HNRS 3010—1004: CRITICAL THINKING ABOUT VALUESDr. Jodi Lambdin Devine & Dr. Heath A. DiehlBowling Green State University, Fall 2011Tuesdays & Thursdays 11:30 AM – 12:45 PM and Wednesday 1:30 – 3:10 PM, Harshman 261C

CCOURSEOURSE S SYLLABUSYLLABUSFACULTY & PEER FACILITATOR CONTACT INFORMATIONDr. Heath A. Diehl, Instructor

E-mail williad@bgsu.eduOffice Harshman E207Office Phone 419-372-5400Office Hours Monday 8:00 – 9:20 AM; 11:30 AM – 12:00 PM;

1:00 – 2:00 PM; and 3:00 – 5:00 PMTuesday & Thursday 1:00 – 3:15 PM; Wednesday 3:30 – 4:00 PM (and by appointment)

Campus Mailbox Harshman 209, Honors Program Main Office

Dr. Jodi Lambdin Devine, InstructorE-mail jdevine@bgsu.eduOffice Harshman E203Office Phone 419-372-8501Office Hours M-F 8:00AM – noon, 1:00-5:00PM (and by

appointment)Campus Mailbox Harshman 209, Honors Program Main Office

Katie Adelblue, Peer Facilitator E-mail kadelbl@bgsu.edu

COURSE DESCRIPTIONCritical Thinking about Values is the first of four core curriculum courses that all students enrolled in the University Honors Program and pursuing Presidential Honors at Bowling Green State University must successfully complete and it is intended to serve as the cornerstone of the liberal education that all Honors students are encouraged to seek. This course is principally designed to introduce and foster the development of a skill set in critical thinking, reading, writing, listening, and speaking through concentrated and directed practice in the application of those skills in relation to classical/contemporary texts, contemporary issues/events, and/or real-world problems specific to an academic discipline or a profession. Students will learn how to approach texts, issues, and problems in a reasoned and systemic way, considering purpose, language, target audience, tone, and argument structure and students will participate actively in discussions; define, recognize, analyze and evaluate sample arguments; and craft their own arguments through a careful and precise application of concepts and processes of critical thinking. Through the ongoing exercise of critical thinking skills, students will learn to apply formal logic, analytical reasoning, and logical reasoning, and to appreciate the importance of maintaining an open mind when examining and assessing the validity of various arguments and the value of diverse sources of information. In addition to honing and refining their critical thinking skills, students enrolled in HNRS 3010: Critical Thinking about Values will gain the skills necessary for effective career and educational planning, including the development of a four-year course plan and introduction to campus resources.

COURSE TEXTSBeavan, Colin. No Impact Man: The Adventures of a Guilty Liberal Who Attempts to Save the

Planet, and the Discoveries He Makes About Himself and Our Way of Life in the Process. New York: Farrar, Straus and Giroux, 2009. Print.

Browne, M. Neil and Stuart M. Keeley. Asking the Right Questions: A Guide to Critical Thinking. 10th ed. or earlier. Upper Saddle River, NJ: Prentice Hall, 2009.

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Note: Students are not required to purchase the specific editions listed above—these merely represent the editions that I chose to have ordered by the University Bookstore. Other editions of all required texts are acceptable, as long as they are complete and unabridged.

COURSE LEARNING OUTCOMESStudents who successfully complete HNRS 3010: Critical Thinking about Values should demonstrate an ability to: 

Recognize and critically evaluate an argument, including proficiency ino Identifying the component parts and evaluating the logical construction of an

argument;o Recognizing the biases and assumptions (both value and descriptive) inherent

within an argument and/or world view;o Recognizing and evaluating the evidence used to buttress an argument

(grounds for the belief and quality of the evidence); o Forming a conclusion with respect to an argument;

Listen, understand, consider, and evaluate issues from across the academic disciplines;

Understand effectively the connection between worldviews and values and the roles that they play in decision making;

Gather and assess relevant information, using abstract ideas to interpret it effectively;

Create and articulate (both in written and in verbal forms) ideas/arguments about issues (both their own and those belonging to other people);

Raise questions and problems, formulating them clearly and precisely;

Communicate effectively with others in figuring out solutions to complex problems;

Arrive at well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences;

Make effective decisions regarding both degree program and career choices;

Design an educational plan to achieve clearly articulated goals;

Understand and utilize campus resources;

Understand and engage effectively with DARS; and

Articulate and follow the steps necessary to graduate with Presidential Honors.

COURSE POLICIES AND PROCEDURESAttendance and Participation (adapted from Julie Haught, Senior Lecturer, English)Education is not a commodity that can be readily purchased and then used or discarded like a theater ticket or a fast food meal. Rather, education is a collaborative process by a group

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of interested parties who wish to learn. We assume each person in this class wants to learn and we expect that each person understands that learning is an active process that involves the participant’s commitment to the material and to his/her colleagues.

