TEMPLATE
University of Houston-Clear Lake
Quality Enhancement Plan (QEP)
Applied Critical Thinking for Lifelong Learning and Adaptability
I.
Applied Critical Thinking Statement: This course has been authorized by UHCL as an Applied
Critical Thinking (ACT) Course which means that in addition to learning about the specified
course content, students will be engaged with some or all of the Elements of Thought and
Universal Intellectual Standards of critical thinking. The objective of an ACT course is to
develop the student’s ability to become skilled at analysis and evaluation by applying a set of
intellectual tools that may be effectively used across all disciplines (as well as to the student’s
personal life). Based on the Foundation for Critical Thinking model
(http://www.criticalthinking.org/), critical thinking involves thinking for a purpose, asking
questions, using information, applying concepts, drawing inferences and conclusions, identifying
assumptions, anticipating implications and consequences, and recognizing points of view. The
Universal Intellectual Standards that are applied to these Elements of Thought of critical thinking
in order to develop Intellectual Traits include clarity, accuracy, precision, relevance, depth,
breadth, logic, significance, and fairness.
II.
Description of Course (and/or Discipline) and how Critical Thinking is Present (Essential)
a. Central Questions (Small number of pertinent targeted questions) (Recommended)
III.
Student Learning Objectives (SLOs) that promote or require Critical Thinking, with at least three
different Elements of Thought in combination with universal Intellectual Standards (Essential).
Examples:
 Demonstrate, with clarity, knowledge of the following marketing concepts: markets, market
segmentation, target market, and strategic positioning.
 Clearly state logical strategic marketing recommendations (conclusions) in detail (precision)
based on relevant secondary market research (information).
 Identify relevant information that is required in order to set forth precise recommendations
for significant problems.
a. Fundamental and Powerful Concepts (Recommended)
b. Web of Concepts (Graphical Representation), seeing integrated process for
course/discipline (Recommended)
Revised 9/12/13
2
IV.
Major Activities that promote or require Critical Thinking (one or more graded assignments) that
address the three different Student Learning Objectives in Section III of which are also assessed
in Section V (Essential). Identify assignments or activities that require critical thinking. If a
group assignment is being used for assessment purposes, the faculty member should have a plan
to generate individual student assessment scores consistent with Section V.b. Altogether, the
description of these activities should include at least three Elements of Thought in combination
with Intellectual Standards. These activities need to directly relate to the three or more SLOs that
have the Critical Thinking components.
a. Artifacts (completed papers, tests, presentations, case studies, etc.): Create artifacts to
display appropriate level of Student Critical Thinking Competence (Recommended)
b. Intellectual Traits (Recommended) – Critical thinkers routinely apply intellectual
standards to the elements of reasoning in order to develop intellectual traits.
 Intellectual Integrity
 Intellectual Humility
 Confidence in Reason
 Intellectual Perseverance
 Fair-mindedness
 Intellectual Courage
 Intellectual Empathy
 Intellectual Autonomy
V.
Assessment Methods linked back to the Student Learning Objectives in Sections III and IV - one
or more assessment methods (or assignments) (Essential). The faculty member can link multiple
SLOs to various portions of the same assignment.
a. Assessment levels for each student will be Unacceptable, Acceptable, Excellent, or
Incomplete Data on each of the three identified SLOs.
b. The faculty member is responsible for submitting the following to the QEP office with
respect to assessment methods at the end of the semester.
i. The conversion chart of raw assessment data to Unacceptable, Acceptable, and
Excellent for each of the three SLOs - as determined by the faculty member.
ii. Completed assessment artifacts.
iii. Student assessment levels (Unacceptable, Acceptable, Excellent, or Incomplete
Data) for each student for each of the three identified SLOs.
c. As noted in the QEP proposal submitted to SACS, UHCL’s overarching QEP Student
Learning Outcomes are as follows:




Students will use curiosity to identify a particular problem or area of interest
within a discipline.
Students will make connections to their particular issues or problems based upon
evidence acquired by research methodologies and citation methods within the
discipline.
Students will demonstrate creativity through a divergent mental approach
exploring original alternative views/solutions.
Students will communicate outcomes through writing and/or presentations.
3
In addition to submitting the information identified in Section V.b above, each faculty
member is responsible for assessing each student on at least one of the following four C’s
using a standard rubric applied to the assignment in Section IV. Each faculty member
will submit assessment data for each student on at least one of the following 4 C’s to the
QEP office.




Curiosity
Connections
Creativity
Communication
Use of Class Products in Assessment
The University of Houston–Clear Lake may use your work in this class to generate assessment data. Any
works used will be used only for educational purposes.