Center for Instructional
Innovation and Assessment


Larry Estrada
Edward Vajda
Kathleen Young
Goals Contents
Larry Estrada
Ph.D., Fairhaven College

Institutional Goals

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 Larry Estrada's teaching strategies meet each of these student learning outcome goals.

Critical Thinking

Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. Students who are enrolled in my American Cultural Studies and Fairhaven courses will have an understanding of their own ethnic identity and how it influences their personal and social development. They will also understand how racial and ethnic identities are often attached to social status and/or access as well as how they are constructed, negotiated, or contested over time, cultures, and geographic space.
Alternative Consideration Considers major alternative points of view. Students who participate in my courses will understand how race, ethnic and international relations have been shaped by economic, social and political realities. They will also be able to articulate and comprehend general principles and cultural dynamics that influence ethnic relations and their intersections with gender, sexuality, and class within societal, structural contexts of power and privilege.
Accurate Conclusions Draws warranted, judicious, non-fallacious conclusions. Through the utilization of diverse analytical resources, case studies, collaborative projects, and critical, comparative modes of study, students will be exposed to multiple perspectives and viewpoints. This will also inculcate appreciation of those who are different from themselves and enable them to respond and adapt to new and evolving cultural settings.
Justification Justifies key results and procedures, and explains assumptions and reasons. Students within these courses should be able to augment their assisting and leadership skills within varied settings that reflect concern for social and economic justice and service to communities. This in turn will allow them to cultivate conflict resolution skills and the ability to work effectively within complex and multicultural milieus and systems.

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

Western Washington University's Learning Outcomes for Writing II.