ULO 1: Intellectual Skills

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Graphic Design Project: Leveraging Interactive Technologies to Enhance Visual Communication Effectiveness

Amir Attia

To engage students in applying a research-driven design thinking framework to conceptualize, design UI, and evaluate an interactive product solution.
Argument Grounds

Patrick Belanger

To provide students with analytic tools to assess the grounds of various arguments
Analyzing a News Article

Tolga Tezcan

Students will synthesize academic knowledge (sociological concepts) with experiences (their own news browsing habits and selection). To differentiate between statements of value and statements of empirical fact within a journalistic piece. To engage in self-reflection regarding one’s own vulnerability to media bias and selective exposure.
Conspiracy Theories on Reddit

Tolga Tezcan

To develop skills in applying sociological theory (epistemic, existential, and social motives) to real-world, user-generated data. To examine underlying assumptions and biases in online discourse. To evaluate the broader ethical implications of conspiracy beliefs on society.
Critical Thinking Scale

Tolga Tezcan

To enable students to engage in metacognitive self-assessment by evaluating their own thought process using a critical thinking scale. To identify and reflect upon personal strengths and weaknesses in critical thinking skills.
Disinformation Case Study

Tolga Tezcan

To examine the assumptions, intent, and motivations behind the creation and spread of disinformation. To apply sociological and psychological factors to explain the virality and acceptance of false information.
Ethical Reasoning

Tolga Tezcan

To learn how to apply different ethical frameworks to analyze a complex, real-world social issue. To engage multiple perspectives and counterarguments before forming conclusions.
Formulating Arguments: Deductive and Inductive Reasoning

Tolga Tezcan

To help students practice deductive logic by formulating testable hypotheses and deconstructing arguments. To enable students to apply inductive logic by analyzing specific observations to identify and articulate broader social patterns.
Exploring Types of Evidence in Oral Communication

Kristi DiLallo

Students will recognize the importance of having a diversity of sources in oral communication.
Use of Supporting Materials

Sunita Lanka

To identify a variety of reliable sources to support / strengthen claims and research, to understand how supporting materials lead to reasonable inferences and provide authentic strength to a claim (analysis), and finally to learn accurate citations.
Working with Conclusions through Logical Fallacies: Finding Faults and Rebuttals

Timothy David Orme

To help students identify logical fallacies, the harm of those fallacies, and how they might pinpoint them in their own work.
Why do we need public art for social justice affirmation?

DeBorah Silguero

Students could learn the power of using a researched context speech based on social justice through the arts, to engage the audience in policy reform in areas such as healthcare, immigration, or the criminal justice system to remedy potential biases toward certain demographic groups.
Teaching Synthesis

Sarah P C Dahlen, Jacqui Grallo, Kenny Garcia, George Station, Shwadhin Sharma, and Amir Attia

Students will learn how to synthesize information from sources.
Reverse Research

Robin de la Llata Aimé

Students are introduced to academic research and writing with a focus on methods of attribution.
Literature Review

Amanda Pullum

Students should learn to develop a social scientific research question; distinguish scholarly from non-scholarly sources; locate and evaluate relevant scholarly literature; and synthesize multiple scholarly sources.
Analyzing Policy and Stakeholder Perspectives – the Case of the Spotted Owl

Victoria Derr
- Effectively reading in our discipline – focused on Text-Based Discussions
  - Collaborative Meaning Making – reading as an inquiry into meaning and a purposeful engagement with ideas. [1]
  - Setting Reading Purposes and Adjusting Reading Processes – reading for a specific, disciplinary-relevant purpose.[2]
- Identifying and analyzing stakeholder perspectives
- Applying policy to understand stakeholder perspectives
[1] Schoenback, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd.org.

[2] Ibid.
Active Listening "Debates" - Classroom Activity

Victoria Derr

Students will practice critical thinking, active listening, and the development and presentation of arguments and positions through oral and written communication.