Audrey Cohen School for Human Services and Education
Bachelor of Liberal Arts in American Urban Studies
SEMESTER II
Page
Policies
2
Overview
5
Understanding Self in the World
7
Latin for Writers II
10
Constructive Action Practicum: Becoming an
Independent Learner
13
Math II: Introduction to Statistical Reasoning
15
Critical Thinking and Writing
17
POLICIES
Attendance:
• Students are required and expected to attend all scheduled classes.
• If a student has difficulty attending any class, he/she should notify immediately the
faculty member teaching the course
• Students who have missed 5 (five) classes can expect an “F” grade.
•Students who accumulate excessive absences or lateness may be
recommended for withdrawal.
Please be advised regarding the following:
• No food or drink is allowed in the classrooms.
• No children are allowed in the classrooms.
• Electronic devises should be turned off during class time.
Add/drop:
It is the School for Human Services policy that the Dean’s office will sign add/drop forms
after the first week of the semester. Add/drop forms will not be approved after the second
week of classes.
Transfer from Bachelor’s degree program to Associate of Arts degree
program:
Students will only be allowed to transfer from the Bachelor’s degree program into the
Associate of Arts degree program during the interim between their first and second
semester, or the interim between their second and third semester. No student will be
allowed to transfer during a semester, or after their third semester has commenced.
Plagiarism
Is an act of presenting someone else’s work as though it is your own. In an academic
community the use of words, ideas, or discoveries of another person without explicit, formal
acknowledgement constitutes an act of theft or plagiarism. In order to avoid the charge of
plagiarism, students must engage in standard academic practices such as putting quotation
marks around words that are not their own, employing the appropriate documentation or
citation, and including a formal acknowledgement of the source in the proper format.
Constructive Action Documents:
The college maintains a sample collection of Constructive Action (CA) documents from
each program to maintain as part of the college’s archives. The deans, in collaboration with
Directors and Chairs select faculty members from each program from which to collect CA
samples.
All students enrolled in the College will submit his/her Constructive Action document in two
formats: 1) a paper copy in the prescribed format, and 2) data storage unit with the same
material. The Constructive Action document should have a front page that contains the
following information and your data storage unit should have a label that contains the same
information:
1) Student Name
2) Student i.d. number
3) Purpose class
4) Name of your Professor
5) Semester / Year – Example: Fall 2014
6) Keywords for CA
Incomplete Grades
An “I” or incomplete grade is given only in instances where a student’s work in a
course is not finished on time due to an extenuating circumstance, which must be
properly documented, and the student can be expected to pass. These students
must file an Incomplete Grade Contract with the instructor. Otherwise the grade
becomes an “F.”
Students have until the end of the seventh week of the following semester to
complete coursework for incomplete grades, unless it is the student’s last semester,
which requires a shorter completion time. The instructor has up to the end of the 10th
week of the semester to change the “I” grade. After this time, an incomplete grade
automatically becomes an “F.” A formal extension – “EI” for Extended Incomplete –
is required to carry an incomplete beyond this time. The faculty member, student and
appropriate dean must complete the EI Form that is available in the Office of the
Registrar. The student either completes the required coursework for a grade or,
failing to do so, receives an “F.” Failures must be repeated.
For financial aid audits, an incomplete grade is calculated as an “F” until the grade
has been changed. Please see the Financial Aid Handbook for details.
Note: Students are responsible for all work, even when absent or late.
Note: Any information in this handbook is subject to change.
General Education:
The General Education Plan is part of the foundation of undergraduate education
at MCNY. It aims to foster the intellectual, personal, and professional growth of all
students. It prepares them to advocate for social justice as they encourage positive
changes in their workplaces and communities. To this end, the Common Curriculum, in
conjunction with program-specific general education courses, will comprise MCNY’s
General Education Plan. This plan provides a rigorous, coherent, and integrated cluster
of courses that develops knowledge in history, aesthetics, politics, oral and written
communication, values and ethics and mathematical and scientific reasoning.
The Common Curriculum contains 8 existing courses (24 credits) that are
centralized in the Business, Human Services, and American Urban Studies curricula.
The course names are as follows:
1. American Government
5. Contemporary Values and
Classical Ethics
2. Political and Economic
Philosophy
3. Computer Applications for Profit
and Non-Profit Management
4. College Writing: Critical
Thinking and Writing
6. Public Speaking and the Arts of
Persuasion
7. Human Biology & the Life
Sciences
8. Empowerment through the Arts
Constructive Action Documents:
The college maintains a sample collection of Constructive Action (CA) documents from
each program to maintain as part of the college’s archives. The deans, in collaboration
with Directors and Chairs select faculty members from each program from which to
collect CA samples.
Bachelor of Liberal Arts in American Urban Studies
Overview
The Bachelor of Liberal Arts in American Urban Studies is an interdisciplinary
program designed to give students a broad foundation in the liberal arts as well as
specialized knowledge in the area of American urban studies. The degree features
courses in economics, sociology, and political science as well as courses in the major
area of study. As such, it is an appropriate choice for students seeking entrance to law
school, teacher certification programs, public administrations, business, and/or
advanced study in graduate school.
Throughout history and across all cultures, cities represent the greatest
achievements of a civilization. As centers of culture, commerce, government, arts and
industry, urban centers are consequently important areas of study. Our program in
American Urban Studies focuses learning on urban life in American cities through a
comprehensive review of the liberal arts, humanities, social sciences, math and the
natural sciences. New York City is the global learning laboratory that provides MCNY
students with unique opportunities to participate in world-renowned New York cultural
organizations, government offices and international institutions.
The cornerstone of our unique purpose-centered educational approach is the
Constructive Action. More than a thesis, it is an act of service that empowers students
to better manage their lives, meet societal needs and work alongside others to improve
the world. Students learn to integrate knowledge with work. They learn to plan, carry out
and assess enhancements directly related to the application of learning to real world
issues.
The first semester introduce students to basic college skills and develop
proficiencies in critical thinking, the techniques of effective writing, the use of
technology, subject specific content and the basic framework of the Purpose-Centered
curriculum. Key to this freshman year experience is mastering how to write a
Constructive Action. Commencing with the third semester (and throughout the
remaining semesters), students are required to engage in a supervised fieldwork
experience of seven hours weekly.
Bachelors of Arts in American Urban Studies (120 Credits)
Associates of Arts in Liberal Arts (60 Credits)
(Semesters 1 & 2, and either sequence 3 & 4, 5, or 6 OR sequence 4 & 5, or 6)
Purpose
Seminar
Liberal Arts
& Sciences
Courses
through
Dimensions
Values (V)
BOLD TYPE: Program Specific
(Major) ITALICS: Common
Curriculum
Semester 7
Semester 8
Semester 1
Semester 2
Semester 3
Semester 4
Semester 5
Semester 6
Self-Assessment
through Writing &
Technology
[Computer
Applications &
Information
Literacy]
Becoming an
Independent
Learner
[Introduction
to College
Writing]
Communicating
with Others:
Interpersonal
Relations &
Conflict
Resolution
Living and
Learning in
Groups [Group
Facilitation Skills]
Communicating
across Cultures
[Ethnographic
Skills]
Promoting
Empowerment
through the Arts
Empowering
Urban
Communities
through Civic
Engagement I
[Research &
Planning]
Empowering Urban
Communities
through Civic
Engagement II
[Implementation &
Assessment]
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
4 credits
4 credits
Contemporary
Values &
