Critical and Creative Thinking Course Offerings, Descriptions,
Syllabi, Evaluations, and Texts
(With links to latest syllabi. Info about required texts is at
the end of the description or in the syllabi.)
Scheduled course offerings
Foundation Courses (regular program)
(All required for M.A.; 601 & 602 required for certificate)
(Offered face2face 1 in every 3 regular fall & spring semesters)
Foundation Courses (Science
in a Changing World track)
(All required for M.A.; two required for certificate)
(Offered face2face 1 in every 2 years)
Elective Courses
(4 required for M.A.; 3 for certificate)
(Science in a Changing World students may take the regular
core courses as electives.)
(* indicates offered 1 in every 2 years; online sections offered
every year; otherwise offered irregularly)
Required Final Courses for M.A.
CrCrTh 692 Processes of Research and
Engagement (formerly 698, Practicum) (Offered face2face &
online [subject to enrollment] 1 in every 3 regular fall &
spring semesters)
CrCrTh 693 Action Research for Educational,
Professional and Personal Change (formerly Evaluation Of
Educational Change) (Offered face2face & online [subject to
enrollment] 1 in every 3 regular fall & spring semesters)
CrCrTh 694 Synthesis Of Theory And Practice
(fall & spring [subject to enrollment])
Descriptions
Required Foundation Courses (regular
program)
CrCrTh 601 Critical Thinking
This course explores issues about the nature and techniques of
critical thought, viewed as a way to establish a reliable basis for
our claims, beliefs, and attitudes about the world. We explore
multiple perspectives, placing established facts, theories, and
practices in tension with alternatives to see how things could be
otherwise. Views about observation and interpretation, reasoning and
inference, valuing and judging, and the production of knowledge in
its social context are considered. Special attention is given to
translating what is learned into strategies, materials, and
interventions for use in students' own educational and professional
settings.
Key Text: Costa, Developing Minds, Tishman, et al., The
Thinking Classroom: Learning and Teaching in a Culture of Thinking,
1995
2011 summer 3-week
syllabus
Also see:
2010 summer 3-week
syllabus
2010
evaluations, summer
2009 fall on-line
syllabus
2009 summer 3-week
syllabus
1999
syllabus
online section; Schoenberg
Tagline: Applying critical thinking skills in one's professional
life.
This section provides critical thinking skills that can be applied
to various professions, such as education, business, nursing and
many other Occupations (Video
Introduction)
CrCrTh 602 Creative Thinking
This course explores approaches to "How might we proceed when
confronted by problems, situations too ambiguous, complex, or messy
or impossible to be addressed directly through logical strategies?"
It seeks to increase the participants' understanding of creativity,
to improve their creative problem-solving skills and to enhance
their ability to promote these skills in others, in a variety of
educational settings. Students participate in activities designed to
help develop their own creativity, and discuss the creative process
from various theoretical perspectives. Readings are on such topics
as creative individuals, environments that tend to enhance creative
functioning, and related educational issues. Discussions with
artists, scientists and others particularly involved in the creative
process focus on their techniques, and on ways in which creativity
can be nurtured.
Key texts: Sherkejian, Uncommon Genius, Cameron, The
Artist's Way
2008 syllabus, Greenwald
2012 online
syllabus, Gallo
, Witkowski
2010 online
evaluations
PHIL 501 Foundations of Philosophical Thought
By discussing four or five substantive problems in philosophy --
morality, the nature of knowledge, freedom of the will, the nature
of mind, and social organization -- we will attempt to derive a
common approach that philosophers bring to these problems when
developing their own solutions to questions such as, "How do we know
what we know?" or when criticizing the solutions of other
philosophers. In the course of this discussion we will consider some
of the ways that substantive issues and debates in philosophy relate
to contemporary non-philosophical issues in our society and can be
introduced into a broad range of educational environments outside
standard philosophy courses. In connection with the latter, we will
examine curriculum materials and discuss questions about the ability
of children and adolescents to think philosophically.