Given this basic philosophy toward education, we expect you to attend class regularly and punctually. Moreover, active participation for the entirety of each class session is mandatory. Students attending class without adequate preparation, students arriving to class late, or students leaving class early will be marked absent. On a related note, you may not make a habit of coming in late. (If we are here and class is going on, then you are late; come in with as little disturbance as possible. This may mean that it will not be convenient for you to sit in your usual seat.) If you arrive more than five minutes late, then we will count you absent for that class meeting. If you do arrive very late and have a good excuse, then see one of us after class. Under no circumstances will we interrupt the class to explain what you have missed by coming in late. You will, however, be responsible for all material covered in class. Similarly, when you have unavoidably missed an entire class meeting, it is up to you to find out what the assignment is and be prepared to participate in the next class that you attend. Do not compound your problems by coming to class unprepared.

Of course, it would be unwise to assume that you will have no illnesses, personal emergencies, job interviews, and/or university-sponsored activities which will interfere with your ability to attend this class during the semester. Undoubtedly, you will have to be absent for legitimate reasons and that is why each student is allowed three absences with no penalty.

If you miss an excessive number of classes, whether excused or not, then your work (and your grade) will suffer. In other words, there are consequences for our failure to meet our responsibilities. If we were to have sporadic attendance or were to exhibit incompetence in the workplace, then we would be fired. If you, as a college student, have sporadic attendance or exhibit negligence in your classroom responsibilities, then your final grade for the course will be lowered. Specifically, if your absences begin to affect your progress, then we will ask you to come in to my office for a personal conference. If you miss more than three classes, excused or not, then we reserve the right to reduce your course grade by ½ of a letter (50 points) for each additional absence over the allotted three. (N.B. An excused absence is one that is caused by documented illness or a university-sponsored field trip. Under these and only these two sorts of circumstances, we will work with you to help you make up the material and the graded assignments that you miss. These absences still count toward your maximum three.)

Two additional attendance policies are worthy of note:

First, in the event of a student’s extended absence as a result of personal illness or emergency, the student and we will discuss the best resolution to the semester and the attendance policy above may be amended to accommodate the student.

Second, if in the case of severe weather an official agency such as the State Highway Patrol reports that hazardous driving conditions exist and travel is not advised, then students who must commute to Bowling Green may be excused from classes at our discretion. Upon return to class (or through e-mail prior to his/her return to class), the student should inform us of his or her inability to travel due to hazardous driving conditions.

Individual Responsibility as a LearnerAlthough we strive to create a safe learning environment in which all members feel free to ask questions and practice new skills, we will not accept anything less than your best effort.

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You are expected to read and complete all assignments in advance of class.

You are expected to attend and participate in every class.

You are expected to ask questions.

You are expected to construct and evaluate arguments.

You are expected to create and take control of an appropriate personal academic plan.

And you are expected to fail occasionally.

Late WorkAssignments must be turned in at class at the assigned times. Late work will not be accepted (unless, of course, there are extenuating circumstances that prevent you from turning in an assignment on time, and then only if you have discussed these extenuating circumstances with us in advance of the due date). An assignment is considered late if you have not submitted it by the beginning of class on the assigned day. If you fail to turn in one of the assignments for HNRS 3010, then you will automatically receive zero credit for the assignment. Finally, if you miss a class, then you miss the work for that day. There will be no “make-up assignments” or individual “extra credit.”

Cellular Telephones and Other Technological DistractionsCellular telephone use during class is disruptive and shows a lack of courtesy and respect for your Instructors and peers. Thus, please turn off cellular telephones prior to the beginning of each class session. If you have a cellular telephone and it disrupts a class session, then you may be counted absent for that class period. Also, please note that in cases of personal emergency you may leave your cellular telephone on vibrate if you have received permission from us prior to the beginning of class. On a related note, texting in class as well as any use of technological devices (including but not limited to ipads, laptop computers, and so forth) for anything other than course-related purposes and endeavors will result in students being counted absent for the class period.

The 24-Hour RuleBecause we devote a significant amount of time and effort to commenting on and evaluating final drafts of assignments, we expect you in turn to read through the comments several times, engage with them, and attempt to understand them before you approach us with questions. As a result, we have established “the 24-hour rule.” Simply put, this rule maintains that you cannot ask us questions about our comments on a final evaluated draft of an assignment until 24 hours have passed from the time that we handed the draft back. (Rough drafts of assignments are exempted from the 24-hour rule.) After 24 hours have passed, you may ask any question you wish; be advised, however, that we will never negotiate grades.

Plagiarism (some information taken from CSU, Fresno University Catalog)Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term “cheating” not be limited to examination situations only, but that it includes any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work. Plagiarism can also involve quoting without acknowledging the true source of the

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quoted material (whether that error was made intentionally or unintentionally) and even indirect quotations and/or paraphrasing where the sources are not properly cited.

