a designated folder on your computer or keep these in a folder or binder for easy reference. · Familiarize yourself with all resources on TITANium – they are there to help you. · Check your CSUF email daily. New Announcements posted to the TITANium will be automatically emailed to all users. · Complete reading assignments early in the week; post your participation assignment entry as specified in the Checklist. · Submit only thoughtful and substantive posts to the interactive assignments. Keep your communications concise and to the point. Use professional language and tone, as in a face-to-face classroom environment. To encourage responses to your post, try concluding with a question. GRADING POLICY AND GRADING STANDARDS FOR THE COURSE The Reading Department has adopted a uniform grading policy per UPS 300.020. For undergraduate classes there will be NO plus/minus grading. This class will use the point scale below to determine grades. A grade of C or better must be earned to fulfill the General Education requirement. A (4.0) = 600 - 540 points (100\% - 90\%) B (3.0) = 539 - 480 points (89\% - 80\%) C (2.0) = 479 – 420 points (79\% - 70\%) D (1.0) = 419 – 360 points (69\% - 60\%) F (0) = Below 360 points In addition: Papers must be word-processed, double-spaced, and of scholarly quality and appearance to receive full credit. Papers will be evaluated based on the guidelines of UPS 411.201. This includes use of rubrics to evaluate students’ organization and expression of complex data and/or ideas. Careful evaluation with suggestions for improvement will be provided in a timely manner so that students have an opportunity to remediate errors on future assignments. 1. The TITANium Grade Book function will be used by the Instructor to post grades and feedback on all course requirements. 2. If you are unable to finish the course, it is your responsibility to follow the appropriate procedures for dropping the course. In the event that you need to withdraw from this course, it is your responsibility to review the appropriate deadlines with the Office of Admissions and Records: http://www.fullerton.edu/admissions/currentstudent/regulations.asp 3. Incompletes will be granted only under extreme circumstances and students must be earning a B or better at the time of the request for an incomplete. The instructor must be informed as soon as possible if circumstances warrant discontinuation of the course. 4. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses. EXTRA CREDIT OPTIONS There are no extra credit options. LATE ASSIGNMENTS To receive full credit, assignments must be received on time. Late assignments will be reduced by 10\% and must be submitted no later than one week past the due date. Weekly discussion posts and small group activities will not be accepted late. ASSIGNMENT DESCRIPTIONS Participation Activities (10 @ 10 points each)……………………………..100 points Throughout the semester students will be required to participate in class discussions and small group collaborations via the discussion blog and worksheets available on TITANium. Rubrics will be provided for these participation activities. Papers (1 @ 50 points and [email protected] 100 points) ……………………....………….150 points Students will be required to write two papers. The first of these will be an issue exploration. In preparation for this paper, students will explore the importance of critical thinking, critical reading and critical action. To complete this paper, students will be selecting an issue that they are interested in and discussing the importance of this issue in society. The second paper is a group collaboration on a Modified Annotated Bibliography. To complete this paper, students will work in groups to select and research an issue of interest to them. The group’s research must include scholarly articles. Articles can be accessed from the Internet, university libraries or personal libraries of professional journals. Each group member will contribute one entry to the completed bibliography. Rubrics will be provided for both papers. Presentation ………….…………………………………….....100 points The students will work in groups or individually to develop a presentation on a chosen topic. Groups will be required to advocate for a position on a selected /researched issue. Students will present their ideas in a 3-5 minute YouTube video. A rubric will be provided. Concept Quizzes (2 @ 50 points each)……………………………………….100 points Quizzes will cover the major concepts from the text and required readings. Students will be required to apply the concepts to new situations. Exam #1 (Analysis) ……….…………………………………………………...50 points Students will be required to analyze an argument by answering questions that demonstrate their understanding of the following concepts: issue, conclusion, reasons, ambiguity and assumptions. Students must show their work on the analysis worksheet provided to get credit for the exam. Exam #2 (Analysis and Evaluation) .