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CT 101
CRITICAL THINKING AND STUDIES IN DIVERSITY
SYLLABUS
Midway College
3 Semester Hours
Fall, 2010

Instructor: Kera Ackerman

Office Phone: 859-230-5111 (cell) Office Hours: As posted or by appointment
E-mail Address: kackerman@midway.edu
Office: Marrs 2nd Floor

REQUIRED TEXTS:

Paul, Richard and Linda Elder. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use.
Concise Edition. Upper Saddle River, NJ: Pearson-Prentice-Hall.
Ehrenreich, Barbara. (2002). Nickel and Dimed. Owl Books.
Philadelphia.(1993). Dir. Jonathan Demme.

SUPPLEMENTAL TEXTS (Not Required):

Paul, R. and Elder, L. (2006). The Miniature Guide to Critical Thinking Concepts and Tools. 4th Edition. Dillon
Beach, CA: The Foundation for Critical Thinking.
Paul, R. and Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. 2nd Edition.
Upper Saddle River, NJ: Prentice Hall.

COURSE DESCRIPTION:

This course is an introduction to critical thinking as a fundamental process instrumental in all reflective thinking. The course
content includes a variety of topics dealing with issues of diversity. Students will be introduced to a common vocabulary and
set of standards in critical thinking, which will be carried into other classes across the disciplines.

DEFINITION OF CRITICAL THINKING:

Critical thinking is a process by which the thinker improves the quality of his or her thinking by skillfully taking charge of
the structures inherent in thinking and imposing intellectual standards upon them. (See Richard W. Paul and Linda Elder.
The Miniature Guide to Critical Thinking: Concepts and Tools, page 1).

LEARNING OUTCOMES:

To be achieved through the study of diversity and demonstrated by class activities, discussion and written assignments.:

1. The student will practice raising vital questions and problems.

2. The student will begin to refine questions with clarity.
3. Students will gather and begin to assess information as relevant.
4. Students will begin to use abstract ideas to interpret information effectively.
5. Students will move toward well-reasoned conclusions and solutions.
6. Students will practice testing conclusions against relevant criteria and standards.
7. Students will practice open-mindedness and consider alternative systems of thought.
8. Students will begin to recognize and assess the assumptions, implications, and practical consequences of systems of
thought.
9. Students will practice effective communication in solving complex problems.
10. Students will practice critical thinking on the content of diversity.

EVALUATION METHODS:

Outcomes based on those found in Miniature Guide to Critical Thinking by Paul and Elder, page 1.
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1. ATTENDANCE (31 course points: 1 for each class attended)

2. IN-CLASS EXERCISES (30 course points)

The number of exercises and discussions in any class may vary. In-class exercises may be formally graded
or simply credit/no credit. Each student will be assigned one topic to research and prepare a cooperative
panel discussion for an assigned class meeting.

3. WRITING ASSIGMENTS (35 course points: 7 @ 5 points each)

One formally graded assignment per unit. Assignments turned in after due date will have 1 point deducted
per day. Students are expected to present their papers to the class to share ideas and stimulate discussion.

4. PRE and POST ASSESSMENT (4 points: 2 per assessment)

5. GRADING SCALE 90-100 course points = A

80-89 course points = B
70-79 course points = C
60-69 course points = D
0-59 course points = F

ATTENDANCE POLICY:
• You are expected to attend all class sessions. Attendance will factor into the grade as specified above under
“Evaluation Methods.”
• You are responsible for submitting all formal writing assignments, whether you have attended the class or not. The
Pre and Post Assessments are required to be completed for course completion.
• In-class exercises may not be made up.

WRITING POLICY:

All topics have a formal writing component. These written assignments should be typed, with standard 1” margins,
12 pt. font; APA format. Papers will be received via email saved as RTF only unless otherwise specified. Papers
will be presented in class, you should print a copy of each paper for your own records, and keep a copy saved on
your computer for redrafting.

All written assignments are intended for you to examine and analyze the readings. Retelling the reading (article or
story) or merely stating your personal opinion will always result in weak writing, will be insufficient to satisfying
the assignment, and will be graded accordingly.