We take cheating and plagiarism very seriously—either act breaks a trust between professor and student, undermines your integrity, and is unfair to your peers. Students are expected to maintain the highest level of integrity in their academic work and, as a result, plagiarism simply will not be tolerated under any circumstances. If you are discovered to have plagiarized any or all of your assignments for HNRS 3010, then you will receive a “WF” for the course and we will send a letter to the Dean of your College charging you with plagiarism. Consult BGSU’s “Code of Academic Conduct” for information regarding this University’s academic honesty policies and penalties for violation of those policies. These policies and penalties apply to our class, as well as to all other classes at BGSU. (The “Code of Academic Conduct” is available online @ http://www.virtualonlinepubs.com/publication/?i=43133.)

Finally, be advised that as per the Honors Program Student Handbook (available on the Honors Program Blackboard site), if you are charged with and found guilty of academic dishonesty, then you not only will be subject to punishment at the University level, but also could be removed from the University Honors Program.

Students with DisabilitiesSection 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require faculty at Bowling Green State University to provide an “academic adjustment” and/or a “reasonable accommodation” to any individual who advises us of a physical or psychological disability. If you have a physical or psychological limitation that requires an academic adjustment or an accommodation, then please arrange a meeting with us at your earliest convenience. Upon identifying themselves to the Instructors and the University, students with disabilities will receive reasonable accommodation for learning and evaluation. Students with a documented disability who require specific examination and/or course-related academic accommodations should contact the Office of Disability Services by phone at (419) 372-8495 or in person at 413 South Hall.

Office Hours and CommunicationWe keep regular office hours (see above), and you can make appointments to see us at times that are convenient for everyone (though remember that we are not on 24/7 call and will not always be available), if our scheduled hours do not work for you. You can always catch us immediately prior to or following class to make an appointment. If you have problems, concerns, questions, complaints, or comments regarding this course, then it is your responsibility to bring them first to us for discussion and resolution. Finally, if you have a question about anything relating to this course, then it really is best if you ask us. If you ask the person who happens to be sitting next to you or someone who has had the course before, then we are not responsible for what he or she may tell you.

Peer FacilitatorThere will be a wonderful peer facilitator working with us. This facilitator, whose name is Katie, does not usually assign grades (though she may offer her written/verbal feedback on your writing assignments) nor does she lecture (though she will both co-facilitate in-class discussions and take primary responsibility for leading some of those discussions). Katie will help with tutorial work, help with precise writing and thinking and speaking, and help with in-class activities. Because Katie has very successfully completed the HNRS 3010: Critical Thinking about Values and HNRS 3020: Values in Ideas and Leadership courses, she can be an invaluable resource to you. She understands the design and expectations of this particular course (and of the Presidential Honors sequence as a whole), and therefore can provide insight into any questions or concerns you might have about what is being asked of you or how well you are doing at any given moment. She is smart, approachable, and

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willing to assist you, so make use of this valuable resource when/if you have questions or need additional assistance.

The Fine Print (some information taken from Fritz Wenisch, University of Rhode Island)Important oral and/or written announcements, including announcements modifying the terms of this syllabus, may from time to time be made in class during the course of the semester. (In other words, this syllabus is subject to change at the discretion of the Instructors.) If you miss class (or are late for class or "daydream" during our announcements), then it is your responsibility to inquire whether such announcements have been made.

Finally, whenever you claim that a penalty for noncompliance with a rule announced (either in this syllabus or orally or in writing later in the semester) should be waived because of a legitimate excuse on your part, we will consider ourselves in a situation analogous to that of a bank teller whose customer returns and claims that a part of the money he/she was supposed to receive was missing when he/she counted it at home. The teller will expect reliable evidence beyond the customer's word that not enough was paid out. Similarly, if you wish us to excuse you, then the burden of proof that there was, indeed, a legitimate excuse rests with you, to be furnished by a preponderance of the evidence beyond your stating that it is as you say.

COURSE EVALUATIONMicrothemes (10 @ 10 pts. ea.) 100 pointsNon-Fiction Book Review Essay 100 pointsFinal Project (TED-Like Video) 300 pointsFinal Project (TED-Like Video Proposal) 50 pointsFinal Project (TED-Like Video Analysis) 100 pointsCompass workbook 50 pointsThis I Believe essay 50 pointsGoal paper 150 points6th hour requirements 100 points

MicrothemesThe microtheme is a short “essay” that is usually limited in terms of space (most educators require their students to use only one side of a 5” x 8” index card, or to write between 100 and 500 words) and time (again, most educators limit students to a 5 – 8 minute time limit per microtheme). Although the microtheme itself is brief, in order for it to be successful, it must be preceded by a fairly considerable amount of critical thought about the topics, texts, and ideas under study. Microthemes originally were created for literature courses by James Work in 1979 and later, in 1982, were adapted by John Bean and colleagues to other disciplines and fields of study. Because of their versatility and their wide adaptability and applicability to a variety of fields of study and subject matters, microthemes have been referred to by some educators as “the Swiss Army knife of assignments.”

