Basic Project Information
Date: May 19, 2017
Grant Number: ALG Grant 16, Round 1
Institution Name(s): Valdosta State University
Team Members (Name, Title, Department, Institutions if different, and email address for each):
Christine A. James, PhD; Professor; Department of Philosophy and Religious Studies; 1500 N. Patterson
St.; Valdosta State University; Valdosta, GA 31698-0050; 229.259.7609 Office Phone;
chjames@valdosta.edu
Michael Holt; Assistant Professor, Reference Librarian, and Coordinator for Marketing and Assessment;
Valdosta State University Odum Library; Valdosta, GA; Office: 229.333.7105; moholt@valdosta.edu
Project Lead: Christine A. James
Course Name(s) and Course Numbers: PHIL 2020, Principles of Logic and Argumentation, sections A and G,
Spring 2015
Semester Project Began: Fall 2014
Semester of Implementation: Spring 2015
Average Number of Students Per Course Section: Section A = 27, Section G = 12
Number of Course Sections Affected by Implementation: 2 sections
Total Number of Students Affected by Implementation: 39 students
1. List of Resources Used in the Textbook Transformation
For each resource, give the title, author, Creative Commons licenses (if appropriate), and freely accessible URL to
the material.
Include all open-access links to all adopted, adapted, and newly created course materials.
Unit 1 Critical Thinking and Philosophy
The concept of Critical Thinking and practice applying it to evaluating positions, advertising, and
disagreements in practical life.
Objective:
Use the tools and concepts of logic and critical thinking to evaluate and criticize arguments.
Readings and Multimedia
Our reading on Critical Thinking is:
http://philosophy.hku.hk/think/critical/intro.php Creative Commons NonCommercial Share and Share Alike
Our video on Critical Thinking is:
http://learningcommons.ubc.ca/student-toolkits-2/thinking-critically/ Creative Commons
Open Courseware Unported
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 2 Arguments
How arguments are structured in more detail, types of arguments.
Objective:
Become familiar with the parts of arguments and examples of different types of arguments.
Readings and Multimedia
There are two readings in Unit 2:
ForAllx (For this unit, only read Chapter 1):
http://www.fecundity.com/codex/forallx.pdf CC
The second reading comes from the Critical Thinking Web at the University of Hong Kong:
http://philosophy.hku.hk/think/arg/ Creative Commons Attribution-Noncommercial-Share Alike
Our video comes from Oxford iTunesU:
Nature of Arguments
https://itunes.apple.com/itunes-u/critical-reasoning-for-beginners/id387875757?mt=10#ls=1 CC Oxford
Open U
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 3 Fallacies
Fallacies and classification of errors in reasoning with special attention to relevance, sufficiency,
and acceptability.
Objective:
Recognize fallacies by category; recognizing arguments with problems in relevance, sufficiency,
acceptability.
Readings and Multimedi
There are three readings in Unit 3:
Fallacies and Biases http://philosophy.hku.hk/think/fallacy/
Noncommercial-Share Alike
Creative Commons Attribution-
Fallacies pdf set https://yourlogicalfallacyis.com/pdf/Logical_Fallacies_on_A4.pdf C
Stephen Downes' Guide to Logical Fallacies http://www.fallacies.ca/download/fallacies.doc CC BY
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
Midterm Exam (Unit 3 Quiz)
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 4 Symbolic Logic (Sentential)
How to analyze arguments based on their sentence structure. Symbolic language and statements,
truth value, truth tables, and deductive validity.
Objective:
Determine truth values using truth tables, generate proofs from rules of inference, and determine the
validity of symbolized arguments.
Readings and Multimedia
There are six readings in Unit 4:
ForAllx Chapter 2
http://www.fecundity.com/codex/forallx.pdf CC
Necessary and Sufficient Conditions http://philosophy.hku.hk/think/meaning/nsc.php
Commons Attribution-Noncommercial-Share Alike
Creative
Module on Basic Logic http://philosophy.hku.hk/think/logic/intro.php Creative Commons AttributionNoncommercial-Share Alike
Module on Sentential Logic http://philosophy.hku.hk/think/logic/intro.php Creative Commons AttributionNoncommercial-Share Alike
Truth Tables http://www.butte.edu/~wmwu/iLogic/3.2/iLogic_3_2.html CC BY
ForAllx Chapter 3
http://www.fecundity.com/codex/forallx.pdf CC
Our video on Symbolic Logic is:
Different Types of Arguments https://itunes.apple.com/itunes-u/critical-reasoning-forbeginners/id387875757?mt=10#ls=1 CC Oxford Open U
Our online multimedia app is:
The Logic App - http://www.hatzicware.com/jLogic/
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
At least 2 Unit Discussion Topics, to include posting of Logic App screencaptures
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 5 Syllogisms and Venn Diagrams
How to analyze arguments made up of categorical propositions. Use of Venn diagrams, mood, and
figure to determine the validity of syllogisms.
