BA 3300 – CRN 20735
8:30 AM – 11:15 AM F
Business Cornerstone
Spring 2012
Instructor:
Office:
Office Hours:
Phone:
Email:
Eladio D. Reid.
College of Business 401
MW 3:00 PM-5:00 PM (By appointment)
832-722-5017
reide@uhd.edu
Ereid19@aol.com
This course is in support of a degree program at the UHD College of Business that has earned
professional accreditation by AACSB International. AACSB International is an association of more
than 1,100 business educational institutions, and other organizations in 70 countries that are
dedicated to the advancement of management education worldwide. Only 568 business programs,
or less than 5% worldwide, have earned this distinguished hallmark of excellence in management
education. Some institutions accredited in Texas are: The University of Houston, University of
Houston Clear Lake, Rice, SMU, TCU, Baylor, Texas Tech, The University of Texas at Austin, Texas
A&M, and our own University of Houston-Downtown.
CATALOG DESCRIPTION
This course is an introductory course for all business majors. The topics include critical thinking, team
development, research methods, business ethics, diversity in the workplace, and international
business. The critical thinking component introduces the concepts and techniques of critical thinking.
The team development component focuses on the importance and role of teams in business. The
research methods component introduces the concepts of primary and secondary sources of
information for business research. The ethics component introduces the basic ethical concepts,
principles, and techniques of moral reasoning needed in business. The diversity component develops
an understanding of the cultural demographic and regulatory aspects of a diverse population of
customers and employees. The international component develops an understanding of business
operations within a global economy.
PREREQUISITE
Prerequisites ARE NOT optional; pre-requisites ARE requirements or courses that must be completed
PRIOR to taking the course. The pre-requisite(s) for this course are described in the UHD catalog
course description as: Sophomore standing.
It is the students’ responsibility to insure that they meet the pre-requisites prior to enrollment in this
course. If the student enrolls and does not meet the pre-requisites, he/she may be administratively
withdrawn from the course at any time. The administrative withdrawal will result in NO REFUND of
tuition and fees because it appears that the student knowingly enrolled in the course in violation of
the Catalog requirements. Any variance in pre-requisite requirements or this policy must be obtained
in writing from the Department Chair prior to enrollment in this course.
REQUIRED MATERIAL
Textbook :
The Business Cornerstone, Building a Solid Foundation 6th Edition. Boston, MA:
Pearson Custom Publishing, 2008.
Other Materials:
Test Blue Book
COURSE OVERVIEW
Business Cornerstone is an application-oriented course that utilizes lectures, small group discussions,
collaborative decision-making exercises, case studies, on-line communications, presentations, and
written assignments to maximize student involvement in the subject matter. The dynamic nature of
the Business Cornerstone course requires an interactive teaching and learning format that utilizes
experiential learning activities to enhance each student’s involvement with the course content.
OBJECTIVES
At the conclusion of this course, the student will have strengthened the academic skills needed for
success as a business major and will have a solid understanding of how ethics, diversity, and
globalization affect business operations. Specifically, the student will:
1. become a better critical thinker and develop well-reasoned solutions to business problems
(see Critical Thinking Inference and Evaluation rubric);
2. demonstrate an awareness of primary and secondary research methodologies and
techniques;
3. be aware of group dynamics and how they are utilized in creating effective teams;
4. understand the vital role that ethics plays in decision making;
5. appreciate business opportunities and challenges provided by globalization; and
6. develop an understanding of diversity in the workplace.
EXAMS
Two exams—Mid-term and Final—will be administered during the semester. The exams will consist
of multiple choice and true/false questions. Students must bring a Scantron and pencil on exam
dates. The exams will be held on 10/12/2011 and 12/14/2011. The Final Exam is comprehensive. It
is important that students write each of these dates in their calendars and be sure to be present. No
make-up exams will be given.