Key texts: Bowie, et al., Twenty Questions: An Introduction to
Philosophy, Matthews, The Philosophy of Childhood
2008 syllabus , Millman
CCT651/PSYCH 550 Advanced Cognitive
Psychology
This course offers the most up-to-date knowledge on perception,
memory, imagery, and problem solving to enhance one's approach to
problem-solving. It provides a survey of the field of cognitive
psychology from an information-processing viewpoint. This course
will consider how people encode, organize, transform and output
information. Emphasis will be placed on such topics as concept
formulation, problem solving, and creative thinking.
Required text: Reisberg, Cognition: Exploring the Science of the
Mind, 4th edition, Worth Publishers. (ISBN 978-0-393-19851-5)
2010 syllabus, Smith
Students who choose the Science in a
Changing World track take alternative foundation courses: CrCrTh640 Environment, Science and Society:
Critical Thinking OR CrCrTh645L
Biology in Society: Critical Thinking; CrCrTh649L
Scientific and Political Change; CrCrTh650
Mathematical Thinking; CrCrTh652 Children And
Science
Elective/Specialty area/theme Courses
Following or in conjunction with the required foundation
courses, you choose three electives and can tailor your learning to
your specific needs. We recommend that you identify a focused area
of interest to facilitate development of in-depth knowledge and
practice. From this study should emerge a question to pursue through
the last three required courses.
The elective courses allow students to define specific areas in
which they explore their CCT-related interests -- for example,
"creative thinking at work", "science in a changing world",
"gifted and talented education", "critical and creative thinking
in literature/arts/music", "dialogue and collaboration in
organizational change." Areas of specialization may be
constructed through cooperation with other UMass-Boston graduate
programs, such as Instructional Design, Special Education, Public
Policy, and Dispute Resolution.
With prior permission of the Faculty Advisor, courses offered by
other Graduate Programs or up to two upper level undergraduate
courses may be taken where appropriate as electives within a
specialty area.
CrCrTh 611 Seminar In Critical Thinking(3
Credits)
Topic changes from year to year. Recent topics include:
Making
Sense of Numbers
Current Theme: Authentic Problem Solving Using Inquiry-Based
Approaches
The best way to understand the process of problem solving is to
engage in it - most especially, to experience the thought, habits
of mind, and actions associated with using inquiry-based
approaches to tackle sticky problems in different domains.
Problem-based learning (PBL) is a powerful vehicle for conducting
inquiry that simultaneously develops problem solving strategies
and disciplinary knowledge bases and skills by placing individuals
in the active role of problem solvers confronted with an
ill-structured real world problem of their choosing. This robust,
collaborative CrCrTh process is shaped and directed by students
with the instructor as metacognitive coach. Students, not
instructors, take primary responsibility for what is learned and
how. Instructors are "guides on the side" or metacognitive
coaches, raising questions that challenge students' thinking and
help shape self-directed learning so that the search for meaning
and understanding becomes a personal construction of the learner.
In this "thinking action" course that can be applied as an
elective in all concentrations, students will use a PBL model that
has been field-tested and published by the instructor to
investigate interest-based "murky" problems. Corroborating
strategies for inquiry and problem solving will also be
incorporated into students' thinking toolboxes.
Required texts: Science in Progress, distributed by the
instructor
Woods, Donald. Problem-Based Learning: How to Gain the Most
from PBL, The Bookstore, McMaster University, Hamilton, ON.
ISBN 0-9698725-0-X
2009 syllabus, Greenwald
CrCrTh 612 Seminar In Creativity
This course delves deeply into the theory and practice of promoting
creativity, using a specific theme, such as invention and
innovation, humor, realizing creative aspirations, building creative
communities, as a focus for the readings, discussions, class
activities, and semester-long student projects. The course
materials, which are drawn from a variety of sources to match the
instructor's speciality, student interests, and evolving trends in
the literature, include biographies, intellectual histories,
psychological studies, educational research, the popular media,
guest speakers, and outside mentors. Details for the specific
semester are publicized in advance by the Program.