STUDENTS WITH DISABILITIES

It is the policy of Midway College to accommodate individuals with disabilities pursuant to federal law and the College's
commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any
necessary accommodations at the beginning of the course. Any student with a disability requiring accommodations should
contact the Office of Academic Affairs in 102 Starks at 859-846-5350.

CLASSROOM GUIDELINES FOR DISCUSSION AND PARTICIPATION:

The following guidelines will assist in class discussions of controversial issues. If we agree to the same ground rules as a
class, we might feel freer to express our feelings and thoughts without worry of ridicule or embarrassment. It is hoped that
by the end of the class you will be thinking about issues in a very different way—one that might make you more confident of
your ability to express your thoughts and feelings more freely.

In both class discussions and group work, we the class, agree to:
1. turn off all cell phones, recorders, and laptops (not doing so will result in lost points)
2. participate and stay on track
3. no criticizing or personal attacks—all opinions are honored for discussion
4. no side conversations
5. respect self and others
6. keep classroom discussions confidential

ASSIGNMENT DESCRIPTIONS
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Assignment: I AM Introduce yourself telling us about your course of study, your family and home life. Then address the
central topics of this course by filling in your own profile on each topic: a) Age; b) Gender; c)Race. If you are comfortable
sharing more information, you can also share more profile information including: d) Religion; e) Able Body (disability); f)
Social Class; and/or g) Sexual Orientation. Your assignment should be no longer than 3 paragraphs.

Assignment: This I Believe… What do you believe? Why? What has led you to form the beliefs you have? Have any of
your previous beliefs changed or been reaffirmed? If so, what caused those changes or reaffirmation? Your assignment
should be no longer than 3 paragraphs.

Assignment: The Other React to Madrid’s article. Describe a time when you felt “the other” or as an “outsider.” Your
assignment should be no longer than 2 pages. Formally graded.

Assignment: Awareness of Race Please research and write a brief summary of your conclusions on the question: "In your
judgment, is America any less racially prejudiced today than it was 50 years ago?" Your summary should express your
judgment, based upon your research; it is not a statement of your opinion. Your assignment should be no longer than 2 pages.
Formally graded.

Assignment: Prayer in the Public Schools Choose a topic on religion's role in making public policy or forming public
opinion. Research the topic. Write out question(s), ideas, concepts and thoughts supporting the OPPOSITE viewpoint from
your own. You may bullets points or place in an outline form.
For example, if you are in favor of prayer in school, you would write out these elements and questions using arguments
against school prayer. Make sure you use the intellectual traits and elements of critical thinking to keep you fair-minded and
honest in your presentation. In other words, you are doing your best to present the most convincing arguments and points of
view for the position you are taking: one opposite of your own.
Be sure you state your purpose: e.g. "I am writing this paper to present and defend an opinion which is the exact opposite of
what I, myself, believe. I am doing so in an effort to try to authentically understand a viewpoint other than my own" etc.
Remember that you must document your sources in APA. This is not an opinion paper to prepare for - it is supposed to be a
weighty, thought-out position. Please cite at least three different sources in support of your thoughts and mark accordingly
with your points. Your assignment should be no longer than 2 pages. Formally graded.

Assignment: Songs Respond to the Lyrics in the following songs: “Bookends” by Simon and Garfunkel and “When I Am
Sixty-Four” by the Beatles. Your assignment should be no longer than 2 pages. Formally graded.

Assignment: Template Analysis of Articles Using the Template for Analyzing the Logic of an Article
(p. 127-128, Critical Thinking Learn the Tools the Best Thinkers Use), analyze the articles by Bly and Steinem. Then, write
2-3 paragraphs summarizing the underlying inferences and assumptions of the two authors. Formally graded.

Assignment: Nickel and Dimed After reading Nickel and Dimed by Ehrenreich, analyze the book and respond to some of
the discussion questions at the end of the book- particularly numbers 1,2,6,13,15,16. Your assignment should be no more
than 3 pages. Formally graded.