ASSIGNMENTS
Assignments and projects must be typed. Assignments will be graded on content, neatness, spelling
and grammar. Please remember to put your name on all of your work.
Each assignment must be turned in at the beginning of the class period on the due date. Work
submitted after the beginning of the class period on the due date will be recorded one grade lower
than the actual value for each day that it is late. No assignment will be accepted after the second
class day when the assignment was due.
Individual Assignments:
Individual assignments are just that, the students’ work without assistance from anyone. It is
expected the completed submission is solely the students’ work. Individual assignments will
consist of two (2) Individual Exercises, (Sweatshirts from Sweatshops Essay, page 406),
(Diversity Presentation, instruction in class ) and one (1) Optional Individual Exercise.
The first individual assignment will cover the Critical Thinking—Inference and Evaluation
learning outcomes. Students are to read and evaluate the essay, “Sweatshirts from
Sweatshops” located in the textbook. The evaluation will consist of locating errors in the
essay that violate the Universal Intellectual Standards and that contain Logical Fallacies.
Group Assignments:
Each student will participate in one (1) team assignments. An important topic discussed in
this course is teamwork. There is no better way to learn about teams than to be a team
member. Teams will consist of 5-6 members.
The last team assignment will cover the Research and International Business module and will
satisfy the Effective Written Communications and/or Effective Oral Communications, Core
Business Knowledge, and Reality-based Business Education learning outcomes. The teams will
be assigned a real corporation and will research the feasibility of conducting or not conducting
business in a developing country. Teams will be provided the opportunity to present their
decisions via presentation and/or written paper.
QUIZZES
Quizzes will be given at random points throughout the semester. They will be given to assess
students’ understanding of concepts, as well as to ensure that they are keeping up with the assigned
readings. No make-up quizzes will be given.
CLASS PARTICIPATION
Students are expected to be present for each class. It is important for students to be present as
exams and assignments will consist of material found both within the textbook AND material that
may not be contained within the text (e.g., class demonstrations, discussions, VISTA material).
Should a student miss class for any reason, the student will need to contact a classmate to obtain
information contained within the lecture. Students are responsible for obtaining information
discussed during absences.
ELECTRONIC DEVICES:
No electronic devices (cell phones -- text messaging or voice, beepers, pagers, “blackberry type”
connections, recording devices, etc.) are to be on or activated in any mode during the scheduled class
period. The only exception is for emergency personnel (paramedics, emergency room doctors, law
enforcement -- probation officers are not included) that present to the instructor an authorization,
sufficiently in advance that it can be verified, stating that the student is on emergency call for that
class session; and the student may receive only one request to leave class to address an emergency
on the electronic device. For all other students, a break will be provided to “check in.” If a student’s
electronic device “goes off “during class, the student will be asked to leave that specific class and be
treated as absent for the total class, thereby losing any credit earned in that class period. The second
offense will cause the student to be dropped from the course. The instructor will not have any
electronic devices on to disturb class; therefore, students should not have any on either.
ADA REASONABLE ACCOMMODATIONS
UHD adheres to all applicable federal, state and local laws, regulations and guidelines with respect to
providing reasonable accommodations for students with disabilities. Students with disabilities should
register with Disability Services and contact their instructor(s) for requested accommodation.
Students currently registered with Disability Services are asked to notify the professor within the first
two (2) weeks of the semester. Students who register during the semester are asked to notify the
professor immediately to ensure timely accommodation(s). Disability Services is located in 409-S,
phone 713-226-5227 and fax 713-226-5293.