Objective:
Translate categorical propositions and Venn Diagrams, use Venn diagrams to establish mood and figure,
and use Venn Diagrams to evaluate syllogistic arguments for validity.
Readings and Multimedia
There are two readings in Unit 5:
Module on Venn Diagrams http://philosophy.hku.hk/think/logic/intro.php Creative Commons AttributionNoncommercial-Share Alike
Venn Diagrams http://www.butte.edu/~wmwu/iLogic/2.5/iLogic_2_5.html CC BY
Our video on Syllogisms and Venn Diagrams is:
Evaluating Arguments https://itunes.apple.com/itunes-u/critical-reasoning-forbeginners/id387875757?mt=10#ls=1 CC Oxford Open U
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 6 Logic and Research
Evaluating different types of research, and the concepts associated with creating a literature
review for an argumentative research paper. We will discuss primary sources and secondary
sources, and how to summarize argumentative positions in research articles.
Objective:
Evaluating peer-reviewed source material, writing from the perspective of argumentative essays and
critiquing research based arguments.
Readings and Multimedia
There are three readings in Unit 6:
Empire State College Information Skills Tutorial http://commons.esc.edu/informationskills/evaluate/
Creative Commons Attribution-Noncommercial-Share Alike
Evaluating Internet Material by Boundless
https://www.boundless.com/communications/textbooks/boundless-communications-textbook/topicresearch-gathering-materials-and-evidence-8/internet-research-43/evaluating-internet-material-18410644/?
Creative Commons Attribution-Noncommercial-Share Alike
Finding the Good Argument; or Why Bother With Logic? http://www.parlorpress.com/pdf/jones--findingthe-good-argument.pdf CC
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Short Writing Assignment (Dropbox)
One Unit Quiz
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 7 Logic and Law
How argumentation is used in legal contexts. We will consider sample LSAT examination
questions, and we will address how logic is an integral part of law school training. We will look at
resources for persuasive writing as they could apply to legal argumentation in written briefs and
in litigation. We will give special attention to inductive generalizations, inductive arguments by
analogy, and categorical syllogisms used in legal reasoning.
Objective:
Analyzing legal argumentation and sample LSAT questions, practicing persuasive writing and
argumentation for litigation.
Readings and Multimedia
There are three readings in Unit 7:
Logic for Law Students: How to Think Like a Lawyer
http://lawreview.law.pitt.edu/ojs/index.php/lawreview/article/view/117
CC BY
Paralegal Alliance: The Law School Admissions Test "LSAT" – Arguments
http://www.paralegalalliance.com/the-law-school-admissions-test-lsat-arguments/#axzz3GmtWGGvE
CC BY
Paralegal Alliance: Writing to Persuade http://www.paralegalalliance.com/writing-topersuade/#axzz3GmtWGGvE CC BY
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
Final Exam
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
2. Narrative
A. Describe the key outcomes, whether positive, negative, or interesting, of your project. Include:
Summary of your transformation experience, including challenges and accomplishments
Transformative impacts on your instruction
Transformative impacts on your students and their performance
B. Describe lessons learned, including any things you would do differently next time.
The students in section A and G unanimously enjoyed the concept of a textbook-free course. We
collected a variety of Creative Commons licensed material, and brought them together into a coherent
structure of seven units that is comparable to any introductory level Logic course at most peer
institutions and comprehensive universities. We made sure that the units in the course can be adjusted;
for example some universities use Logic as a replacement option for a beginning English course on
argumentative writing, some use Logic to replace a first Math course because of symbolic language, and
some universities specifically use Logic as a pre-law course. This set of unit material can be adapted for
any of these interests. Students noted that they enjoyed positive personal engagement with Christine
James as the instructor, since she would frequently introduce each new linked Creative Commons item,
giving her own notes or PowerPoint material to accompany it. The “team” feeling of the class was truly
positive and enjoyable. Our Logic tutor during the semester, Dan Nix, found himself showing material
from our class to students in other sections who he was tutoring because he liked the active
engagement of many of the Creative Commons sources we used. Students felt a keen sense of
empowerment, since they were able to work through new websites and videos in a positive sense of
exploration, rather than working through a textbook alone. In terms of lessons learned, The Logic App
did present some challenges as students needed to install Java or update their Java settings in order to
use the web-based version of the app. I made a special PowerPoint giving them tips on how to deal with
any kind of error message they might see, and after about a week all the students did have the app
working well. As David Johnston notes in his final report, the version of the app we used was an older
web-based version, and he is willing to work on improvements in the future. I would love to see The
Logic App or something like it connected with Desire 2 Learn for use in class with automatic grading
capability. As with the ongoing development of any class, additional notes, PowerPoints, and videos can
be added in future semesters.