………………………………………….100 points Students will be required to analyze and evaluate an argument by answering questions that demonstrate their understanding of the following concepts: issue, conclusion, reasons, ambiguity, assumptions, fallacies in the reasoning, evidence, rival causes, omitted information and reasonable alternative conclusion. Students must show their work on the analysis and evaluation worksheet provided to get credit for the exam. Total Points………………………………………………………………600 points ALTERNATE PROCEURE FOR SUBMITTING WORK In the event of technical problems with the internet, email, and/or Titanium, work may be submitted in these ways: · FAX work to department office FAX at (657) 278-3110 –Attn: JoAnne Greenbaum · Hand Deliver or Mail work to instructor’s office or department at: JoAnne Greenbaum CSUF Reading Department P.O. Box 6868 Fullerton, CA 92834 Please contact the instructor to inform them of your problem and decide on the best way to proceed. SYNCRONOUS/ASYCHRONOUS/HYBRID INSTRUCTION There is no face to face or synchronous instruction for this course. However, group work may require synchronous meetings with classmates at a time determined by the group. TECHNICAL REQUIREMENTS CSUF Helpdesk for Students 657-278-8888 [email protected] Training There is free online training for software and a variety of other topics. Check out the Lynda.com link at http://www.fullerton.edu/IT/students/software/. Technology suggestion: Try teaching yourself to read online. You’ll avoid having to print out long documents like our syllabus and save yourself some money. Many PDF readers have built-in highlighting and annotating features, including the free Adobe PDF reader. Student Technology Services Homepage http://www.fullerton.edu/it/students/index.php Screen Grab of Student Technology Services Webpage 3/28Software As a CSUF student you have access to free software. Information is at http://www.fullerton.edu/IT/students/software/. 1. Microsoft 365: Word, Excel, and Powerpoint for up to five of your devices 1. Dropbox: 50GB free storage online 1. Browser: Firefox, Chrome, Safari 1. Email client: MS Outlook, Thunderbird, Apple Mail Note: It’s a good idea to install two different browsers on your computer. That way if Titanium or CSUF access is not working with one browser, you can try the other. Firefox is a good choice for one of the two. I also use Google Chrome. Important: Because as a CSUF student you have free access to Microsoft 365, 1. All word processed work in this class must be submitted in DOC or DOCX format. 1. Any work submitted as presentation slides must be submitted in PPT, PPTX, or as a URL linked online service.’ 1. Any spreadsheet submitted must be submitted in XLS, XLSX, or PDF format. Hardware Computer / laptop Internet access capability As of November, 2015, CSUF IT recommends the following specs for hardware for Windows machines. And of this writing, I have not yet received recommendations for Apple  hardware. · Intel Core 3.2Ghz i5-4570 · 8GB RAM · 8X DVD+-/-RW · 500GB HDD · Intel Integrated Graphics HD Graphics 4600 NETIQUETTE REQUIREMENTS Review the “netiquette” rules pertaining to behaviors that are appropriate for online academic interactions. These are available at: http://www2.nau.edu/delearn/support/tutorials/discrubrics/netiquette.php UNIVERSITY INFORMATION Titanium As a registered student you are enrolled in Titanium. You may access Titanium for all your classes by clicking on your student portal, found on the CSUF website. Problems? Contact (657) 278-5619. If you still need more help, contact (657) 278-8888. Check Titanium weekly, the night before class, for any pertinent or last minute, updated information. Students with Special Needs Please inform the instructor during the first week of classes about any disability or special needs that you may have that may require specific arrangements related to attending class sessions, carrying out class assignments, or writing papers or examinations. According to California State University policy, students with disabilities must document their disabilities at the Disability Support Services (DSS) Office in order to be accommodated in their courses. Academic Dishonesty Policy Academic dishonesty includes such things cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show a possession of a level of knowledge or skill which he/she in fact does not possess. Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Plagiarism is defined as the act of taking the work of another and offering it as one’s own without giving credit to that source. An instructor who believes that an act of academic dishonesty has occurred (1) is obligated to discuss the matter with the student(s) involved; (2) should possess reasonable evidence such as documents or personal observation; and (3) may take whatever action (subject to student appeal) he/she deems appropriate, ranging from an oral reprimand to an F in the course. Additional information on this policy is available from University Policy Statement 300.021 found at the UPS section of the Academic Senate website. Emergency Contact In the event of emergency, contact the University Police at (657) 278-3333. Additional information can be found at the CSUF Emergency Preparedness website. Library Support Students have access to all of the Pollak Library resources, including over 200 subscription databases that index and provide full text to academic journals and e-books. The library has a robust interlibrary loan program that ensures that students can get the resources they need. Students who do not visit the campus for any classes may request that books or other print-only materials be mailed to their homes. In addition, any CSUF student may borrow materials from any other California State University Library. Students also have access to 24/7 reference assistance through