among Student Leaders
Listed below are selected learning outcomes in the areas of critical thinking and writing that Western Washington University is actively integrating into its curriculum.
Each learning outcome is listed with its definition, along with a description of
how David Shull's
teaching strategies meet each of these student learning outcome
Critical Thinking – ENVS 305: Environmental History and Ethics
||Accurately identifies and interprets evidence.
||Reasoning about climate change ethics includes scientifically informed
empirical understanding of climate change. Other relevant forms of
evidence include human capacities; social and economic mechanisms
||Considers major alternative points of view.
||Different ethical frameworks for climate change are considered.
Concepts may entirely re-frame the understanding of the situation in
various ways. Trade-offs and value presuppositions are identified.
||Draws warranted, judicious, non-fallacious conclusions.
||Ethical conclusions based on correct basic understanding of concepts.
A clear position is articulated and supported. Application of concepts
may be tentative, qualified, and questioned where broader ethical
||Justifies key results and procedures, and explains assumptions and reasons.
||Reasons alternative approaches or concepts are rejected are at least
Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR)