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William Payne commented on the post, Campus Community Day, on the site 6 months, 3 weeks ago
Thanks Jennifer. Some of this is yet to be determined. My hope has been that we can deliver basic instruction in our ILOs in pre-requisites or designated Gen Ed courses that serve BAS programs. This is just to avoid burdening Prof Tech curriculum with teaching basic knowledge and skills instead of teaching more advanced specialized applications.…[Read more]
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William Payne wrote a new post on the site General Education Reform at BC 6 months, 3 weeks ago
Campus Community DayWell, that was […] “”
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William Payne wrote a new post on the site W. Russ Payne 8 months ago
Academic Freedom isn't what Pamela Paul thinks it isOpinion | Colleges Are Putting Their Futures at Risk – The New York Times (nytimes.com) Pamela Paul takes universities to […]
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William Payne wrote a new post on the site W. Russ Payne 8 months ago
Critical Thinking Note 30: It's not about Buying and SellingArguments are commonly regarded as tools of persuasion. Seen this way, arguments are sales pitches for believing something. In […]
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Dear Professor Payne,
I really enjoyed reading your blog post from the point of view of the sales perspective; persuasion and critical thinking. In our current political climate it is easy to slip into argument as persuasion and then feeling left with a sense of powerlessness or misunderstanding or worse when we fail to articulate our argument or if we “lost” the argument. Your take on the argument from a critical thinking point of view reminds me of how imperative to be aware of our thinking – metacognition. When teaching creativity and innovation – we throw the term metacognition around as simply “the thinking of our thinking” which allows us to step outside of the programmed or autopilot we fall into and it leaves ‘space’ for maybe being surprised, or a growth mindset, or a mindset in which we allow “inquiry” to create novel ideas. The conversation of argument as persuasion leads also to the cultural dimension (Hofstede and Dr Stone’s work with the Globe Study) of the collective versus the individual – which in our western society is one that will likely disagree with you just because you are trying to “SELL ME” something.Thank you again for your insight and I look forward to more. All the best
Pete Ophoven
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William Payne wrote a new post on the site General Education Reform at BC 8 months ago
Outline of our Gen Ed Reform ProcessHere is an outline […] “”
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William Payne wrote a new post on the site General Education Reform at BC 8 months ago
Helpful Medium post13 Ways of Looking at General Education Reform | by Constance Relihan | The Faculty | Medium
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William Payne wrote a new post on the site General Education Reform at BC 8 months ago
SBCTC Outcomes LanguageFatma Serce has […] “”
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William Payne wrote a new post on the site General Education Reform at BC 8 months, 2 weeks ago
Legacy Problems, TILTed Solutions Legacy Gen Ed […] “”
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William Payne wrote a new post on the site General Education Reform at BC 8 months, 2 weeks ago
Alternative Models The Gen Ed Steering […] “”
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William Payne wrote a new post on the site General Education Reform at BC 8 months, 2 weeks ago
Gen Ed Reform Summary Accreditation wants […] “”
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William Payne created the site General Education Reform at BC 8 months, 2 weeks ago
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William Payne wrote a new post on the site W. Russ Payne 8 months, 2 weeks ago
Where is the value?People don’t appreciate ideas they don’t understand. This is quite natural. On what basis could you value ideas you don’t […]
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William Payne wrote a new post on the site W. Russ Payne 9 months ago
My Gen Ed JourneyI find myself leading an effort to reform General Education at BC. How I got here is worth some mention. It is hardly out of a […]
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William Payne wrote a new post on the site W. Russ Payne 10 months ago
Why Gen Ed Reform?The college curriculum looked quite different a couple generations ago. When my mother attended the University of Redlands in […]
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William Payne wrote a new post on the site W. Russ Payne 11 months, 4 weeks ago
The Moral Psychology of Self-righteousnessMost people want to think of themselves as good people. When we self-identify as good people, any questioning of this is likely […]
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William Payne wrote a new post on the site W. Russ Payne 1 year ago
An Unsung DuetHarry Frankfurt and Christine Korsgaard have become two of my favorite philosophers over the past few years. I’m finally feel […]
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William Payne wrote a new post on the site W. Russ Payne 1 year, 2 months ago
I’ve been thinking and talking lots about TILTing Gen Ed. This idea might call for some elaboration. Our default is to think of TILTing assignments. We do this when we are explicit and transparent about the […]
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William Payne wrote a new post on the site W. Russ Payne 1 year, 5 months ago
Early in my career, when I still got to teach logic and critical thinking on a regular basis, I was shocked to discover how many students entering college didn’t really understand how the truth-functional […]
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William Payne commented on the post, Critical Thinking Note 29: Is Education Indoctrination?, on the site 1 year, 6 months ago
Hi Dan,
I’d hope people aren’t as stubborn as you suggest in worrying that beliefs, feelings and emotions always beat reasoning to the punch. You are right in pointing out that beliefs are often not the product of reasoning, but neither are they static or immune to the influence for better or worse. Emotions and feelings aren’t independent…[Read more]
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William Payne wrote a new post on the site W. Russ Payne 1 year, 6 months ago
I have no ideas. I grasp a good many ideas. I’m acquainted with even more. Some ideas I understand pretty well. But none of them belong to me. Not even any I might have been lucky enough to entertain before […]
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Thanks Jennifer. Some of this is yet to be determined. My hope has been that we can deliver basic instruction in our ILOs in pre-requisites or designated Gen Ed courses that serve BAS programs. This is just to avoid burdening Prof Tech curriculum with teaching basic knowledge and skills instead of teaching more advanced specialized applications. The idea has been that we introduce the ILO and build some foundational competence at the basic level, then develop it further in discipline specific ways at the deluxe level. This has been the proposal. Whether we go with this approach is not ultimately for me to decide.
Russ,
Thank you for the thorough summary of our progress and future plans. However, I have some concerns, particularly regarding the assessment and certification process. It seems that the model you’ve outlined isn’t resonating well with others, and they have valid reasons for their reservations.
Since faculty will ultimately be implementing this model, I propose that we create a space for faculty to discuss and provide feedback. With our large college, it’s possible that we’re overlooking important aspects, and their input could help us identify any missing pieces. It would be ideal to involve faculty in developing an intuitive assessment process that aligns well with our dynamics.
Thank you
Great! I’d love to hear other ideas. I’m sure I overlook a great many things. I’m not committed to the solutions we’ve offered; I’m committed to the guiding principles. I am hearing some pushback on the conclusions we’ve reached when thinking about the guiding principles. But a frustration I’ve had in the conversation so far is that the pushback has only been directed at the conclusions. It has not addressed the arguments that lead to those conclusions. Arguments are not mere instruments of persuasion. They are data points that need to be evaluated on their own merits.
The issue at hand, if I’m not mistaken, is whether courses certified at the basic level should teach all of an ILO. I don’t see how we can get meaningful, actionable assessment data about student learning if we don’t first get clear about just what learning we are trying to measure. If it’s not the ILO in its entirety that we are measuring, then what is it? If there’s a way around this, I’d love to hear it. But this is the very issue that broke our legacy program when faced with accreditation recommendations to make assessment actionable.