Invention and Innovation theme for Spring '02-'04, '10, '12
This dynamic "heads-on/hands on" course immerses "invent teams"
(I -Teams) in applying creative thinking and problem solving
strategies combined with the best thinking practices of one of
America's most successful inventor/entrepreneurs, Thomas Edison,
to unleash their innovative potential. Edison's 5 competencies
encompass 25 powerful aspects of innovative thinking, enabling
I-Teams to learn successful innovation and invention in a
framework of entrepreneurial thinking - all of which has
countless implications for improving our ability to identify and
solve everyday-life problems! I-Team objectives include:
* Understanding innovation and invention as a discipline with
specific skills * Applying Edison's 5 levels of innovation
competency as a basis for the developmental process * Creating
an initial working prototype and action plan for marketing an
invention
2010 syllabus, Greenwald
Summer online section; Clark (Video
Introduction)
Tagline: "Inside the Creative Process: Exploring Blocks and
Finding Creative Ground"
The creative process is a journey through your inner world,
where sights along the way are channeled into a product and
eventually are shared with the outer world. Because it is a
process that relies on self-perceptions, self-truths, beliefs
and values, it implies that a system be in place in order to
acquire, express and ultimately share this self-knowledge. The
personal nature of this process can give rise to creative works,
yet at the same time, it can become the weight that causes a
fracture in the process. This course will examine the tensions
that exist while creating and the blocks they can give rise to.
Throughout the course, students will gain a clearer
understanding of the creative individual and his/her creative
process. The course will look at some of the commonalities, both
good and bad, that occur for creative artists and explore ways
to maintain a healthy approach in your own creative process.
Through the use of reflective practice, students will learn to
identify obstacles to their creativity as well as learn a number
of tools to work through such blocks. Students will experiment
with the skills that lead to meaningful creative works and
employ these skills in their daily living and creative life.
Understanding and supporting the link to your inner world will
enhance your ability to nurture your own creative spark and
strengthen your ability to sustain your creative work. By
establishing a deeper awareness of the self and incorporating
this into your creative endeavors, you might more readily fan
the spark that helps kindle your creativity.
2012 syllabus
Theme for Fall '09: Ideas, Action, Context
New ideas come not simply from individual inspiration, but from
borrowing and connecting. The more things in your tool box the
more likely you are to make a new connection and see how things
could be otherwise, that is, to be creative. Yet, in order to
build up a set of tools that works for you, it is necessary to
experiment, take risks, and reflect on the outcomes. Such
reflective practice is like a journey into unfamiliar or unknown
areas-it involves risk, opens up questions, creates more
experiences than can be integrated at first sight, requires
support, and yields personal change. In short, ideas are related
to action and take place in a context (of support and
reception). Through the course activities, we will compile a
state of art tool box for creative endeavors.
Theme for Fall '08: Humor.
Welcome to what should be a required course in every college and
university! In the process of exercising our capacity for humor,
we'll delve into how it works and why it's one of our greatest
survival tools. In this extremely engaging seminar students
decide what's interesting to find out about humor, enlighten us
with what they find out and, finally, demonstrate how they would
apply this to their lives.
For the first several weeks the instructor leads an exploration
of some basic tenets for understanding humor such as the nature
of humor, its origins, theoretical bases and its relationship to
creativity,among some ideas for consideration. Then students
take the lead and, based on specific interests, work in pairs to
present perspectives on humor and also individually to explore a
related and/or different domain of humor. The aha /ha ha
relationship is front and center in this dynamic, fun course of
study!
2008 syllabus
CrCrTh 615 Holistic and Integrative Teaching
This course explores approaches which tap both teachers' and
students' potential for learning, thinking, and creativity. Its
primary focus is on integrative, holistic strategies to engage
students creatively in literature, writing and the arts.