3. Quotes
Provide three quotes from students evaluating their experience with the no-cost learning materials.
“I enjoyed having a variety of sources made available. The Affordable Learning Georgia grant offered a
more diverse learning perspective through the use of different learning tools.” Maria Maguire, PHIL
2020 Section G, Spring 2015
“The Affordable Learning Georgia program has helped me utilize my computer skills better and has also
humbled me to be thankful because I didn’t have to buy books that would add more expenses to my
college career.” Nydrah Wright, PHIL 2020 Section G, Spring 2015
“I had a very pleasurable experience while taking this class. I enjoyed the time I was in class, and I loved
not having to buy a book. I also liked the Logic App, which made some of the exercises a lot more easy.”
Mikel Laurita, PHIL 2020 Section G, Spring 2015
“I enjoyed this class. I loved how I didn’t have to spend money on buying a book that I would never use
again. Putting all the resources for the class online made it super easy to access so that came in handy.”
Jazmin Garza, PHIL 2020 Section G, Spring 2015
“This grant has given me the privilege of being able to take this class. Having all the information for the
class online made it affordable. I enjoyed the variety of information and it kept the class interesting!”
Jessa Sellars, PHIL 2020 Section G Spring 2015
“I’m appreciative of my PHIL 2020 class. Taking a course with no cost for textbooks was a help to me, I
would like to be a part of this program in future classes!” Brad Duncan, PHIL 2020 Section G, Spring 2015
“I enjoy this class, because I feel like since we as students do not have to utilize a textbook, makes the
class more personable with the professor and allows us to gain a different style of learning.” Konosha
Smith, PHIL 2020 Section A, Spring 2015
“The idea for a book free class was awesome it allows us to get more of a quality relationship with the
teacher and save money.” Tyrone Dixon, PHIL 2020 Section A, Spring 2015
“This is something that should have been done long ago. The online material is much more
comprehensive and clear than a paper textbook would be.” Colin Woodman, PHIL 2020 Section A, Spring
2015
“This philosophy class is a very effective online or in person class. Not only is this class great because it
doesn’t need a book but the fact that the Logic App and other aspects of the class was easier to learn
due to the online activities. The in person meeting was great as well because my professor loves her job
and she breaks down everything. This has been a great class.” Charity Lumpkin, PHIL 2020 Section A,
Spring 2015
“At first I was skeptical of a class without a hard copy of a textbook because of my learning style, but the
class was great! It saved me money and I could access material without carrying a bulky book.”
Esmeralda Eichler, PHIL 2020 Section A, Spring 2015
4. Quantitative and Qualitative Measures
In this section, summarize the supporting impact data that you are submitting, including all quantitative and
qualitative measures of impact on student success and experience. Include all measures as described in your
proposal, along with any measures developed after the proposal submission. Include measures such as:
Drop, fail, withdraw (DFW) delta rates
Course retention and completion rates
Average GPA
Pre-and post-transformation DFW comparison
Student success in learning objectives
Surveys, interviews, and other qualitative measures
When submitting your final report, as noted above, you will also need to provide the separate file of supporting data
on the impact of your Textbook Transformation (surveys, analyzed data collected, etc.)
For this question, we include five separate documents: 1) an Excel spreadsheet including all the DFW,
retention, completion, average grades in all PHIL 2020 courses since 2002, 2) an Excel spreadsheet on
the Spring 2015 semester, comparing DFW rates, and 3) surveys of PHIL 2020 Section A Spring 2015 and
4) surveys of PHIL 2020 Section G Spring 2015, and 5) the final report of the inventor of The Logic App,
David K. Johnston, including statistics on the use of the app during specific units/months of the course.
