SACS & Critical Thinking & can they Just Get Along:?

Courses w/o Borders Series

        "Critical thinking

clarifies goals,
examines assumptions,
discerns hidden values,
evaluates evidence,
accomplishes actions,
and assesses conclusions."

A Gen-Ed habit: to listen to the
sound of writing. .

Much can be discerned simply by
paying efficient attention to the
sound of muse-ic--what the creative
fiction and non-fiction writers call
VOICE.

VOICE is all.
 I happen to believe this.
Content's galore. Don't matter
what the content is--trivial or profound.

Marshal McLuhan taught us this lesson
in  the 60's when so many were
complaining about the poor quality
of tv programs.  What a wasteland!
someone said.

Don't get stuck in the programs,
said Marshal: consider the media
and contemplate what it means
over all to have a TV in every
living room.  It's an environmental
issue.

Here: sampling some SACS Sounds

Listen to the voice first then assess the
content for assumptions, hidden values
--but mostly assumptions and implied
conclusions.

This is the Critical Thinking Process
we value  both in Gen ED as well as
the Majors, Minors, and Capstone
experiences, true?.

Draw your own conclusions re goals,
assumptions, hidden values. We might
could share observations..  Always:
Teachable Moments.

Provide evidence that the institution
identifies student learning outcomes
for each academic program, assesses
the extent to which those outcomes
are achieved, and uses the results
to make improvements based upon
analysis of assessment. If sampling is
used, provide representative samples
that reflect the full array of educational
programs offered, including those
offered via distance learning and at
off-site locations."

Furthermore, analysis of the QEP
has enabled the institution to move
its assessment regime from input-
oriented to outcomes-oriented.
The college's improved understanding
of the limitations and usefulness of
assessment evidences ongoing
application and growth."

xxxooo, Sam