Assignment: Philadelphia In conjunction with viewing Philadelphia: Courtrooms present a formal demonstration of
critical thinking, based on the law. As you watch the movie, take notes on the presentation of argument in court. The case
presents arguments on whether or not Charles Wheeler's law firm has broken the law by firing one of their lawyers when it is
learned that he is gay and has AIDS, reason(s) he was dismissed. Refer back to the Criteria for Evaluating Reasoning
(pp.181-182 Critical Thinking Learn the Tools the Best Thinkers Use). Formally graded.
From viewing the film Philadelphia write a minimum of 3 full pages answering the following questions:
List the assumptions on which each side of the court case bases its argument.
To what extent are the issues of this week's readings reflected in the film?
On what grounds can you intellectually empathize with the main character?
What assumptions underpin your empathy?
What assumptions can you attribute to the filmmaker?

Midway College Writing Assignment Rubric

(A) (B) (C) (D)
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Evidence of critical Evidence of critical Evidence of critical No evidence of
thinking clearly thinking clearly stated thinking can be critical thinking
Clearly stated and and maintained; overall inferred, but within the
Demonstrated maintained; specific, structure of the ambiguous or requirements of the
Thinking complete fulfillment assignment correctly inconsistent in assignment.
of all important followed, but clear responding to the
components of the reference to the central demands of the
assignment. purpose of the assignment.
assignment missing.
Use of supportive All evidence present Critical thinking No evidence
detail superior; supports critical supported by little provided to support
Organization evidence sufficiently thinking, but not evidence, general critical thinking;
& and specifically enough evidence—or and poorly focused, details vague or
Detail supports critical not specific enough—to or only loosely unrelated to the
thinking; structure the assignment; related to assignment; no
clearly developed structure developed assignment; structure present.
according to the with minor deviations, structure weakly
assignment. not distracting from developed, making
clarity. the assignment
difficult to
recognize.
Tone consistent with Tone appropriate to Tone cannot be Tone inappropriate
the purpose and assignment and discerned or to the assignment
audience; tone audience, but displays disinterest; and
Tone & enhances effectiveness of the tone not counterproductive;
Wording effectiveness of writing inconsistent; counterproductive, words often
critical thinking; words mostly standard just ineffective; inaccurate and oral
words clear, accurate written English, with some words speech, not
and appropriate to some errors of usage. inaccurate or adequate to the
the assignment in appropriate to oral assignment.
standard written speech, not
English standard written
English.
None or very few Few errors, none Several errors Many spelling
spelling errors, none detracting from overall detract from the errors slow the
of which would be effectiveness; sentence effectiveness, reading pace and
caught by structure generally especially errors hinder
spellcheck; words correct; sentences not that should be understanding;
and phrases varied enough in caught by use of writing shows little
Mechanics effectively structure yet not spellcheck; many sentence structure
combined, detracting from the sentences and its relation to
appropriate to the overall effectiveness; structurally weak effectiveness of the
assignment; few errors in and repetitive, with assignment; so
sentences varied and punctuation, grammatical errors; many errors in
complex; capitalization and other errors in punctuation,
punctuation, conventions, such as punctuation, capitalization, and
capitalization, and documentation style; capitalization, and other conventions,
other conventions, errors not detracting other conventions, such as
such as from overall such as documentation,
documentation style, effectiveness. documentation, that the paper is
are correct. detract from difficult or
overall confusing to read.
effectiveness.

CT 101 TENTATIVE Course Schedule – FALL, 2009

Diversity Topic Assignments Critical Thinking Topics
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W 8/26 How to Write Formally: http://www.ivcc.edu/rambo/tip_formal_writing_voice.htm

Due: Pretest

INTRO TO DIVERSITY PURPOSE & INTELLECTUAL HUMILITY

M 8/31 The Basic Vocabulary

Due: Assignment: I AM

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
"Introduction", pp. xiii-xxvi
Chapter 1, pp. 1-9;
Chapter 2, pp. 11-22
Chapter 8, pp. 195-197

W 9/2 Reading assignment American Voices (on reserve in library):

“Inventing America” p. 159

Due: Assignment: This I Believe …

Reading assignments:
Quindlen: The Mosaic vs. the Myth
http://www.nytimes.com/1991/11/20/opinion/public-private-making-the-mosaic.html?
scp=1&sq=quindlen%201991%20november&st=cse]
Madrid: Diversity and Its Discontents- handout
Harjo: I Won’t Be Celebrating Columbus Day
http://www.millersville.edu/~columbus/data/art/HARJO-01.ART

M 9/7 No class: Labor Day

W 9/9 Due: Assignment: The Other

Be prepared to share and discuss your writing in class.