STATEMENT OF ACADEMIC INTEGRITY
The UHD academic honesty policy states that students will, “be honest in all academic activities and
must not tolerate dishonesty.” Students are responsible for doing their own work and avoiding all
forms of academic dishonesty. The most common academic honesty violations are cheating and
plagiarism. Cheating includes, but is not limited to: Submitting material that is not one’s own, Using
information or devices that are not allowed by the faculty member, Obtaining and/or using
unauthorized material, Fabricating information, Violating procedures prescribed to protect the
integrity of a test, or other evaluation exercise, Collaborating with others on assignments without the
faculty member’s consent, Cooperating with or helping another student to cheat, Having another
person take an examination in the student’s place, Altering exam answers and requesting that the
exam be re-graded, Communicating with any person during an exam, other than the faculty member
or exam proctor; Plagiarism includes, but is not limited to: Directly quoting the words of others
without using quotation marks or indented format to identify them, Using sources of information
(published or unpublished) without identifying them, and Paraphrasing materials or ideas of others
without identifying the sources.
DISASTER PLANNING
In the event that the university is officially closed due to natural or manmade disaster, the university
may determine to move all courses to VISTA for continuation online until the university reopens. The
decision for university courses to continue online will be communicated through the same channels
that the university uses to communicate with students during disasters. Adjustments to the syllabus
may be made by the professor, as appropriate.
GRADING
The course grade will be calculated as follows:
Individual Exercices (2)
Team Assignments (1)
Quizzes (10)
Midterm Exam
Final Exam
Total
30%
30%
10%
15%
15%
100%
Grading Scale: 90%
=
80%
=
70%
=
60%
=
59 and Below =
A
B
C
D
F
CLASS EXPECTATIONS
Students are expected to read assigned readings prior to coming to class, bring the textbook to class
every day, check Blackboard Vista frequently for any course communication, and be on time and
active in course discussions. It is important that students are on time for each scheduled session.
Coming to class late is disruptive to not only the instructor but to fellow classmates as well. Turn ALL
communication devices (e.g., cell phone, pager, blackberry, iPhone) to silent and refrain from texting
while class is in session. Should you have an emergency that you need to address, feel free to excuse
yourself from the class session.
Date
01/20
ORIENTATION
01/20
Introduction to Cornerstone
01/27
Group topic selection for ; International Team
presentation
01/27
02/10
Critical Thinking – Introduction
Standard for Thinking
Critical Thinking- Intellectual Standards
Ask questions that lead to good thinking
Critical Thinking – Thinking Critically
Fallacies
Critical Thinking
02/10
Critical Thinking – On Your Honor
02/17
Ethics – Cromwell College Code
02/17
Ethics – Current Ethical Issues
Due: Cromwell College exercise
Ethics – Introduction to the Ethical Process
02/03
02/03
02/24
02/24
Topic
03/02
Ethics – World Business/Corporation
Due: Sweatshirts from Sweatshops Page 406
Ethics – International Ethics
03/02
Diversity – An Overview
03/09
Diversity – Your Diversity Consciousness
03/09
Teams – Team Building Exercise
03/12 - 16
Spring Break
03/23
Teams – Team Contract Exercise
03/23
Teams – Building a Balanced Team
03/30
Team – Team Decision Making
03/30
Diversity - Workplace
Diversity Presentation
Diversity - Workplace
Diversity Presentation
Research – Library Orientation
04/06
04/06
Assignment
Group assignment
Read Chapter 08a
Page 321
Read Chapter 08A
Read Chapter 08b
Page 335
Read Chapter 08c
Page 365
Read Chapter 09a
Page 387
Read Chapter 09b
Page 409
Read Chapter 09c
Page 428
Group Discussion in class.