Classical Ethics
(V)
Understanding
Self in the
World
(V, SO, SYS)
The Human
Experience and
Cooperation
(V, SO, SYS)
World History &
Geography
(V, SO, SYS)
Everyday Life
in Urban
Settings
(V, SO, SYS)
Urban Health &
Ecology
(V, SO, SYS, SKI)
American
Urban Politics
(V, SO, SYS)
American Urban
Culture
(V, SO, SYS)
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
4 credits
4 credits
Latin for Writers I
(V, SO, SYS,
SKI)
Latin for
Writers II
(V, SO, SYS,
SKI)
Human Biology
& the Life
Sciences (V,
SO, SYS)
Linguistics for
Non-linguists
(SKI)
Language and
Culture
(V, SO, SKI)
American
Government
(SYS)
American
Economic
History I
(V, SYS)
American
Economic History II
(V, SYS)
3 credits
3 credits
3 credits
2 credits
3 credits
3 credits
4 credits
4 credits
Computer
Applications for
Profit and NonProfit
Management
(SKI)
Critical
Thinking and
Writing
(SKI)
Writing through
Literature and
Philosophy
(V, SKI)
Public Speaking
and the Art of
Persuasion
(SO, SYS, SKI)
Political &
Economic
Philosophy
(V)
Understanding
Poetry, Drama, &
Film
(V, SO, SKI)
Music, Religion,
& Philosophy
(V, SO, SYS)
MCNY Great Books
Seminar
(V, SO, SYS, SKI)
3 credits
3 credits
3 credits
3 credits
3 Credits
3 credits
3 credits
3 credits
Math I:
Mathematical
Reasoning
(SKI)
Math II:
Introduction to
Statistical
Reasoning
(SKI)
Math III:
Quantitative
Methods &
Medical
Statistics
(SKI, SYS)
Earth Science
(V, SO, SYS,
SKI)
Economic
Principles and
Financial
Literacy
(V, SO, SKI)
Creative Writing:
Imaginative Uses
of Language
(V, SO, SKI)
3 credits
3 credits
3 credits
4 credits
3 credits
3 credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
15 credits
Self &
Others (SO)
Systems
(SYS)
Skills (SKI)
Understanding Self in the World
Religion and Psychology
(HUM 121)
Overview
Understanding Self in the World is the first of two interdisciplinary seminars
required for the bachelor of liberal arts at Metropolitan College of New York. It is
a course in self-assessment that encourages students to explore the question,
“Who Am I?” from the perspectives of world religion, literature, art, philosophy,
and psychology. The course is structured in terms of three units. The first unit
adopts a comparative religion approach in the study of polytheism and
monotheism as expressed in the religious beliefs, music, architecture, and art of
Hinduism and Islam. Unit II focuses on the psychological interpretation of
religion and the self by three of the major psychologists of the 20th century,
William James, Sigmund Freud, and Carl Jung. Unit III explores American
transcendentalism as a form of secular religion through reading the essays and
journals of Ralph Waldo Emerson and the poetry of Walt Whitman. Course
lectures will be supplemented by field trips, both actual and virtual, to museums
and art galleries.
Dimension Specific Abilities
In this course, students will develop through practice the following Dimension
Specific Abilities:
Ability 1:
Ability 2:
Ability 4:
Ability 5:
The ability to think independently, critically, and creatively
about self, knowledge, and the world.
The ability to communicate effectively through reading, writing,
listening, speaking and other modes of expression.
The ability to describe and connect to individual and diverse group
values in the past and the present.
The ability to evaluate and use ethical principles to make mature
and responsible choices.
Course Learning Objectives
By the end of the semester, you will develop these abilities by mastering the
following course objectives:
•
•
•
•
•
Explain the basic religious principles of Hinduism and Islam (Abilities 3 & 4)
Compare/contrast the worldviews of Hinduism and Islam (Abilities 1 & 3)
Interpret the religious experience according to theories of psychology
(Abilities 1,2, & 3)
Analyze and explain aspects of the religious experience in American
literature (Abilities 1, 2 & 3)
Develop an interpretive frame for your own religious/psychological views
(Abilities 1 & 2)
Required texts
The Bhagavad Gita: The song of God. (2002). New York: Signet
Classic. ISBN: 9780451528445.
Sells, M. A. (1999). Approaching the Qur'an: The early revelations. Ashland,
Oregon: White Cloud Press. ISBN 9781883991692
www.universalistfriends.org/sells.html
James, W. Varieties of Religious Experience (found at
http://www.psychwww.com/psyrelig/james/james4.htm and
http://www.psychwww.com/psyrelig/james/james7.htm)
Freud, S. The Future of an Illusion (found at
http://www.adolphus.nl/xcrpts/xcfreudill.html)
Berry, R. (2000). Jung: A beginner’s guide. London: Hodder &
Stoughton. ISBN: 9780340780558
http://www.jung.com (or Jung.com etc)
Emerson, R. W. Essays (found at
a. Nature
http://www.vcu.edu/engweb/transcendentalism/authors/emerson.
nature.html
b. Self reliance
http://www.emersoncentral.com/selfreliance
Whitman, W. Song of Myself,
(found at www.daypoems.net/plainpoems/1900.html)
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Assessments
Course Grade incorporates:
•
Weekly written assignments (30%)
•
Reflective Integration Paper (30%)
o 5 pages.
o 6th Edition APA format
o Includes:
 Compare and Contrast Freud and Jung
 Self assessment- What personality type are you?
 Walt Whitman in the context of American Transcendentalism
 Ralph W. Emerson and American Transcendentalism based
on his essays Nature and Self reliance
•
Student presentations (20%)
•
Participation in class discussions (20%)
•
Extra credit (e.g. bringing guest speaker)
Module I: The Self in Religion: Hinduism and Islam
(Weeks 1 - 5)
Module II: The Self in Psychology: James, Freud, and Jung
(Weeks 6 -10)
Module III: The Self in American Wisdom Literature: Emerson
and Whitman (Weeks 11 - 14)
9
Latin for Writers II
(LAT 121)
“In the past when students learned Latin, they were not just learning
‘how to order a meal’ in a foreign language, but the structure of a
language, and hence of language itself—what it was, how it was put
together, and how it worked.
Dorothy Sayers, 1947
Description
Latin for Writers II is the second course in a two-semester sequence in the study
of Latin. In this course you continue to study Latin as a language system in order
to increase your knowledge of language in general and of English in particular.
You further develop your ability to analyze and describe sentences as structures
of logical relationships through the critical reading, translation, and analysis of
Latin sentences. In addition, you continue to use what you are learning about
language as a system to monitor more effectively your own use of the written
word. You broaden your study of the influence of Latin on English vocabulary and
the use of Latin as a professional language in law, science, and education.
Similarly, you extend your study of Roman history and mythology and the
influence of Roman culture, especially literature, on the development of Western
civilization and the liberal arts.
*Major Concepts
Past perfect, future tense, future perfect, auxiliary verb, participle, gerund, active
and passive voice, mood (imperative, subjunctive) subordinate conjunctions,
types of sentences (simple, compound, complex), declarative, interrogative,
negative, affirmative sentences, direct and indirect questions, conditional
sentences, comparison of adjectives, possessive, interrogative, demonstrative
adjectives, possessive, reflexive, demonstrative pronouns, relative pronouns
Learning Outcomes
By the end of the course, you will be able to:
•
•
•
•
•
Think more critically about language and how you use it;
Be proficient in using traditional grammar to describe the structure
of sentences in Latin and English;
Monitor more effectively the surface features of your own writing in
English, e.g., endings, tense, usage, spelling, etc.;
Expand your vocabulary through the study of Latin roots and word
derivations;
Appreciate the connection between language and culture.