This semester you periodically will be asked to write microthemes concerning the required course readings for a given class session. Microthemes will not be announced prior to the class session during which they will be administered and they must be completed in class during the time frame provided (usu. 10 minutes). In other words, no make-up or take-home microthemes will be permitted. If you miss class on a day during which a microtheme is administered, then you will receive no credit for the assignment. Throughout the semester, you must complete a minimum of 10 microthemes. However, we may administer more than 10 microthemes. You are welcome to complete as many microthemes as you wish, and then we will factor into your final course grade only the ten highest of the microtheme grades. Each microtheme is worth a maximum of 10 points and will receive only a numerical score

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when evaluated by us (that is, no written feedback); however, please note that we are happy to sit down with you and discuss your work on the microthemes (i.e., what you are doing well, what you could improve upon, and how you might make improvements) in greater detail. Microthemes will be evaluated according a scoring guide that will be made available to you on our course Blackboard site.

Non-Fiction Book Review EssayA book review is much more than a book report. Rather than a simple summary of the content of a book (which should be included, but which should not be the central focus of the assignment), a review is a critical essay that seeks to evaluate a scholarly book. Its purpose is not to prove that you read the book—although you still need to do that—but to demonstrate that you can think critically about what you have read. In this respect, the book review will serve as a useful springboard for the application of all of the skills that you are learning this semester in HNRS 3010: Critical Thinking about Values; in other words, your analysis of the argument presented in the assigned text should of necessity begin with the basic critical thinking questions/skills that you will learn this term: What is the issue? The conclusion? What are the reasons? What are the value assumptions? The descriptive assumptions? How good is the evidence? Are there any fallacies in the reasoning? And so forth.

We are requiring each of you to write a book review essay for No Impact Man. Book reviews are Thursday, October 27, 2011. Students are responsible for turning in two print copies of their book review at the beginning of class on the assigned due date, as well as e-mailing the book review (as a .doc, .docx, or .rtf attachment) to the Instructors and Peer Facilitator.

As a general guideline, students should shoot for a book review between five and seven pages in length (although we will read and comment on longer book reviews). Book reviews will be evaluated on the basis of four primary criteria (i.e., the summary, the critical analysis, the organization, and the MUGS) and will be worth a maximum of 100 points toward the final course grade. The evaluation rubric that will be used to assess student writing is posted on our course Blackboard site.

Final Project (TED Talk-Like Video)(some of the following information is borrowed from the “About TED” section of the TED website)You are being asked to create an eight- to ten-minute TED Talk-like video on a subject of your choice (see below for more on topic selection). Your video should be a speech/lecture/talk delivered by you and, given the TED mission, should concern an “idea worth spreading” (although what constitutes an idea worth spreading is pretty broad). TED is a nonprofit devoted to Ideas Worth Spreading. It started out (in 1984) as a conference bringing together people from three worlds: Technology, Entertainment, Design. Since then its scope has become even broader. The annual TED conferences, in Long Beach/Palm Springs and Edinburgh, bring together the world's most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes or less). With its central mission of “Ideas Worth Spreading,” TED believe[s] passionately in the power of ideas to change attitudes, lives and ultimately, the world. So they’re building online a clearinghouse that offers free knowledge and inspiration from the world's most inspired thinkers, and also a community of curious souls to engage with ideas and each other. (for more on TED see http://www.ted.com)

You are free to choose pretty much any topic that you would like to address, as long as you select a topic that is (and can be justified as) “worth spreading.” TED talks run the gamut of topics—from technology to entertainment to design to business to science and global issues—and TED speakers take a wide variety of approaches to their topics—from inspirational to humorous to informative and persuasive. The topic, the approach, the format—everything—is yours to choose and, to do so, you should consider who your target audience is, what your primary purpose is, and how you can best reach your target audience to fulfill that purpose.

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We would strongly encourage you to select a topic with which you are somewhat familiar—perhaps something related to your major area of study or to a hobby, sport, or organization that you enjoy. This way, while you probably will still need to conduct some new research, your prior familiarity with the topic will give you a “head start” on the video project. A written transcript of the talk should also be submitted at the time you turn in the video. This written transcript should be submitted as an e-mail attachment in .doc, .docx, or .rtf. and should be carefully edited and proofread prior to being turned in.

These projects are worth a maximum of 300 points toward your final course grade and are intended to showcase the breadth and depth of your critical thinking skills. To that end, students should plan to work on these projects throughout the semester.

Final Project (TED Talk-Like Video Proposal)A proposal/ prospectus usually serves as the first step in producing a major project (and, indeed, you may already have been asked to craft a research proposal/prospectus of this very sort for another similar assignment). Its intent is to convince your reader (in this case, your Instructors and Peer Facilitator) that your topic and approach are sound, so that you can gain approval to proceed with the actual research, writing, and eventual filming and editing of your TED-like video. As well as indicating your general topic, your proposal/prospectus should outline a clear plan of action for completing the project as well as pinpoint any pressing questions/concerns that you have about the project at the time of drafting the proposal/prospectus. (A more specific outline of what information is expected in your proposal will be provided in a separate assignment sheet.) The proposal will not only earn you points toward your final course grade, but also will net you ample written feedback from us. Specifically, we will indicate whether your proposed topic has been approved or needs to be modified or changed completely. This feedback will prove invaluable as you move forward in the process of crafting a script and eventually filming your final video project for this course (especially since that video is worth 40% of your final course grade). The proposal assignment will be worth a maximum of 50 points toward your final course grade.

