2009-2010 Innovative Teaching Showcase
Goals
Jason Kanov
Department of Management
Institutional Goals
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 Jason Kanov's teaching strategies meet each of these student learning outcome goals.
Critical Thinking
| Learning Outcomes | Definition | Course Outcomes |
|---|---|---|
| Identification | Accurately identifies and interprets evidence. | Many students come into this class believing that they already know how to work with and manage people effectively. The thinking is that it is all common sense. This notion of common sense is in many ways a fallacy and often actually stands in the way of learning. In addition to discussing this with students early in the course, I also make it clear that the readings and lectures are organized around evidence-based theories that represent what is known about the principles of management and organizational behavior. |
| Alternative Consideration | Considers major alternative points of view. | When it comes to people management, there is a lot of nuance. Lectures, assignments, and activities include components that encourage students to consider the strengths and limitations of various management skills and processes and to recognize that different circumstances often call for different approaches. |
| Accurate Conclusions | Draws warranted, judicious, non-fallacious conclusions. | Students are expected to draw on the body of knowledge presented in the class to propose strategies for effective management in a range of real-life situations. They do this in the context of case analyses, essay exam questions, and a team project that requires them to study and critique a real-life manager. |
| Justification | Justifies key results and procedures, and explains assumptions and reasons. | The class is organized around theories rather than finite lists of behaviors and tactics in part because an understanding of the basic theories of management and organizational behavior is more empowering. Students must articulate their rationale and substantiate it using course concepts and theories. |
Source: Adapted from the California
Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).