M 9/14 Class discussion: “MTV or the Muezzin”

Summarizing thoughts on diversity- come prepared to share your insight based on the readings
from this unit

Reading assignment:
McGirk, “MTV or the Muezzin”
http://www.time.com/time/magazine/article/0,9171,1003221,00.html

RACE & ETHNICITY QUESTIONS & AUTONOMY

(*Read Nickel and Dimed, Introduction)
W 9/16 Video (in class) Eyes on the Prize

Reading assignment American Voices (on reserve in library):

“Identity” p. 219

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 5, pp. 83-102
Chapter 7, pp. 133-144
Chapter 8, pp. 207-209

Reading assignment:
Hurston: How It Feels to Be Colored Me
http://grammar.about.com/od/60essays/a/theireyesessay.htm

M 9/21 Video (in class) Blue Eyes, Brown Eyes

http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html
Reading assignment:
Sculman: Affirmative Action or Negative Action
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http://www.scu.edu/ethics/publications/iie/v7n3/affirmative.html
Bernstein: Mixed Like Me, pp.59-68 from the following Google Book:
http://books.google.com/books?
id=pl6QYKfy2YAC&pg=PA59&lpg=PA59&dq=Mixed+Like+Me+David+Bernstein&source=bl&ots=-vuhmdH_pt&sig=e-
naol8sWa4pBidmFr8aN17lkOc&hl=en&ei=iHoVSvLsD5Ck8QTM6NjHAg&sa=X&oi=book_result&ct=result&resnum=1#
PPA68,M1
Rivers: Cultural Etiquette
http://cla.calpoly.edu/~bmori/syll/316syll/etiquette.html

W 9/23 Race and Ethnicity Panel Discussion

Those presenting, come prepared to answer questions.
Those participating, come prepared with at least 5 questions to stimulate discussion.

M 9/28 Due: Assignment: Awareness of Race

Be prepared to share and discuss your writing in class.

RELIGION INFORMATION & INTELLECTUAL INTEGRITY

(*Read Nickel and Dimed, Section 1)
W 9/30 Reading assignment American Voices (on reserve in library):
“Free to Worship” p. 129
Keillor: “Born Among the Born Again” p. 58
Johnson: “Prayer Isn’t Always Allowed” p. 133

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 2, pp. 25-30
Chapter 7, pp. 144-152
Chapter 8, pp. 201-203

M 10/5 Reading assignment:

Creedon: The Spiritually Diverse Society
http://www.utne.com/1998-07-01/GodwithaMillionFaces.aspx
Lesk: My 60-second Protest
http://www.newsweek.com/id/79042

W 10/7 Religion Panel Discussion

Those presenting, come prepared to answer questions.
Those participating, come prepared with at least 5 questions to stimulate discussion.

M 10/12 Due: Assignment: Prayer in the Public Schools

Class discussion of issues raised in sources and in writing shared.

AGE & ABILITY POINT OF VIEW & FAIRMINDEDNESS

(*Read Nickel and Dimed, Section 2)
W 10/14 Point of View class discussion:
The Blind Men and the Elephant www.peacecorps.gov/wws/stories/stories.cfm?psid=110

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 2, pp. 39-42
Chapter 3, pp. 52-54
Chapter 7, pp. 152-162
Chapter 8, p. 189-194

Reading assignment American Voices (on reserve in library):

Dubus: “Why the Able-Bodied …” p. 373

Reading assignment:
web article: http://www.washingtonpost.com/wp-dyn/articles/A33074-2004May17.html
web article: http://www.cnn.com/2004/LAW/05/17/scotus.disabled/
web article: http://www.ncd.gov/newsroom/publications/2003/legalissues.htm
M 10/19 Age and Ability Panel Discussion
Those presenting, come prepared to answer questions.
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Those participating, come prepared with at least 5 questions to stimulate discussion.