Final Project (TED Talk-Like Video Analysis)Each of you will be randomly assigned to analyze one video created and produced by a peer. These assignments will be announced on (or before) the day that the final video projects are due. An analysis essay is a systemic evaluation of a text (in this case, a scripted video “talk”), written in order to provide your reader and yourself with a deep understanding of that text, its intended meaning, and its merits and/or faults. An analysis essay is similar to evaluation essays that many students write in their first-year academic writing courses in that it is a personal response to and sustained evaluation of a text. Yet the analysis essay offers a more thorough discussion/investigation which ultimately deepens the reader’s and hopefully your own understanding of the text. The analysis essay focuses on: 1) what an author says; 2) how well the author argues his/her points; 3) what issues that author overlooks, what questions s/he fails to answer; and 4) what implications you can draw from the author’s argument.

For the analysis essay, you will be asked to critically assess a video that has been created by one of your peers in the HNRS 3010: Critical Thinking about Values course. Specifically, you will need to identify and explore three to five aspects of your assigned video for evaluation and your thesis must in some way respond to the basic research question: Is this a “good” TED-like video? In order to answer this question, you should probably begin your thinking process by considering what, in your mind, constitutes a “good” TED-like video, perhaps even jotting down a working definition of that concept so that the criteria by which you evaluate your assigned video are clear in your own mind.

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Video analysis essays will be worth a maximum of 100 points toward your final course grade and will be due at the beginning of the last class period of the semester (i.e., Thursday, December 8, 2011).

Compass AssignmentsEach student is issued a Compass Workbook. The Compass Workbook is a compilation of readings and assignments related to academic planning. The assignments included in the workbook are meant to be completed throughout the fall semester; however, several assignments will be revisited each semester during the Presidential Honors sequence. The Compass workbook will allow you to answer fairly simple, closed-ended questions related to identifying and contacting your advisors to more broad-based questions about your personal philosophy and mission. In addition, you will also identify your personal values, outline an academic plan for graduating in a timely manner, and begin to identify possible involvement opportunities and research interests.

This I Believe essay An important part of this class is to be able to identify the values by which we and others base decisions and arguments. As you name the values that guide your decision making, we want this assignment to push you farther by requiring you to share a single value or a couple of values with a broader audience. After identifying a core value or values that are central, we want you to write a short essay in the style of This I Believe essays first read on a radio program of the same name. On the This I Believe website, the authors suggest that you:

Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work, and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

Be brief: Your statement should be between 350 and 500 words. That’s about three minutes when read aloud at your natural pace.\

Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief, because three minutes is a very short time.

Be positive: Please avoid preaching or editorializing. Tell us what you do believe, not what you don’t believe. Avoid speaking in the editorial “we.” Make your essay about you; speak in the first person.

Be personal: Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

Goal PaperThe purpose of this paper is for you to create an integrated plan for achieving your college-related goals. In this paper you will: outline your core values; describe your long-term vision of success and definition of satisfaction; and provide a coherent plan for achieving your short and mid-range goals (e.g., those goals which can be accomplished during your time at BGSU). In this paper, you will need to explain how each of the steps in your plan help you get closer to your lorn-term vision. For example, you’ll need to explain why pursing a liberal

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education at a bachelor’s degree granting institution like BGSU is more appropriate that receiving technical training at a vocational or career prep institution.

6th Hour RequirmentsThis class recognizes the important work that students do outside of the formal class time in order to grow and develop as leaders and learners. As you meet with academic advisors, attend campus involvement fairs, participate in the retreat you will be asked to complete various reflection assignments designed to evaluate your engagement in these activities.

Incomplete PolicyA grade of “Incomplete” will be granted to a student in rare instances and will be considered only in cases of documented medical emergency or other, comparably grave circumstances, and then only when a student has discussed these circumstances with us and made appropriate arrangements for the “Incomplete” prior to the end of the term during which the student is enrolled in one of our courses. Generally, to receive a grade of “Incomplete,” a student must have completed all examinations and assignments to date, be earning a passing grade, and have personal circumstances that prevent course completion and that occur after the deadline to withdraw from the course. All required work for the course must be completed by the designated dates (i.e., March 1 – Fall; August 1 – Spring; November 1 – Summer) for the granting of an appropriate grade. Failure to complete the work by the designated date will result in a failing grade for the course.

Course Grading ScaleThe course grading scale is set in stone. No bumps up or pushes of any type exist in this course, even if you are 6 points away from the grade you desire. No exceptions will be given under any circumstance, so please do not even ask.

