2009-2010 Innovative Teaching Showcase
Goals
David Shull
Department of Environmental Science
Fostering Leadership among Student Leaders
Fostering Leadership 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 goals.
Critical Thinking - ENVS 305: Environmental History and Ethics
| Learning Outcomes | Definition | Course Outcomes |
|---|---|---|
| Identification | 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, and implications. |
| Alternative Consideration | 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. |
| Accurate Conclusions | 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 considerations supervene. |
| Justification | Justifies key results and procedures, and explains assumptions and reasons. | Reasons alternative approaches or concepts are rejected are at least mentioned. |