10
Requirements
1. You will achieve these learning outcomes by meeting the following
course objectives:
•
•
•
•
•
•
•
•
•
•
Mastering the essential forms, grammar, and syntax of the Latin language;
Analyzing Latin and English sentences as structures of logical
relationships;
Using accurately a common language (traditional grammar) to describe
those relationships;
Learning the structure of sentences through translating sentences from
Latin to English and English to Latin;
Studying basic Latin vocabulary and word derivations from Latin into
English and the Romance Languages (French, Spanish, Italian,
Portuguese, Romanian, etc.)
Using your new knowledge of language to spot more effectively the formal
breakdown of someone else’s language or to prevent the formal
breakdown of your own, e.g., fragments, run-on sentences, etc.
Researching and discussing the impact of Latin on the professional
vocabularies of law, medicine, and education;
Describing the daily life and culture of the ancient Romans;
Recognizing and understanding the values and social attitudes of the
ancient Romans;
Maintaining a journal of your language learning experience
Required Texts
Goldman, N. (1995). Practice! Practice! a Latin via Ovid workbook. Detroit, MI
Wayne State University Press.
Goldman, N. (2004) English grammar for students of Latin: the study guide for
those learning Latin (3rd ed.). Ann Arbor, MI.: Olivia and Hill Press.
Nyenhuis, J. E. (1982). Latin via Ovid: A first course (2nd ed.). Detroit, MI:
Wayne State University Press.
Recommended Websites
Latin Resources:
http://www.wcupa.edu/library.fhg/internet/recommnd/Latin.htm
http://www.slu.edu/colleges/AS/languages/classical/latin/tchmat/tchmat.html
http://www.cornellcollege.edu/classical_studies/latin/tips.shtml
Latin Texts Online:
http://larryavisbrown.homestead.com/files/xeno.ovid1.htm
http://www.perseus.tufts.edu
11
Ovid’s Metamorphoses:
http://www.tkline.freeserve.co.uk/Ovhome.htm
http://classics.mit.edu/Ovid/metam.html
http://www.tkline.freeserve.co.uk/Ovhome.htm
http://classics.mit.edu/Ovid/metam.html
Recommended Readings:
Ehrlich, E. (1987) Amo, Amas, Amat: How to Use Latin to Your Own Advantage
and to the Astonishment of Others. New York: Harper and Row, 1987
Mandelbaum, A. [Trans.] (1993) The Metamorphoses of Ovid: A New Verse
Translation. New York: Harcourt
Traupman, J. The New College Latin & English Dictionary. New York: AMSCO
Assessment:
1.
2.
3.
Homework and in class assignments 40%
Quizzes & Tests 30%
Midterm & Final Exam 30%
Topics
PYRAMUS ET THISBE (pars prima et secunda)
ATALANTA ET HIPPOMEHES (pars prima et secunda)
MIDAS ET VIS AUREA
MIDAS ET PAN
ORPHEUS ET EURYDICE
MORS ORPHEI
IASON ET ARGONAUTAE
AMOR IASONIS
LABORES IASONIS
FACTA MAGICA MEDEAE
THESUS TROEZENE
.
12
Becoming an Independent Learner
PCA 121/FLD 121
Overview
Becoming an independent learner requires the abilities associated with planning
one’s own learning path. Tools, such as authentic assessments, can offer
students opportunities to evaluate what topics they learn and how they learn
these topics. By incorporating personal- and social-learning opportunities with
experiential learning activities, students will gain the competencies necessary to
become self-directed learners. This course will provide students insights into their
own metacognitive processes by allowing learners to explore the ways each of
us obtain, process, and remember knowledge and skills we will call upon in the
future. Students will be able to take charge of their own learning.
PURSUE YOUR BLISS—What gives you joy?
Abilities
Ability 1:
Ability 2:
Ability 8:
Ability 9:
The ability to think independently, critically, and creatively about
self, knowledge and the world (Self & Others)
The ability to communicate effectively through reading, writing,
listening, speaking, and other modes of expression (Self & Others)
The ability to integrate theory with practice to make a positive
difference in the world (Purpose)
The ability to direct and assess your life-long learning as you
promote empowerment through Constructive Action (Purpose)
Learning Goals
1. Students have the ability of diagnosing their learning needs when aligned
with performance standards.
