Syllabus
1. School for New Learning
2.
Course LL 270; Course ID# 005732: Critical Thinking (L5) Credit Hours: 4
Summer 2015- 2016
3. Instructor: Carolyn (Carrie) Shearer, MS, CRC, Adjunct Faculty; cshearer@depaul.edu or
Carolyn.shearer@presencehealth.org; (C): 708.650.7944 (W): 815-773-7071 direct line
4. Course Dates: Summer 2016: 3/28/2016 - 6/10/2016; Wednesdays, 6:15-9:30pm
5. Course Location: Naperville Campus
6. Course Description
In this course, students are introduced to the basic concepts behind the skills of effective listening,
dynamic thinking, and persuasive argumentation and have an opportunity to practice these skills within an
active and experiential context. Through peer and small group activities, problem-based exercises, and
self-evaluation skills, students will develop effective habits of thinking that can be employed in
subsequent learning experiences.
7. Learning Outcomes, Competencies and/or Objectives
(L5): Can analyze issues and reconcile problems through critical and appreciative thinking:
 Analyzes, critiques, and evaluates different forms of thinking and reasoned discourse;
 Constructs well-reasoned arguments in the context of real-life experiences and issues.
This course aims to (a) make students aware of their own thinking processes; (b) help them develop those
processes; and (c) help them bring those processes to bear on college-level intellectual activity. These
aims emphasize the skills and strategies of critical thinking and reading, as well as practice in the
recognition, construction, and evaluation of arguments.
8. Learning Strategies & Resources
The course design brings together a number of different learning activities in the pursuit of evidence for
the L5 competence: textual analysis (written and oral), argument-development, collaborative critical
reading, homework writing, oral presentation, dialogue, and debate. These activities for learning are the
foundation of all required assignments, and reflect the formal specifications of the L5 assessment criteria.
Books for the Course
There are three required texts for the Critical Thinking course:
a.
Tarnas, Richard. 1991.
The Passion of the Western Mind.
Harmony Books, Crown Pub. 0-345-368-096.
b.
Feldman, Richard. 1998.
Reason & Argument (2nd ed.)
Prentice-Hall, NJ. 0-13-624-602-8.
c.
Lewis, C. S. 1949/2001.
The Weight of Glory.
HarperSanFrancisco. 0-06-065320-5.

Purchase, or make certain you own, a good dictionary (rec: American Heritage or Oxford) or have a
dictionary app

Identify a New York Times vendor, and plan to purchase the paper at least once per week.
9. Learning Deliverables
In pursuing the goals of the course, we encounter principles of logic, strategies of persuasion, and
techniques of propaganda. The course presents a variety of readings, exercises, and projects designed to
help students develop competence in the following areas: identifying assumptions, connecting assertions
to evidence, stating generalizations, analyzing arguments, and bringing multiple perspectives to bear on
complex issues and questions.
We are particularly interested in the development of reasoning skills across historical time, and on the
shaping force of ancient Greek culture on our ways of thinking.
10. Assessment of Student Learning
Student learning will be assessed on active participation and accuracy of work submitted as indicated in
the directions for class assignment. Course assignments are evaluated on a straight percentage scale. See
item 11 “Grading Criteria & Scale” below.
Assignment due dates are listed on this syllabus below. All late assignments will be subject to an
automatic 10% deduction from the grade earned for every week the assignment is late, up to two weeks.
After 2 weeks beyond the due date of the original assignment NO LATE assignments will be accepted.
This is subject to change.
11. Grading Criteria & Scale
This competence can be graded Pass/Fail. The final grade for the course will be either a Pass or Fail/No Pass
if requested by the end of the second week of class. Student work merits the instructor’s narrative feedback
and will receive one of the following grades: High Pass/Pass/Low Pass/Provisional Pass/Fail to give students
a clear sense of how well they are developing the elements of competence in critical thinking as they move
through course.
