CRITICAL THINKING IN THE HUMANITIES Student Learning Outcome Below Competent Competent Above Competent humanistic concepts to other Recognize humanistic concepts and connect humanistic disciplines. without connections to aesthetic concepts to aesthetic 1. Identify fundamental Apply other disciplinary concepts to works/objects. works/objects. concepts in the the humanities. humanities. Restrict thinking to established, rigid Recognize established categories Pose new fundamental concepts categories. as socially constructed. and modes of understanding. Interpret aesthetic works/objects Interrogate ideas/challenge the notions of the canons, and/or both as part of and beyond invents new canons. established canons. Accept established canons as 2. Analyze texts and other Recognize that are objects of Choose objects of study beyond Restrict one’s thinking to created artifacts using study beyond the the traditional/obvious. untheorized sense.” “common theories and methods traditional/obvious. Recognize limits of theories and of the humanities. Take information from sources theory to analyses. imagine new theories. without interpretation or evaluation. Craft a critical argument based on Offer evidence from unconventional evidence. sources or viewpoints. Interpret texts/artifacts as individual Interpret texts/artifacts as Imagine how and artifacts could 3. Interpret texts and and outside of historical/social embedded in products of better challenge systems of power. other created artifacts context. historical/social contexts. within multiple Build discourses that are challenging, historical, intellectual, Accept narrow forms of rationality Reflect on sensory experience with uncomfortable and embrace and cultural contexts. as the highest order of experience. uncertainty. artifacts. Summarize without synthesis of multiple sources in the field. Connect interdisciplinary sources to Synthesize multiple complex sources generate a novel narrative or 4. Synthesize multiple within the field and create a coherent Narrative or argument is argument that integrates dissenting complex sources and narrative or argument by engaging incoherent and/or does not create a coherent points of view and produces a dissenting points of view and taking consider dissenting points of narrative or argument. creative, compelling, and inclusive a critical stance. view. critical stance. Does not articulate a critical stance.
CRITICAL THINKING IN THE HUMANITIES Student Learning Outcome Below Competent Competent Above Competent 1. Identify fundamental concepts in the humanities. Recognize humanistic concepts without connections to aesthetic works/objects. Restrict thinking to established, rigid categories. and connect humanistic concepts to aesthetic works/objects. Recognize established categories as socially constructed. humanistic concepts to other disciplines. Apply other disciplinary concepts to the humanities. Pose new fundamental concepts and modes of understanding. 2. Analyze texts and other created artifacts using theories and methods of the humanities. Accept established canons as Restrict one’s thinking to untheorized “common sense.” Take information from sources without interpretation or evaluation. Interpret aesthetic works/objects both as part of and beyond established canons. Recognize that are objects of study beyond the traditional/obvious. theory to analyses. Craft a critical argument based on evidence. Interrogate ideas/challenge the notions of the canons, and/or invents new canons. Choose objects of study beyond the traditional/obvious. Recognize limits of theories and imagine new theories. Offer evidence from unconventional sources or viewpoints. 3. Interpret texts and other created artifacts within multiple historical, intellectual, and cultural contexts. Interpret texts/artifacts as individual and outside of historical/social context. Accept narrow forms of rationality as the highest order of experience. Interpret texts/artifacts as embedded in products of historical/social contexts. Reflect on sensory experience with artifacts. Imagine how and artifacts could better challenge systems of power. Build discourses that are challenging, uncomfortable and embrace uncertainty. 4. Synthesize multiple complex sources and create a coherent narrative or argument. Summarize without synthesis of multiple sources in the field. Narrative or argument is incoherent and/or does not consider dissenting points of view. Does not articulate a critical stance. Synthesize multiple complex sources within the field and create a coherent narrative or argument by engaging dissenting points of view and taking a critical stance. Connect interdisciplinary sources to generate a novel narrative or argument that integrates dissenting points of view and produces a creative, compelling, and inclusive critical stance.
PathwaysRubricsFor2018-2019.docx