One item not present in these documents is a comparison between the PHIL 2020 ALG grant sections’
SOI quantitative results, and the average SOI number for all sections of PHIL 2020. Such data is only
available in aggregate form to protect instructor privacy:
SOI data chart
Spring 2015
Spring 2014
Fall 2013
Spring 2013
Fall 2012
Spring 2012
Likert scale, out of 5.00
ALG section A = 4.71
ALG section G = 4.78
Likert scale, out of 5.00
Average of all PHIL 2020: 4.68
Average of all PHIL 2020: 4.49
Average of all PHIL 2020: 4.41
Average of all PHIL 2020: 4.61
Average of all PHIL 2020: 4.47
Average of all PHIL 2020: 4.62
Just to highlight specific parts of the spreadsheets, DFW rates for the Spring 2015 term were definitely
comparable too, or better than previous semesters:
Average grade data for the two sections involved in the grant, A and G, were very comparable to the
other sections’ average grades:
In general the two sections of the class using the ALG model were successful. The only possible area of
difficulty noted on the students’ midterm surveys was the use of The Logic App, since it required specific
settings and “Exceptions” listings in both Java and the web browser’s settings and options. I quickly
made a PowerPoint explaining how to deal with each kind of Java error when the midterm surveys came
back, and the issue was worked out.
5. Sustainability Plan
Describe how your project team or department will offer the materials in the course(s) in the future, including the
maintenance and updating of course materials.
All links and material will be stored in LibGuides or Vtext by Michael Holt, and question banks for quizzes
and self-assessments will be accessible through same means with password protection. The materials
will be stored in the university’s institutional repository Vtext, because that site uses the Dspace
platform to ensure longterm open access to the course materials. In addition, Vtext uses the Handle
persistent URL service to provide permanent links to the materials. The material is presented in a
manner similar to its original format in the libguides CMS. The libguides version of the material contains
permalinks to all of the course materials in Vtext. The DSpace platform offers an embargo system where
all assessment materials can be protected, yet still provided to instructors interested in using the
materials in their own courses. We are also hopeful that the material developed through this grant will
be used throughout the state, and especially with the eCore program, which is interested in adding a
new PHIL 2020 Logic eCore class that would also be textbook-free, OER/CC material based.
6. Future Plans
Describe any impacts or influences this project has had on your thinking about or selection of learning materials in
this and other courses that you will teach in the future.
Describe any planned or actual papers, presentations, publications, or other professional activities that you expect to
produce that reflect your work on this project.
Christine James presented at Valdosta State University for an audience including VSU faculty and staff,
and members of the Waycross College/South Georgia State College in Waycross faculty and staff, on
Monday April 13, 2015. It was organized by Mark Smith and Deb Van Petten to publicize the ALG
concept and recruit more faculty and staff to participate.
Christine James is also presenting at the eCore meeting taking place at Middle Georgia State College in
Macon on May 20, 2015, explaining the process of this grant and the way that it can be related to a
potential PHIL 2020 Logic course offered by eCore to be developed next year.
Michael Holt has agreed to be on a panel of librarians, who will share their experiences assisting with
providing open access materials for college courses for a proposed session at the Georgia Library
Association / Council of Media Organizations annual Conference in October, 2015. Michael Holt will
discuss how library technology platforms like libguides and Dspace can be used to make sustainable
platforms for open access course materials.
7. Description of Photograph
List the names of the people in the separately uploaded photograph and their roles, e.g.:
(left-right) Dr. Transformer, team lead and instructor of record; Agent Graphic, instructional designer; Dr.
Philomath, subject matter expert; B. Bibliophile, librarian; A. Einstein, Student.
Photo Guide for PHIL 2020 Section A, all email addresses are @valdosta.edu
Tyler McGhee
atmcghee
Talisa Sampson
tmsampson@valdosta.edu
Shaquille Duncan
sduncan
Talisha Stephens
tdstephens
Aram Wynn
aewynn
Colin Woodman
cmwoodman
Kegan Newton
knewton
Esmeralda Eichler
eaeichler
Kristy Clark
kqclark
Ashton Webb
arwebb
Amanda Walden
ajwalden
Joshua Vega
jkvega
Brian Donaldson
bkdonaldson
Konosha Smith
konsmith
Photo Guide for PHIL 2020 Section G, all email addresses are @valdosta.edu
Jessica Sellars
jcsellars
Mikel Laurita
mklaurita@valdosta.edu
Emily Harless
echarless
Nydrah Wright
nswright
Maria Maguire
memaguire
Jenna Rae
Daines
jrdaines
Adam Rassatt
asrassatt
All students included in the photos signed official photo releases, scans of these photo releases are
available on request as a separate pdf. The photos below and on the next page will be attached as a
separate photo on the final grant report (I will edit them together in larger format to be one
attachment.)