See page 427
Read Chapter 10
Page 431
Read Chapter 11 Page 441
Read Chapter 12 Page 469
Read Chapter 13
Page 501
Read Chapter 06a
Page 227
Read Chapter 06b
Page 269
Read Chapter 04
Page 199
Mid – Term Exam
Read Chapter 05
Page 213
Paper: Go/No Go Decision (Team)
Read Chapter 03
Page 163
Read Chapter 07 Page 303
Read Chapter 07
Read Chapter 1a
04/13
Research- Introduction & Importance
04/13
Research - The Research Process
04/20
Research – Problems & Reviewing the Research
04/20
International – Globalization
04/27
International – Cross Cultural Business
04/27
05/02-03
DUE: Go/No Go Decision Paper
International Team Presentations
Reading Days
5/4 – 5/12
Spring 2012 Final Exam Period
Page 5
Read Chapter 1b
Page 23
Read Chapter 1c
Page 41
Read Chapter 2a
Page 84
Read Chapter 2b
Page 126
Read Chapter 2b
Page 126
Groups Presentations
Appendix A
Writing Rubric
UHD College of Business
Criteria
Organization
Unacceptable (1)
Acceptable (2)
Superior (3)
Writing is not concise and
has a tendency to ramble.
Lack of focus interferes
with understanding.
Focus and direction of
writing are acceptable
and do not interfere with
understanding;
organization could be
improved.
Writing is concise.
Information is easy to
understand. Focus and
direction of the writing
are extremely clear.
Sentence Structure
Sentence structure is
poor, making
understanding difficult.
Sentences are awkward
and/or lack structure.
Sentences are not
generally awkward or
lacking in appropriate
structure. Overall, most
sentences clearly express
ideas.
Sentences are clear, well
developed, and express
concise ideas.
Transitions
Connections between
topics, ideas, or
arguments are confusing.
Most sentences within a
paragraph build upon a
single issue. A few ideas
lack good transitional
sentences.
Writing enhances
readability. Sentences
build upon singular ideas.
Transitions are good.
Background
Arguments lack support,
or are supported with
personal views.
Arguments are not well
constructed.
Arguments are supported
with occasional citations
or with class lessons.
Paragraphs generally
support the main idea.
Arguments are supported
with cited references or
relevant facts. Arguments
support ideas which
support the premise.
Punctuation and
Spelling
Writing contains
numerous and/or
significant errors,
distracting from the
message.
Writing contains
occasional errors that do
not distract from the
message.
Writing is nearly error
free.
Professionalism
Document is not
professionally written.
Tone, word choice, and/or
aesthetics are
inappropriate.
Writer uses familiar but
not sophisticated words
that are not distracting.
Document is fairly
professional looking.
Wit, insights, and
sophistication provide
evidence of due diligence.
Tone adds to the writing
quality. Document is neat
and professional looking.
Introduction and
Conclusion
Main idea is not
established in the
introduction, and/or
conclusion is weak.
Main idea and direction of
the paper are established
in the introduction.
Conclusion is satisfactory.
Introduction not only
establishes the main idea
and direction, but also
has an interesting hook.
Writing is brought to
closure with justifiable
insight and/or
supportable revelations.
Last revised March 14, 2007
Appendix B
Oral Presentation Rubric
UHD College of Business
AACSB Assessment
Authored by Assessment Sub-Committee
Criteria
Unacceptable
(1)
Organization
Audience cannot
understand
presentation because
there is no sequence
of information.
Content
Student does not
have a grasp of the
information; student
cannot answer
questions about the
subject.
Almost
Acceptable (2)
Acceptable/
Proficient
(3)
Exemplary
(4)
Student
generally
presents
information in a
logical,
interesting
sequence which
audience can
follow, but
occasionally skips
around.
Student is
somewhat
uncomfortable
and is able to
answer only
rudimentary
questions about
the subject.
Student
occasionally uses
some visual aids
that support the
presentation.
Student presents
information in a
logical,
interesting
sequence which
audience can
follow.
Thesis is clearly stated
and developed; specific
examples are appropriate
and support thesis
development; well
organized, resulting in a
logical, engaging flow of
information.
Student is at ease
with expected
answers, but fails
to elaborate.
Student demonstrates full
knowledge (more than
required) by answering
all class questions with
explanations and
elaborations.
Student's visual
aids are sufficient
to support the
presentation.
Student's visual aids
explain, enhance, and
reinforce the
presentation.