Total Points Letter Grade1000 – 900 A899 – 800 B799 – 700 C699 – 600 D599 – 0 F

Finally, please do not subject us to accounts of how a particular grade will "affect your life." If you wish to contest a grade received, then we will insist that the discussion be limited to the following two issues: (1) Where were we mistaken in evaluating your work? (2) When and how did we fail to apply a provision of this syllabus—or a later oral or written modification of it—to your case? Never, though, should you try to “negotiate” a grade simply because you are unhappy with the outcome of an assignment.

COURSE READING SCHEDULEN.B. The items listed beside a particular date are due that class period.N.B. You should have the Common Reading Experience book, No Impact Man, read by no later than Wednesday, August 31, 2011.N.B. An asterisk (*) preceding one of the items listed below indicates a new reading assignment due that class period.

Mo 8/22 FIRST DAY OF CLASSES

Tu 8/23 Introduction to Course*Discussion of ARQ Chapter 1 “The Benefit of Asking the Right Questions” (pp. 1 – 10)

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*Discussion of ARQ Chapter 2 “Critical Thinking as a Social Activity” (pp. 11 – 18)

We 8/24 Introduction to Academic Planning Components of courseIntroduction of Compass WorkbookReview of online academic planning resourcesDiscussion of goals for attending Campus Fest on 9/1 for one hour between 11am-3pmWrap-Up of ARQ Chapters 1 & 2 Discussions

Th 8/25 Discussion of Final Video Project AssignmentWEEKLY TED TALK: “Chris Jordan Pictures Some Shocking Stats” (linked from course Blackboard site)

Tu 8/30 *Discussion of ARQ Chapter 3 “What Are the Issue and the Conclusion?” (pp. 19 – 27)*Discussion of ARQ Chapter 4 “What Are the Reasons?” (pp. 28 – 36)Discussion of Critical Thinking for Beginners, Part I: What Are the Issue, the Conclusion, and the Reasons? (available as .doc on course Blackboard site)

We 8/31 *Review of Compass homework, pp. 10 and 14Discussion of Our Students’ Best Work (available as a .pdf on Blackboard)*NO IMPACT WEDNESDAY: Application of ARQ Chapters 3 – 5 to NIM

Th 9/1 Discussion of ARQ Chapters 3 & 4*Discussion of Paul Johnson, “The Nonsense of Global Warming” (linked from course Blackboard site)WEEKLY TED TALK: “Majora Carter: Greening the Ghetto” (linked from course Blackboard site)

Mo 9/5 LABOR DAY—BGSU CLOSED

Tu 9/6 Discussion of ARQ Chapters 3 & 4*Discussion of Harvey R. Greenberg, et al., “The Many Faces of Thelma and Louise” (available as .pdf on course Blackboard site)

We 9/7 *Discussion of BGSU’s University Learning Outcomes and the Honors Program’s mission, goals, and advising syllabus (see Compass, pp. 4-9). Discussion of Greenberg, et al.

Th 9/8 *Discussion of ARQ Chapter 5 “What Words or Phrases Are Ambiguous?” (pp. 37 – 52)Discussion of Critical Thinking for Beginners, Part II: What Words or Phrases Are Ambiguous? (available as .doc on course Blackboard site)WEEKLY TED TALK: “Jamie Oliver’s TED Prize Wish: Teach Every Child About Food” (linked from course Blackboard site)

Tu 9/13 Discussion of ARQ Chapter 5

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Viewing and Discussion of David Horowitz, “How Radical Professors Indocrtinate Students” (Parts 1 and 2) (available on Youtube, linked from course Blackboard site)

We 9/14 Synthesis of discussion about values, learning outcomes, and goalsReview of Venn Diagram homeworkIntroduction of This I Believe essayNO IMPACT WEDNESDAY: Application of ARQ Chapters 3 – 5 to NIM

Th 9/15 FINAL PROJECT (VIDEO PROPOSAL) DUEWrap-Up of ARQ Chapter 5 DiscussionsWEEKLY TED TALK: “Yann Arthus-Bertrand Captures Fragile Earth in Wide-Angle” (linked from course Blackboard site)

Tu 9/20 *Discussion of ARQ Chapter 6 “What Are the Value and Descriptive Assumptions?” (pp. 53 – 69)Discussion of Critical Thinking for Beginners, Part III: What Are the Value and Descriptive Assumptions? (available as .doc on course Blackboard site)

We 9/21 Review of Concept Map HomeworkIntroduction of upcoming advising and academic planning considerationsNO IMPACT WEDNESDAY: Application of ARQ Chapter 6 to NIM

Th 9/22 Wrap-Up of ARQ Chapter 6 DiscussionsApplication of ARQ Chapter 6 to The Game of ScruplesWEEKLY TED TALK: “Lisa Margonelli: The Political Chemistry of Oil” (linked from course Blackboard site)

Tu 9/27 *Discussion of ARQ Chapter 7 “Are There Any Fallacies in the Reasoning?” (pp. 70 – 88)Application of ARQ Chapter 7 to Various Mailings

