From:                              Cheryl Kerr

Sent:                               Friday, June 11, 2010 11:34 AM

To:                                   Janice Thiel

Subject:                          Form Submission (Critical Thinking Activities & Reusable Learning Objects (RLOs))


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Critical Thinking Activities & Reusable Learning Objects (RLOs)

Thank you for submitting your Critical Thinking Activity/RLO idea. Please forward this message and attach any supplemental files (e.g., Handouts, PowerPoints, etc.) to


Title of Critical Thinking Activity/RLO:

Your Answer: ARC (Assessment Rubric for Critical Thinking)


Briefly describe or summarize the Activity/RLO:

Your Answer: The Assessment Rubric for Critical Thinking (ARC) is a global rubric template developed for the College to provide a snapshot view of how student learning is being affected by the critical thinking initiative. It is designed to assess a variety of student projects from a critical thinking perspective. For example, students in a composition class may be asked to complete a paper on a specific topic. This ARC rubric template will help evaluate the student's use of critical thinking skills in the development of the paper as opposed to specifically evaluating the quality of student's writing skills. The ARC rubric template is designed to be flexible enough to address a number of student project modalities including written and oral communications, and it can be adapted to a broad range of problems within a wide variety of disciplines.


Subject Area(s) - Select all that apply:

Your Answer: Allied Health


What is(are) the Major Learning Outcome(s) addressed by this Activity/RLO (from course outline)?

Your Answer: 1. The student will develop an understanding of and ability to apply the skill of self-disclosure. 3. The student will develop an understanding of and ability to demonstrate observation skills. 4. The student will develop an understanding of and ability to demonstrate listening skills. (HUS 1111 - Introduction to Intra and Interpersonal Processes)


What is(are) the Course Objective(s) addressed by this Activity/RLO (stated in performance terms)?

Your Answer: 1. The student will develop an understanding of and ability to apply the skill of self-disclosure by initiating a new subject (pertinent to the class) or responding to in class events or responsible confrontation within the following parameters: 1. verbal responses devoting responsibility for self 2. reporting attitude of defensiveness 3. honesty of response 4. staying in present tense 5. identifying zones of awareness and their implications 6. being non-judgmental 3. The student will develop an understanding of and ability to demonstrate observation skills by: a. using the following skills: 1. verbal behavior devoting responsibility 2. specificity and clarity of communication 3. use of present tense 4. respond to in-class events 5. make statements in lieu of questions 6. keeping focus on recipient of feedback b. using the following attitude skills: 1. non-judgmental 2. non-rescuing 3. supportive 4. facilitative 5. accepting 4. The student will develop an understanding of and ability to demonstrate listening skills by: a. maintaining comfortable eye contact b. maintaining physical stance devoting attention c. avoiding distracting behaviors d. using statements rather than questions e. using verbal and non-verbal reflective techniques f. demonstrating with empathic attitude by using objective, accepting, non-judgmental and non-rescuing statements g. focusing on recipient of feedback (HUS 1111 - Introduction to Intra and Interpersonal Processes)


Type of Activity/RLO - Select all that apply:

Your Answer: Individual, Small Group, Large Group


Time - How much time does it take to conduct this Activity/RLO?

Your Answer: Portion of One Class


List the materials that are necessary to conduct this Activity/RLO:

Your Answer: Link to ARC WITS Survey Tool: Link to the ARC:


Instructions - Give detailed step-by-step instructions on how to conduct this Activity/RLO:

Your Answer: 1. During the first class meeting, the instructor will explain critical thinking and how this will be a focus throughout this course as well as the Human Services program. 2. The instructor will identify which of the six critical thinking performance elements (communication, analysis, synthesis, problem-solving, evaluation, and reflection) might be emphasized in this activity. 3. The instructor will use the ANGEL auto team generator to divide the class into random groups of 4-6 students. 4. In their groups, students will individually read the Human Services ARC Scenario. 5. Each student will consider the six questions (ARC performance elements) regarding the scenario and take notes on their own while reading the scenario. 6. Students will use Socratic thinking to probe their assumptions, alternate points of view, and the implications of their conclusions. 7. In a collaborative effort, the group will organize their main thoughts and develop a consensus regarding their responses to the six questions that is satisfactory to all members. During the next class discussion, any differences in opinions may be presented and how the group worked this conflict out. 8. Groups will assess one another through a peer feedback format. 9. The instructor will randomly distribute the group answers to other groups to assess and score, assuring that each group gets a different group's responses. 10. As a group, the members will review the assigned group's responses using the ARC Scoring Template. 11. One group member will be assigned to be the scribe and will complete the ARC Scoring Template via the WITS survey link for the ARC in the course. An ANGEL discussion board will be set up where the groups will post their responses, feedback, and scores for their assigned group. 12. During the next class meeting the entire class will discuss the process as well as the feedback they received from their peers. 13. The instructor will structure collaborative activities throughout the course where the students will learn the 6 human services skills as well as learning communication, analysis, problem-solving, evaluation, synthesis, and reflection. 14. Students will complete weekly journals where they will address which of the six performance elements they worked on during that week. 15. At the end of the course, students will complete a brief online survey (WITS link) assessing their initial understanding of critical thinking prior to the course, how the collaborative activities and journal entries helped them improve their critical thinking skills, and what their self-assessment is of their critical thinking abilities at the end of the course.


List Additional Resources, for example: Web address/URL, Handouts, PowerPoint, etc. Copy/Paste URLs here. Later, when you receive your confirmation message, forward any supplemental files to the QEP Director.

Your Answer: Link to: Student Success: Thinking Critically In Class and Online -


SPC established as its definition of critical thinking: The active and systemic process of communication, problem solving, evaluation, analysis, synthesis, and reflection, both individually and in community, to foster understanding, support sound decision-making, and guide action.


Which aspect(s) of critical thinking does this Activity/RLO address? - Select all that apply:

Your Answer: Communication, Problem-solving, Evaluation, Analysis, Synthesis, Reflection


How will this improve our students’ ability to think critically?

Your Answer: The objectives are to: 1. Promote critical thinking through collaborative activities throughout the course, HUS 1111 – Introduction to Intra and Interpersonal Processes. 2. The ARC scenario focuses on six critical human services skills that are demonstrated and learned throughout this course (1. ability to state to others how you perceive yourself/self-disclosure; 2. the ability to differentiate among the processes of perceiving, thinking, and feeling; 3. the ability to effectively use verbal skills denoting responsibility for self; 4. the ability to demonstrate active listening skills; 5. the ability to share with another your observations and reactions to his or her behavior without shifting the focus from the class to yourself; and, 6. the ability to respond to responsible confrontation with non-defensive self-exploration). 3. Students will use the social skills necessary to listen to each other, respect each other's ideas, build on each other's ideas, take turns and share work, and construct their own understanding. 4. Students will develop a respect for each other's viewpoints, values and beliefs. 5. Students will work as a member of a team to foster critical thinking collaboratively.


Have you consulted the Activity/RLO Guidelines?

Your Answer: Yes


If you have any questions or comments about this form, please contact Janice Thiel at or call (727) 341-3110