2. Students can formulate meaningful goals for their own learning.
3. Learners can develop and use a wide range of learning strategies
appropriate to different learning tasks, carrying out a learning plan
systematically and sequentially.
4. Students can diagnose, monitor performance and identify resources and
tools for accomplishing various kinds of learning objectives.
Learning Objectives: Students will be able to:
1. Establish their own baseline of learning;
2. Define, in their own terms, what is meant by being and independent
learner;
13
3. Analyze their own learning styles;
4. Describe their best learning methodologies (metacognition);
5. Apply what they know of themselves in the field when learning something
new; and
6. Evaluate new learning experiences for future self-directed learning
opportunities.
Learning Outcomes
1. Ongoing reflections on how student learns;
2. Personal student-centered definitions of independent learning;
3. Field-based experiential-learning opportunities to apply metacognitive
learning practices; and
Authentic assessments of learning modes and strategies by which to maximize
learning;
Text
1. Blink by Malcolm Gladwell
2. Compilation of readings
3. Beard, C. & Wilson, J.P. (2006). Experiential learning: A handbook for
best practice for educators and trainers. Ebrary Reader.
Requirements
Evaluation
Learning project: How do I learn about something in the world? Successful? Not?
Why? Why not?
Grade Assessment:
Class preparation, participation and attendance: 40%
Class assignments: 20%
Final project: 40%
Examinations:
Midterm and Final
14
Math II: Introduction to Statistical Reasoning
(MTH 121)
Overview
In his or her practical activity a specialist in American urban studies has to
analyze and to offer viable solutions to various social, economic and political
problems and challenges. At the same time such a person has to discuss,
cooperate and make decisions together with architects, engineers, sociologists,
or budget and financial analysts. It is not only highly probable, but there is no
doubt that in this process the specialist in urban studies will have to deal with
large and complex sets of data, and to understand and analyze them.
The specialist would also have to express his or her opinions in a
professionally authoritative manner in team discussions and analyses. And for
this reason he or she should know the basic concepts, methods and techniques
of data analysis and statistical research. Therefore, the principal goal of this
course is to develop the mathematical knowledge necessary for understanding,
processing and analyzing data. It is based on the mathematical knowledge
acquired by taking the course on mathematical reasoning (Mathematics I) and
creates a solid basis for a better understanding of the following course on
statistical research (Mathematics III).
The course presents at college level several important mathematical
notions, concepts and methods, and focuses on solving a large number of
problems and exercises in the classroom. It also emphasizes their practical utility
for the specialist in urban studies.
Topics include concepts and methods of intermediate algebra, principles
and techniques of mathematical modeling, as well as the use of data analysis for
understanding, solving and ameliorating social, political and economic problems.
All these topics are presented in the context of problems and decisions that most
specialists in urban studies face in practice.
Learning Outcomes
By the end of this course, you will
•
•
•
•
•
•
•
Apply algebraic methods of calculation to urban studies
Develop the ability to do complex algebraic calculations
Develop the ability to analyze and interpret data
Understand the necessity of knowing data analysis for understanding the
following course in statistics, and – for those interested in MBA-s –
economics and business analysis
Understand the basic principles and methods of mathematical modeling
Learn how to use data analysis in social economic and political studies
Learn how to use computer software for basic data calculations
15
Required Texts
Bennett, J.O. & Briggs, W.L. (2002). Essentials of using and understanding
mathematics. New York: Addison Wesley.
Supplementary Texts
Burger, E.B. & Starbird, M. (2005). The heart of mathematics: an invitation
to effective thinking (2nd edition). Emoryville, CA: Key College Publishing.
Averbach, B. & Chein, O. (2000). Problem solving through recreational
mathematics. Mineola, NY: Dover Publications.