Visual Aids/Slides
Visual aids are lacking
or inappropriate.
Elocution
Student mumbles
and/or often
mispronounces words;
back of audience is
unable to hear entire
presentation.
Student's voice is
low; audience
must work to
hear; only
occasionally
mispronounces
words.
Student's voice is
clear; rarely
mispronounces
words; audience
can hear without
difficulty.
Student uses clear voice
and correct
pronunciation; audience
can comfortably hear all
of presentation.
Audience
Engagement
Presentation is
repetitive with
virtually no creativity
and/or originality.
Audience is not
engaged, displays
little interest. Little
eye contact displayed.
Presentation has
little or no
variety/originality
resulting in
minimal audience
engagement.
Only minimal eye
contact
displayed.
Presentation
displays some
originality and/or
creativity.
Audience is
engaged for most
of presentation.
Adequate eye
contact displayed.
Presentation is creative,
original, and/or uses the
unexpected. Audience is
clearly engaged. Eye
contact is maintained
throughout the
presentation.
Presence/
Enthusiasm
Student's delivery is
monotone, conveying
virtually no interest
and/or negativity
toward topic.
Enthusiasm is clearly
lacking.
Student reads off
slides or notes,
conveying some
ambivalence
toward topic.
Minimal
enthusiasm
displayed.
Student
demonstrates
confidence and
enthusiasm for
the topic.
Student embellishes
presentation, conveying a
high degree of interest in
the topic.
Mechanics
Student's
presentation has
numerous spelling
errors, grammatical
errors, or mechanical
distractions (such as
random acts of
capitalization) in the
presentation.
Presentation has
frequent
misspellings,
grammatical
errors, or
mechanical
distractions in
the presentation.
Presentation has
occasional, but
noticeable,
misspellings,
grammatical
errors, or
mechanical
distractions in the
presentation.
Presentation has very few
or no easily noticeable
misspellings, grammatical
errors, or mechanical
distractions in the
presentation.
Appendix C
Critical Thinking Evaluation Rubric
UHD College of Business
Critical Thinking- 1 = Non-Critical Thinking
Evaluation Rubric
2 = Pre-Critical Thinking
3 = Critical Thinking
4 = Critically Integrative
and Innovative Thinking
How To Improve Your Score:
Accurately
identifies key facts
Does not appear to attempt Attempts to identify key
Acts to identify key facts
to identify key facts, but
facts but is not able to do
and is usually accurate in
rather tends to view all facts so with consistent accuracy the activity
as having the same
importance
Has a refined ability to
discern the key facts in any
setting and then to
incorporate those into the
overall critical thinking
process
Ask which of the facts before you are most
convincing to you.
Ask which of the facts before you would seem
to convince an expert in this area.
Ask which of the evidence before you would be
considered most important to someone with
opposing views.
Ask which of the facts before you is critical to
reaching a conclusion.
Accurately
identifies the
relationships
between key facts
Appears to view each key
fact as standing alone, and
does not appear to fully
appreciate that the
relationship between key
facts are a key component
of critical thinking
Understands that the
Can accurately point to
relationships between key relationships between key
facts is important, but is not facts
accurate in identifying
those relationships
Accurately identifies and
understands that the
interplay between key facts
is vitally important to
creative and innovative
problem-solving
Ask what happens if all of these facts are true.
Ask what happens if one or several of these
facts are not true.
Ask whether any of these facts contradict one
another.
Ask whether several of these facts seem to
merge together in a convincing way.
Limits arguments
to those which are
important to this
specific question
Does not appear to
understand the value of
limiting arguments, or does
not try to do so
Understands the need to
limit arguments, but is not
consistently able to
accurately do so
Understands the need to
limit arguments and limits
them based on their
importance to the question
Is able to understand
holistically which
arguments are critical to
the question, and limits the
arguments to those which
contribute to creative
solutions
Ask which arguments do little to address the
question at hand.
