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Viewing: FOR 150 : Critical Thinking and Data Analysis

Last approved: Tue, 15 Mar 2016 17:49:19 GMT

Last edit: Tue, 15 Mar 2016 17:49:11 GMT

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FOR (Forestry)
150
010217
Dual-Level Course
Cross-listed Course
No
Critical Thinking and Data Analysis
Crit Think Data Analy
College of Natural Resources
Forestry (15FOR)
Term Offering
Fall and Spring
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
2
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.0
Course Attribute(s)
QEP (TH!NK)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Gary B. Blank
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2020NoNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
15FORMTBSForest ManagementRequired
15NATREECONatural Resources Ecosystem AssessmentRequired
15NATREPOLNatural Resources Policy and AdministrationRequired
Exploration and practical experience with basis for making resource management decisions. Learning to pose questions that drive research and analysis. Discovering differences between found and built answers. Examining spreadsheet structure and functionality for manipulating data. Establishing solid grounds for conclusions and actions in natural resources contexts. Experiencing thinking processes from posing questions to articulating well-founded answers in coherent, persuasive discourse.

Experience in our 200-level courses and above suggests that incoming students lack sufficient experience with data analysis and manipulation to profit from more advanced course work in our curricula. They are not sufficiently critical in their thinking. Indeed, NC State has focused its Quality Enhancement Program on critical and creative thinking. Because so much of what natural resource managers do is data dependent, linking critical thinking to data analysis just makes sense. Moreover, a demonstrated weakness among sophomore forestry students and junior level natural resources students shows they need more experience creating spreadsheets and manipulating data using spreadsheets.  


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

This course will not entail additional resources and will be part of an existing faculty members course assignment.

Educate students about information sources, qualities associated with sources, and applicability of sources for different purposes.


Enhance student experience and facility with data sets.


Motivate student responsibility for learning and continuing enhancement of experience and knowledge.


Empower critical engagement with faculty and subject matter-driven situations where responses may be open ended and devoid of simple solutions.


Student Learning Outcomes

Students will explain the standards for information gathering and use.


Students will evaluate their own work and the work of others using intellectual standards for critical thinking (clarity, accuracy, precision, relevance, depth, breadth, logic, fairness, and significance).


Students will apply critical thinking skills and intellectual standards in the process of addressing problems.


Students will reflect on their thinking behavior and the thinking of others.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment30Three reflections on readings or problems addressed in discussions
Attendance28Class meets once per week for two hours. Being there is the most important part of the experience
Project42Parceled out in pieces building in stages to a completed delivered project
TopicTime Devoted to Each TopicActivity
Sampling and data gathering20%Exercises based on case studies
Data analysis25%Case studies and examples
Assessment and Evaluation 15Discussion, development and application of rubrics
Analytical Reporting40Research Paper Development

lamarcus (Fri, 15 Jan 2016 16:23:41 GMT): Dr. Blank is associated with this course - Li Marcus is on as initiator due to aid in troubleshooting.
Key: 2665