Mason, J. (1985). Thinking mathematically (revised edition). Harlow England:
Prentice-Hall.
Evaluation:
1. Mid-term test
2. Final test
3. Attendance
4. Participation to classroom discussions
5. Note: Professor will inform students of distribution of percentages per
assessment component.
Topics
Refreshing Elementary Algebra
Linear equations
Quadratic equations
Systems of two equations
Exponential functions and models
Principles of mathematical modeling
Mathematics and politics
Mathematics and business
16
Critical Thinking and Writing Through The Study of Literature
(ENG CC 110)
Overview
This course uses the framework of Purpose-Centered Education to help
you develop critical thinking skills as a writer, reader, and future professional.
You will develop these skills by learning to critically analyze sentences, to
construct effective paragraphs, and to use narrative (story telling) and
argumentation. In learning to argue effectively, the emphasis will be on learning
the skillful use of evidence to support your argument.
You will learn to use Purpose-Centered Education as an approach to
critical reading and the reflective analysis of texts. For example, you will learn
how to ask critical questions about the readings we do from the perspective of
the Purpose of the writer, the Values & Ethics involved, the significant Self and
Other relationships, the Systems that come into play in the reading, and what
Skills are used by the writer that you may be able to appropriate as you develop
your own writing style.
The course introduces you to critical thinking by helping you think through
what it is that critical thinkers do. To help you answer this question, we examine
the critical thinking strategies of a model critical thinker in the Western tradition.
The critical thinker we have selected for this course is Dante Alighieri, an Italian
poet of the 13th century and author of The Divine Comedy. We will focus our
attention on the first part of Dante’s poem, The Inferno.
Through our examination of the critical thinking strategies of our model
thinker, you will further develop your abilities to think and write critically in your
college courses, your chosen profession, and your life as an engaged citizen.
MCNY DIMENSIONAL ABILITIES
Ability 1: The ability to think independently, critically, and creatively about how to
improve the world (Purpose)
Ability 2: The ability to communicate effectively through reading, writing,
listening, and speaking and other modes of expression (Self & Others)
Ability 4: The ability to describe and connect to individual and diverse group
values in the past and the present (Values & Ethics)
Ability 5: The ability to evaluate and use ethical principles to make mature and
responsible choices. (Values & Ethics)
Ability 10: The ability to direct and assess your life-long learning. (Purpose)
Note: The MCNY Dimensional Abilities will be reached by your achieving the
course objectives identified in the syllabus below.
17
LEARNING OUTCOMES
By the end of the course, you will be able:
•
•
•
•
•
•
•
To use the MCNY log format as a tool for critical and reflective thinking in
the classroom and real world settings;
To analyze readings critically through the use of the MCNY Dimensions
(Purpose, Values & Ethics, Self & Others, Systems, and Skills);
To use brain-storming, free-writing, and revising as steps of the essay
writing process
To write and link effective paragraphs
To use evidence effectively to support your arguments
To give examples of critical thinking in different historical periods, e.g., the
ancient world, the medieval world, the modern world.
To assess your own learning and development as a critical thinker
READINGS
Plato, The Allegory of the Cave
Dante, The Inferno (selections)
ASSESSMENT
Class Participation and Attendance
Weekly Logs
Writing Assignments, including Dimensional Analyses
Essays (Narrative; Analytical; Argumentative)
Course Portfolio
Signature Assignment*
*Note: The Signature Assignment for this course is an assignment in selfdirected learning. No matter what profession you decide to enter, it is important
that you develop the ability to learn on your own. The Signature Assignment is to
be performed outside of the time allotted for your class. Your instructor will give
you further guidelines as to how to chose and carry out the assignment.
TOPICS
WHAT IS CRITICAL THINKING?
THE MCNY DIMENSIONS AND CRITICAL THINKING
BECOMING A CRITICAL THINKER OR PLATO’S MYTH OF THE CAVE
DEVELOPING HABITS OF ACCURACY
DANTE
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