Ask which arguments essentially repeat other
arguments.
Ask which arguments must be addressed to
resolve this question.
Ask what are the three strongest arguments
when used together.
Understands that each key
fact has importance relative
to the other available key
facts, but fails to give each
fact a weighting relative to
all other key facts
Understands that each key
fact has importance
relative to the other
available key facts, and
attempts to give each key
fact a weighting relative to
all other key facts
Understands that each key
fact has importance relative
to the other key facts, and
accurately gives each key
fact a weighting relative to
all other key facts
Ask how you would rank order each key fact.
Ask on what basis would you decide which key
facts are more important than others.
Ask which key facts you think are most
accurate.
Ask what key facts you think are most
persuasive.
Weighs the relative Does not appear to
importance of each understand that a key fact
key fact
has importance relative to
the other available key facts
Weighs the relative Does not appear to
importance of each understand that each
argument
argument has importance
relative to the other
available arguments
Understands that each
argument has importance
relative to the other
available arguments, but
fails to give each argument
a weighting relative to all
other arguments
Understands that each
argument has importance
relative to the other
available arguments, and
attempts to give each
argument a weighting
relative to all other
arguments
Understands that each
argument has importance
relative to the other
arguments, and accurately
gives each argument a
weighting relative to all
other key facts
Ask how you would rank order each argument.
Ask on what basis you would decide which
arguments are more important than others.
Ask which argument you think is most
accurate.
Ask which argument you think is most
persuasive.
Considers all
possible ways of
viewing each key
fact
Does not seem to
understand that each key
fact may lead to a number
of different and potentially
contradictory conclusions
Understands that each key
fact may lead to a number
of different and potentially
contradictory conclusions,
but does not attempt to
evaluate each key fact in
this framework
Understands that each key
fact may lead to a number
of different and potentially
contradictory conclusions,
and attempts to evaluate
each key fact in this
framework
Understands that each key
fact may lead to a number
of different and potentially
contradictory conclusions,
and effectively evaluates
each key fact in this
framework
Ask which key facts contradict other key facts.
Ask what are all of the possible conclusions
that could be drawn from this set of key facts.
Ask whether all of the possible conclusions that
could be drawn from each key fact contradict
one another.
Ask if these key facts fit together to form a
coherent picture.
Considers all
evidence, key facts,
and arguments
from a neutral,
non-biased point of
view
Does not seem to
understand the importance
of considering each piece of
evidence, key fact, and
argument in a neutral, nonbiased, non-conclusionary
manner
Understands the
importance of considering
each piece of evidence, key
fact, and argument in a
neutral, non-biased, nonconclusionary manner, but
does not follow the chain of
thought which results
regardless of pre-conceived
views
Understands the
importance of considering
each piece of evidence, key
fact, and argument in a
neutral, non-biased, nonconclusionary manner, and
regardless of preconceived views attempts
to follow the chain of
thought which results
Understands the
importance of considering
each piece of evidence, key
fact, and argument in a
neutral, non-biased, nonconclusionary manner, and
regardless of pre-conceived
views effectively follows
the chain of thought which
results
Ask at the outset, what are your
preconceptions.
Ask at the outset, how you can set your
preconceptions aside.
Ask as you proceed, whether your preconceptions are affecting your process.
Ask at the conclusion, if you are satisfied that
you have not biased the process, and, if the
outcome matches you preconceptions, ask the
same question again very thoughtfully.