We 9/28 THIS I BELIEVE ESSAY ROUGH DRAFT DUENO IMPACT WEDNESDAY: Application of ARQ Chapter 7 to NIM

Th 9/29 Discussion of ARQ Chapter 7Viewing and Discussion of The Story of Stuff (available on Youtube, linked from course Blackboard site)

Tu 10/4 *Discussion of ARQ Chapter 8 “How Good Is the Evidence: Intuition, Personal Experience, Testimonials, and Appeals to Authority?” (pp. 89 – 102)Discussion of Critical Thinking for Beginners, Part IV: How Good is the Evidence? (available as .doc on course Blackboard site)

We 10/5 GOAL PAPER ROUGH DRAFT DUENO IMPACT WEDNESDAY: Application of ARQ Chapter 8 to NIM

Th 10/6 Wrap-Up of ARQ Chapter 8 DiscussionsWEEKLY TED TALK: “Dan Barber: How I Fell In Love With a Fish” (linked from course Blackboard site)

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Mo 10/10 –Tu 10/11 FALL BREAK—NO CLASSES

PRESIDENTIAL HONORS RETREAT (TBA)

We 10/12 THIS I BELIEVE ESSAY FINAL DRAFT DUEProcessing of retreat experienceDiscussion about personal mission statements Discussion of No Impact Man

Th 10/13 Discussion of No Impact ManWEEKLY TED TALK: “Romulus Whitaker: The Real Danger Lurking in the Water” (linked from course Blackboard site)

Mo 10/17 COLIN BEAVAN VISIT—STUDENTS MUST ATTEND PUBLIC TALK

Tu 10/18 *Discussion of ARQ Chapter 9 “How Good Is the Evidence: Personal Observation, Research Studies, Case Examples, and Analogies?” (pp. 103 – 121)*Discussion of ARQ Chapter 11 “Are the Statistics Deceptive?” (pp. 137-146)Discussion of Critical Thinking for Beginners, Part V: How Good Is the Evidence? (Research Studies) (available as .doc on course Blackboard site)*Discussion of “Reading a Research Article” (available as .pdf on course Blackboard site) *Discussion of Rachel Dunifon, “How to Read a Research Article” (available as .pdf on course Blackboard site)*Discussion of “Interpreting Research Studies” (available as .pdf on course Blackboard site)*Discussion of Karen McComb, et al., “The Cry Embedded Within the Purr” (available as .pdf on course Blackboard site)

We 10/19 PERSONAL MISSION STATEMENTS DUEIntroduce SPARC week project and leadership opportunitiesEnsure Spring 2012 scheduling is completeReflection on No Impact Man Author Visit

Th 10/20 *Discussion of “Common Statistical Errors Even YOU Can Find—Part 1: Errors in Descriptive Statistics and in Interpreting Probability Values” (available as .pdf on course Blackboard site)WEEKLY TED TALK: “Michael Pawlyn: Using Nature’s Genius in Architecture” (linked from course Blackboard site)

Tu 10/25 Discussion of ARQ Chapter 9Discussion of ARQ Chapter 11Discussion of “Reading a Research Article”Discussion of DunifonDiscussion of “Interpreting Research Studies”*Discussion of Jeffrey Michael Rudski, et al., “Harry Potter and the end of the road: Parallels with addiction” (available as .pdf on course Blackboard site)*Discussion of Constance Holden, “Behavioral Addictions: Do They Exist?” (available as .pdf on course Blackboard site)

We 10/26 SPARC Week elections

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Review drafts of 4 year Compass planners*Discussion of “Poll: Minorities Less Likely to Trick or Treat” (available as .doc on course Blackboard site)

Th 10/27 BOOK REVIEWS FOR NO IMPACT MAN DUE*Discussion of “Common Statistical Errors Even YOU Can Find—Part 3: Errors in Data Displays” (available as .pdf on course Blackboard site)WEEKLY TED TALK: “William McDonough on Cradle to Cradle Design” (linked from course Blackboard site)

Tu 11/1 Discussion of ARQ Chapter 9Discussion of ARQ Chapter 11Discussion of “Reading a Research Article”Discussion of DunifonDiscussion of “Interpreting Research Studies”*Discussion of “Beach Books: What Do Colleges Want Students to Read Outside Class?” (available as .pdf on course Blackboard site)*Discussion of Dan Gainor, “Serving Up Liberal Gobbledygook to Incoming Freshmen” (linked from course Blackboard site)

We 11/2 Create SPARC promotion planDiscussion of Critical Thinking for Beginners, Part VI: How Good is the Evidence? (Analogies) (available as .doc on course Blackboard site)

Th 11/3 Wrap-up of ARQ Chapters 9, 10, & 11 DiscussionsDiscussion of “Common Statistical Errors Even YOU Can Find—*Part 6: Errors in Research Designs” (available as .pdf on course Blackboard site)WEEKLY TED TALK: “Tim Jackson’s Economic Reality Check” (linked from course Blackboard site)

