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 Jill Heckathorn's teaching strategies meet each of these student learning outcome goals.


Critical Thinking

Learning Outcomes Definition Course Outcomes
Identification Accurately identifies and interprets evidence. Recr 274 - Students assess environments and participant needs to develop adapted recreation plans.
Alternative Consideration Considers major alternative points of view.

Recr 274 - Students meet with community members who have physical disabilities to learn adapted sports techniques and to discuss their views on the role of recreation in their lives before, during and after injury or illness.
Recr 385 - Students meet weekly with an older adult partner to discuss ageism, theories of aging, leisure across the life course, and intergenerational programs. Weekly reports reflect the views presented in these discussions.

Recr 479 - Students research whaling rights and subsequently meet with Makah elders and whalers during a fieldtrip to Neah Bay.  Students are asked to develop a position statement for an in-class debate.
Accurate Conclusions Draws warranted, judicious, non-fallacious conclusions. Recr 479 - Students meet with elders, professionals, and residents of Neah Bay to discuss the impacts and potential of tourism.  They share ideas and work with Tribal Planners to develop a community-based tourism plan of action.
Justification Justifies key results and procedures, and explains assumptions and reasons. Recr 274 - After participation as leaders and co-campers with persons who have disabilities, students write a reflection paper addressing their views and beliefs regarding inclusive recreation services.
Source: Adapted from the California Academic Press's Holistic Critical Thinking Scoring Rubric (HCTSR).