ULO 1: Intellectual Skills

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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.