See additional information pertaining to the grade designations, for graduate grades and for
undergraduate grades and Pass/Fail Grading Options (UGRAD only)
However, if the student wishes to receive a letter grade, the following is the grading rubric for students
requesting a letter grade:
ASSIGNMENTS
POINT VALUE
TOAL POINTS
5 points x11
55
Attendance
5 points x 11
55
Participation
5 points x 10
50
Weekly Questions
20 per assignment x 5
100
Home work
100 points
100
Final Paper
50 points
50
Presentation
TOTAL POINTS
410
Grade % of Points
A=
(100% -90%) = HIGH PASS
B = (89% - 80%) = PASS
C = (79%-70%)
= LOW PASS
D=
F=
(69% -60%) = NO PASS
(59% & below) = NO PASS
12. Course Schedule
Date
*SUBJECT TO CHANGE*
Class Subject/Learning Activity
Session 1
Assignments
*READ: Feldman text Chapters 1 & 2
Key Course Questions and Definitions
Session 2
The Context of Reason
*DUE: * Three (3) Questions regarding reading
*Homework #1
Argument: Definition(s) and
Structure
Session 3
The Context of Reason
Argument Analysis
*READ: Tarnas text Pt. I “The Greek Worldview
*DUE: *Three (3) Questions to class for discussion
Session 4
The Great Ideas of Philosophy,
Well-Formed Arguments &
Strong Arguments
*READ: Feldman text Chapters 3 & 4
*DUE: Three (3) Questions for discussion
*ASSIGNED: Homework #2 & groups for presentation
Session 5
The Method of Argument
Analysis
*READ: Feldman text, Chapters 5 & 6;
Tarnas text, Pt. II “Transformation of Classical Era”
* DUE: Three (3) Questions for discussion
& Homework #2
*ASSIGNED: 2 possible topics for presentation
Session 6
Evaluating Arguments: Basic Rules
*READ: Feldman text Chapters 7 &
Lewis: “Why I am Not a Pacifist”
* DUE: Three (3) Questions for discussion & Presentation
Topic
*ASSIGNED: Homework #3
Session 7
Argument Analysis Applications
*READ: Feldman text, Chapters 8 & 9;
Tarnas, Pt. V “The Modern Worldview”
*DUE: Three (3) Questions for discussion; Homework #3;
and 3 possible topics for presentation
*ASSIGNED: Homework #4
Session 8
Causal Arguments
*READ: Feldman text, Chapter 10
NO CLASS
LIBRARY NIGHT FOR PAPER
*DUE: Three (3) Questions for discussion &
Homework 4
(EMAIL BY 9:30pm)
Session 9
*READ: Tarnas, Pt. VI: “Transf. of Modern Era”
Moral Arguments
*DUE: Three (3) Questions for discussion
*ASSIGNED: Homework #4
_______________________________________________________________________________________
Session 10
Moral Arguments Continued
READ: *Lewis, “Learning in War-Time” &
Feldman text, Chapter 12
*DUE: Chapter Exercises, p. 368
_____________
Session 11
Wrap up
*DUE: All rewrites by midnight; Homework Assignment
#5 via drop box
FINAL PROJECT PRESENTATION & PAPER
13. Course Policies
As adult learners, students are responsible for actively participating classroom/discussion etiquette, late work,
code of responsibility, etc. Include how changes to the syllabus will be communicated. (Changes to the
originally published course syllabus used to select/register for a course should be communicated in the first
session/week of the course in writing; if significant assignment changes are made during the course it should
be done officially with the consensus approval of students.)
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Incomplete Policy
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
14. Course Resources
University Center for Writing-based Learning
SNL Writing Guide
Dean of Students Office
15. Instructor Biography:
Carrie Shearer has her Master of Science in Rehabilitation Counseling from the Rehabilitation Institute, at
Southern Illinois University, as well as a Bachelor of Science in Psychology from Purdue University in
Lafayette, Indiana. Ms. Shearer has an extensive background in a broad repertoire of social service,
health care and academic agencies, with skill sets focused on program development, vocational
assessment, market analysis/sales, ethics, counseling and classroom instruction with a wide variety of
audiences.
Currently Ms. Shearer is the Director of Care@Home, a ministry of Presence Life Connections, a division
of Presence Health, the largest Catholic Health System in Illinois, focusing on in-home health care and
home technologies to assist patients remaining as independent as possible in their own home. In
addition, Ms. Shearer is a National train-the-trainer for both the Education for Physicians in End-of-Life
Care (EPEC) and the End-of-Life Nursing Education Consortium (ELNEC). Ms. Shearer is on staff at the
School for New Learning at DePaul University, Chicago Illinois, as well as faculty at Calumet College of
St. Joseph’s Degree Completion Program in Whiting, Indiana.
Ms. Shearer has co-authored a Rehabilitation Counseling Case Management Textbook: Rehabilitation
Counseling: a Heuristic Approach, being utilized at Southern Illinois University in the Master’s program
for Rehabilitation Counseling. The text focuses on a holistic approach to wellness and rehabilitation. Ms.
Shearer is also Reiki Master Practitioner and maintains a private practice. Ms. Shearer also volunteers in
her community as the Outgoing President of the Boards of Directors for the ARC Northwest IND, in
Gary, Indiana. The mission of The Arc Northwest Indiana is to improve the welfare of persons with
intellectual and developmental disabilities and their families. This mission includes the provision of
support, training and care through day services, residential programs and social services that help people
with all levels of intellectual and developmental disabilities develop skills and abilities that assist their
movement toward more integration, independence and happiness.
16. Policy on Academic Integrity:
All work done for this course must observe the “Guidelines for Academic Integrity” as outlined in the Code
of Student Responsibility (see, DePaul Student Handbook). Plagiarism of others’ words or ideas, or other
violations of the integrity code, will result in the grade of “F” for the course, and possible expulsion from the
University.