Correctly utilizes
qualitative and
quantitative
decision-making
tools in evaluating
information, key
facts, and
arguments
Does not seem to
understand that both
qualitative and quantitative
decision-making tools have
strengths and limitations
Understands that both
qualitative and quantitative
decision-making tools have
strengths and limitations,
but does not utilize each
with careful respect for the
limitations so that neither is
used to draw conclusions
which go beyond those
reasonable to that
particular tool
Understands that both
qualitative and
quantitative decisionmaking tools have
strengths and limitations,
and attempts to utilizes
each with careful respect
for the limitations so that
neither is used to draw
conclusions which go
beyond those reasonable
to that particular tool
Understands that both
qualitative and quantitative
decision-making tools have
strengths and limitations,
and utilizes each with
careful respect for the
limitations so that neither is
used to draw conclusions
which go beyond those
reasonable to that
particular tool
Ask which kinds of decision-making tools are
going to be best for this particular process.
Ask whether your mix of quantitative and
qualitative decision processes seems to be
leading you to reasonable outcomes.
Ask whether you are giving too much weight to
one particular form of decision-making.
Ask whether altering the decision-making tools
mix significantly changes the outcome.
Appendix D
BBA Learning Objective Matrix
UHD College of Business
Number
BBA Learning Objective
1
Effective written communications
2
3
4
5
6
Effective oral communications
Critical Thinking – Inductive1
Critical Thinking – Deduction2
Critical Thinking – Analysis3
Critical Thinking – Inference4
Critical Thinking – Evaluation5
Core business knowledge6
Strategic planning models and
techniques
Other course or program specific
learning objectives7
Reality-based business education8
Business Cornerstone
BA3300
Course Activities to Facilitate
Accomplishing Learning Objective
Sweatshirts from Sweatshops Essay
Include informal and formal papers related to
reality-based education.
Oral presentations of group/individual
assignments/exercises, case analysis, etc.
using PowerPoint software and other
graphics.
Assessment Methods/Metric/Rubric to Determine if
Learning Accomplished
Appendix A—COB Writing Rubric
Appendix B—Oral Presentation Rubric
Important components of the undergraduate
business curriculum that will be addressed
directly and indirectly throughout the
semester in class discussions and other
activities.
This course does not focus directly on these learning outcomes. However, they are an important
component of the undergraduate business curricula, and they will be addressed indirectly throughout the
semester in class discussions and other activities.
Sweatshirts from Sweatshops Essay
Sweatshirts from Sweatshops Essay
Appendix C—COB Critical Thinking--Evaluation Rubric
Feasibility Study – Go/No Go Decision
Feasibility Study – Go/No Go Decision
Use of COB Writing Rubric as a guide to grading of
assignments.
Use of COB Oral Presentation Rubric in evaluating live or
recorded presentations.
1
Inductive Reasoning: Inductive reasoning occurs when the evidence at hand means that a given conclusion is probably true. When predictions about how things will
happen in the future are based on past experiences inductive reasoning is being used.
2
Deductive Reasoning: Is deciding that, no matter what, it is impossible that the conclusion being considered is false, given that all the premises of the argument are
true. For example, “if the batter swings and misses three pitches, the batter is out, and Johnnie just did that, so Johnnie is out” is a deductive inference.
3
Analysis: Is used when separating the premises and the assumptions being used from the conclusion that is being reached. For example, someone proposes that that
we should ”cut our product prices” because the competition is setting their prices to steal market share from us. An analysis of this person’s position would reveal
that the person is making assumptions about what the competition is doing (“cutting their prices” ) and about what the competition is intending (“to steal our market
share”).
4
Inference: When conclusions are based on reasons and evidence. Either deductive or inductive reasoning inference skills may be used. Inference skills may be applied
to all sorts of things including beliefs, opinions, facts, conjectures, principles, and assumptions. It is important to keep separate what we know to be true and what
conclusions we infer based on what we know.
5
Evaluation: When deciding how strong or how weak a person’s arguments are, or when we determine the believability of a given statement evaluation is occurring.
Ideas and arguments are evaluated all the time.
6
Refer to ETS Major Field Test Results.
7
Reference major or concentration learning objectives assessment plan developed for SACS.
8
Describe any activities that foster the student’s ability to apply the course theoretical material to actual or “real” situations that can bring about better decisions or
more effective operations.