email, phone, or chat, and may set up appointments for one-on-one research consultations with a librarian that can be conducted over the phone. Pollak Library Assistance available for Online Students with online instruction guidelines are available on the CSUF library website. Titan Bites For students facing food insecurity, http://news.fullerton.edu/2017wi/Titan-Bites-App.aspx describes a program initiated in Fall 2016 which notifies students when food is available after various campus events. More information and specific details are in that article, including how to register: “Students interested in signing up for Titan Bites should log in to their campus portal, click on the Settings icon in the top right corner and scroll to the Student Account Settings section. By clicking the Edit button next to the Join Titan Bites Free Food Program on Campus setting, they can designate whether they would like to receive push notifications via email or SMS notification.”   Off Campus Resources Off campus resources are also available to you. For example, Orange County 2-1-1 provides referrals to a variety of services and assistance programs. You may search their website for services and information at  www.211oc.org , email them at  [email protected] , or call them toll free at  1-888-600-4357 . They are available 24/7 and speak multiple languages. Policy on Retention of Student Work Student work will be returned after grading via TITANium. It is the student’s responsibility to access the work and review the feedback and grades given to the work. Work will be retained for one semester after grades have been posted. The above policy is in compliance with UPS 320.005. Authentication of Student Work (per UPS 411.104, Section II.B.6.e) Authentication of student work is important in an online class. This is accomplished by requiring multiple measures of student performance, including discussion board postings, individual email conversations, and the multiple assignments you are required to complete TENTATIVE SCHEDULE The following tentative outline is designed to give you an idea of the scope and pace of this course. Some of the assignments may be changed or rearranged as appropriate throughout the semester. ARQ refers to the Brown & Keely book, Asking the Right Questions: A Guide to Critical Thinking. CTRW refers to the Barnet & Bedau book, Critical Thinking, Reading and Writing: A Brief Guide to Argument. Most assignments are due on Wednesdays and Fridays by 11:59pm. Be sure to check due dates each week to ensure that you receive full credit for submitting assignments on time. Date Topic Assignment Due Week 1 January 19-January 26 Introduction to Critical Reading/Thinking Course Requirements/Overview TITANium Site Overview Purchase books. Create profile CTRW pp. 34-52 Class Discussion Week 2 January 26-February 2 Levels of Thinking/Reading Development/ Reading Process Role of Adult Development Definition of Critical Thinking, Critical Reading, Critical Action CTRW pp.3-20 Facione Article Group Collaboration Worksheet Week 3 February 2-February 9 The Benefit and Manner of Asking the Right Questions Speed Bumps Interfering with Critical Thinking ARQ Ch.1 & 2 Class Discussion Week 4 February 9- February 16 Issue, Conclusion, Reasons Paper #1 Issue Exploration (Due Feb.16 -11:59 p.m.) ARQ-Ch.3 & 4 Paper #1 DUE Week 5 February 16- February 23 Ambiguity and Assumptions ARQ – Ch. 5 & 6 CTRW – Article pp117-120 Class Discussion Week 6 February 23- March 2 Practice Analysis Worksheet Sample Article for Analysis (posted) Group Collaboration Worksheet Week 7 March 2-March 9 Concept Quiz ARQ-Chapters 1 through 6 (Due: by Wed. March 711:59 p.m.) Exam – Analysis of Argument (Open Fri. March 9 from 12 a.m. to 11:59 p.m.) Quiz 1 Exam 1 Week 8 March 9-March 16 Fallacies Intro. Paper #2 - Researched Perspectives Select Issue / Review Modified Annotated Bibliography Model ARQ Ch.7 CTRW-383-391 Paper 2 Worksheet 1 Week 9 March 16- March 23 Evidence / Statistics Research Issue / Collect Abstracts / Draft Modified Annotated Bibliography / Peer Review Drafts SPRING BREAK (March 23-30) ARQ-Ch.8, 9, 11 CTRW pp.91-102, 313-318, Paper 2 Worksheet 2 Week 10 March 30-April 6 Collaborative Modified Annotated Bibliography (Due Friday, April 6th at 11:59 p.m. ) Paper #2 due Week 11 April 6-April 13 Presentation / An Advocate For Change (Story, Research, Proposal) Presentation Worksheet Week 12 April 13- April 20 Presentations (Due by 11:59 p.m. April 20—please submit using the Week 13 submission file) Presentations Due! Week 13 April 20- April 27 Rival causes, omitted information, multiple conclusions ARQ-Ch. 12, 13 Class Discussion Week 14 April 27- May 4 Practice evaluation of article Sample Article (posted) Practice Analysis and Evaluation worksheet due Week 15 May 4- May 11 Concept Quiz ARQ – Chapters 7 through 13 ( May 9 ) Exam –Analysis/Evaluation of Argument ( May 11 ) Exam Analysis and Evaluation Worksheet due Due Dates Assignments Paper #1…………….. Feb. 16 Paper #2…………….. April 6 Due by 11:59 pm on due date. Tests Exam 1………………… Mar. 9 Exam 2……………… . . May 11 Presentation…………… Apr. 20 Due by 11:59 pm on due date. (Exams will be available from 12:00am until 11:55pm only.) Concept Quizzes Quiz 1…………………… Mar. 7 Quiz 2…………………… May 9 Due by 11:59 pm on due date. (Quizzes will be available from Saturday until Wednesday of weeks 7 and 15 respectively.) Updated August 2017