Tu 11/8 *Discussion of ARQ Chapter 10 “Are There Rival Causes?” (pp. 122 – 136)Discussion of Critical Thinking for Beginners, Part VII: Are There Rival Causes? (available as .doc on course Blackboard site)*Discussion of Meghan O’Rourke, “The Croc Epidemic: How a Heinous Synthetic Shoe Conquered the World” (available as .doc on course Blackboard site)

We 11/9 GOAL PAPER FINAL DRAFT DUE*Discussion of Marjorie Mazel Hecht, “Where the Global Warming Hoax Was Born” (available as .pdf on course Blackboard site)

Th 11/10 Discussion of HechtWEEKLY TED TALK: “Arthur Potts Dawson: A Vision for Sustainable Restaurants” (linked from course Blackboard site)

Fr 11/11 VETERAN’S DAY—BGSU CLOSED

Tu 11/15 Discussion of ARQ Chapter 10

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*Discussion of Caitlin Flanagan, “What Girls Want: A Series of Vampire Novels Illuminates the Complexities of Female Adolescent Desire” (available as .pdf on course Blackboard site)*Discussion of Stephen Marche, “What’s Really Going On With All These Vampires?” (available as .pdf on course Blackboard site)

We 11/16 SPARC planningNO IMPACT WEDNESDAY: Application of ARQ Chapter 10 to NIM

Th 11/17 Wrap-Up of ARQ Chapter 10 DiscussionsWEEKLY TED TALK: “Beverly & Dereck Joubert: Life Lessons from Big Cats” (linked from course Blackboard site)

Tu 11/22 FINAL PROJECT (VIDEO) DUE*Discussion of ARQ Chapter 12 “What Significant Information Is Omitted?” (pp. 147 – 156)*Discussion of ARQ Chapter 13 “What Reasonable Conclusions Are Possible?” (pp. 157 – 166)Discussion of Critical Thinking for Beginners, Part VIII: What Significant Information Is Omitted? and What Reasonable Conclusions Are Possible? (available as .doc on course Blackboard site)

We 11/23 – Su 11/27 THANKSGIVING RECESS—NO CLASSES

Tu 11/29 Discussion of ARQ Chapter 12Discussion of ARQ Chapter 13Application of ARQ Chapters 12 & 13 to Advertisements

We 11/30 SPARC PlanningNO IMPACT WEDNESDAY: Application of ARQ Chapters 12 & 13 to NIM

Th 12/1 Wrap-Up of ARQ Chapters 12 & 13 DiscussionsWEEKLY TED TALK: “Jared Diamond on Why Societies Collapse” (linked from course Blackboard site)

Tu 12/6 Discussion of ARQ Chapter 14 “Overcoming Obstacles to Critical Thinking”

We 12/7 Sharing of Final Video Projects

Th 12/8 FINAL PROJECT (VIDEO ANALYSIS) DUESharing of Final Video Projects

Fr 12/9 LAST DAY OF CLASSES

We 12/1410:45 AM – 12:45 PM FINAL EXAMINATION PERIOD

Sharing of Final Video ProjectsCritical Thinking Assessment Re-Test?

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CREDITS ACTIVITY ASSIGNMENT LEARNING OUTCOME(S)

Up to 2 Attend Introduction to Honors

Read Compass Review and update answers

completed during NSO (pg. 10, 14)

1 Attend CampusFest (Involvement Fair) for at least one hour. September 1 from 11am-3pm. Rain date is September 8 from 11am-3pm.

Identify at least 2-3 organizations that you would like to learn more about

Attend informational or organizational meetings for 1-2 campus or community organizations

Write a short reflection paper outlining the benefits of student involvement and engagement; focus on both broad outcomes and personal goals

Up to 2 Meet with Advisor September-October

Review checklist for major and any other planning information provided by your College

Review your Degree Audit (through MyBGSU) and your To Do List (through your CSS Student Center)

Create a list of questions to ask both your Honors and your College advisor for October

Complete questions “To consider” (pg. 17)

Create sample schedule of classes, including course numbers and alternate courses

Complete Draft #1 of Compass planner (pgs. 24-25)

Confirm whether you have any outstanding holds or service indicators pending that need to be addressed before scheduling

Inquiry—Confirm life and career path; understand purpose of GE

Creative problem solving—Identify appropriate ways to study and learn in a new environment

Values in Decision Making—Reconcile hopes and fears regarding college

Connect GE purpose to engagement opportunities like study abroad and service; create personal philosophy

Communication—Articulate a four-year (and beyond) educational plan

Up to 6 Attend and participate in Presidential Honors Retreat

Write a personal mission statement (p. 19)

Values in Decision Making – create personal responsibility statement

Communication – Articulate a personal mission and purpose

1 Schedule Spring 2012 courses

Schedule classes for Spring 2012 through MyBGSU

Complete Compass planner (pp. 24-25)

Communication – Articulate a coherent plan for achieving educational goals