W 10/21 Due: Assignment: Songs

Be prepared to share and discuss your writing in class.

GENDER INTERPRETATION/INFERENCE & CONFIDENCE IN REASON

(* Read Nickel and Dimed, Section 3)
M 10/26 Reading Assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 2, pp. 31-37
Chapter 3, pp. 61-62; 71
Chapter 5, pp. 96-97
Chapter 8, pp. 205-207

Reading assignment American Voices (on reserve in library):

Kwuon: “Facing Down Abusers” p. 303
Hutchison: “The New Momism” p. 312

W 10/28 Reading assignment American Voices (on reserve in library):

Tannen: “Talking in the Intimate Relationship: His and Hers” p. 514
Sander: “Men and Women Talking” p. 525
Bly: “The Community of Men” p.315

Reading assignment:
Steinem: http://www.commonwealthclub.org/archive/02/02-02steinem-speech.html

M 11/2 Gender Panel Discussion

Those presenting, come prepared to answer questions.
Those participating, come prepared with at least 5 questions to stimulate discussion.

W 11/4 Due: Assignment: Template Analysis of Articles

Be prepared to share and discuss your writings in class.

SOCIOECONOMIC STATUS CONCEPTS/IDEAS & PERSEVERANCE

M 11/9 Finish Reading: Ehrenreich, Nickel and Dimed (Evaluation and Afterward)

Reading assignment American Voices (on reserve in library):

Coyne: “Mother’s Day in Federal Prison” p. 355
Webster: “Stamps” p. 384

Reading Assignment:
Bridges: Poverty Up, Women Still Down http://www.heritage.org/Research/Welfare/bg1713.cfm

Reading Assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 2, pp. 23-25
Chapter 3, pp. 59; 68
Chapter 8, pp. 203-205

W 11/11 Reading assignment:

Downey: Is there Life After Welfare?
http://www.utne.com/archives/IsThereLifeAfterWelfare.aspx

Reading assignment American Voices (on reserve in library):

Nichol: “Educating for Privilege” p. 395
Ivins: “You Can’t Get By … “ p. 390

M 11/16 Socioeconomic Status Panel Discussion

Those presenting, come prepared to answer questions.
Those participating, come prepared with at least 5 questions to stimulate discussion.
W 11/18 Due: Assignment: Nickel and Dimed
Be prepared to share and discuss your writings in class.
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SEXUAL ORIENTATION ASSUMPTIONS & EMPATHY

M 11/23 Reading assignment American Voices (on reserve in library):

Birch: “A Day to Leave the Closet” p. 323
Bennett: “Love, Marriage, and the Law” p. 327
Lochhead: “Gay Pairs Wed in Massachusetts” p. 330
Chung: “Attitudes on Marriage Change Slowly” p. 335

Reading assignment:
Bennett: Gay Marriage: Not a Very Good Idea
http://www.catholiceducation.org/articles/homosexuality/ho0013.html

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 3, pp. 59-60; 69
Chapter 6, pp. 103-105; 122-126
Chapter 8, pp. 200-201

W 11/25 No class: Thanksgiving

M 11/30 Sexual Orientation Panel Discussion

Those presenting, come prepared to answer questions.
Those participating, come prepared with at least 5 questions to stimulate discussion.

W 12/2 Due: Assignment: Philadelphia

Be prepared to share and discuss your writings in class.

IMPLICATIONS/CONSEQUENCES & COURAGE

M 12/7 Reading assignment American Voices (on reserve in library):

Morley/Ostrow: “Whistleblower: A Question of Conscience” p. 475

Reading assignment Critical Thinking: Learn the Tools the Best Thinkers Use:
Chapter 2, pp. 37-39
Chapter 3, pp. 60-61; 70
Chapter 8, pp. 198-200; 210-212
Chapter 10, pp. 257-273

W 12/9 Vocabulary Review

Intellectual Heroes

M 12/14 Catch up and/or wrap up

Due: Post Test