Participants are actively involved in preparing practical
applications and demonstrations of concepts emerging from the
class.
CrCrTh 616 Dialogue Processes
Genuine dialogue provides a creative social space in which
entirely new ways of thinking, learning, and relating to others
may emerge. Dialogue involves a shared process of collective
inquiry where people work together to understand the assumptions
underlying their individual and collective views that limit their
thinking and responses to the world. Course participants learn and
experience approaches to dialogue inspired by Bohm, Isaacs,
Scharmer, Weissglass and others in the interest of bringing about
significant educational, organizational, social, and personal
change.
Key Text(s): Isaacs, Dialogue
Note: The face2face and online sections described below differ
considerably in style and emphasis. Do not take the syllabus for
one as an indication of what the other would be like.
Fall online section; Bradford
Tagline: The Dialogue Process in the tradition of Bohm and
Isaacs.
Mastering the Dialogue process requires learning a variety of
communication skills including a tolerance of paradox (or
opposing views), the suspension of judgment and empathic
listening. It also requires making the entire thought process
visible, including tacit assumptions. In this process, instead
of imposing our views on others, we invite others to add new
dimensions to what we are thinking. We also learn to listen to
the voice of the heart-our own and others--and strive to find
ways to make that voice articulate.
2009 syllabus
online section; Gunnlaugson
Tagline: Exploring the Transformative Practices of Dialogue in
Learning Communities & Organizations
Structured as an online learning community, the core objective
of this course is to cultivate theoretical and practical
knowledge of generative dialogue. Building from Bohm and Isaacs'
conception of dialogue, this course will focus on Scharmer's
subsequent work on generative dialogue and presencing. The
course offers a range of dynamic learning spaces designed to
develop our individual and collective capacities for bringing
significant changes in how we think, communicate and learn
together. In addition to theoretical inquiry, there are skill
and capacity building exercises, coaching triads, collaborative
assignments, and a real-world component where participants
conduct a dialogue-based project within their own organization
or community. The course will be delivered through multiple
mediums including web-based audio and video files, WebCT,
conference calls, phone coaching, and other possibilities that
draw on students' insights, wisdom and novel ideas.
2012 syllabus (Video
Introduction)
CrCrTh 618 Creative Thinking, Collaboration
and Organizational Change
Through interactive, experiential sessions and structured
assignments students learn critical and creative approaches to
working in organizations. Skills addressed include: communication
and team-building; facilitation of participation and collaboration
in groups; promotion of learning from a diversity of perspectives;
problem-finding and solving; and reflective practice. Students
apply these skills to situations that arise in business, schools,
social change groups, and other organizations with a view to
taking initiative and generating constructive change.
Note: The face2face and online sections described below differ
considerably in style and emphasis. Do not take the syllabus for
one as an indication of what the others would be like.
Summer face-to-face section; Turpin/Gray, Bradford,
Yanow
online section; Bradford;
next offered spring '11
Tag line: Build a sense of trust, teamwork and accomplishment as
class members work together on a variety of creative endeavors
in virtual space.
online syllabus
(Bradford 2009)
online section; Clausen;
next offered fall '10
Tagline: Theories and Tools for Creative Change in
Organizations, Communities and the World (Video
Introduction)
This course explores alternative ways of finding and leveraging
emergent opportunities for change. Drawing on both traditional
approaches and innovations from science concerning complexity
and evolution/ecology, we look at the whole systems within which
communities, organizations, teams and individuals create ideas,
processes and products. We experiment collaboratively as a class
on a set of challenges that face all of us, while individuals
concurrently pursue personally relevant workplace or community
projects.
online syllabus
(Clausen 2009)
2010
evaluations (Clausen)
Texts for 2010: How to Make Collaboration Work by D. Straus and
T. Layton, Berrett-Koehler Pub, 2002
Heart of Change Field Guide by D. Cohen, Harvard Business School
Press, 2005
Here Comes Everybody by C. Shirky, The Penguin Press, 2008
The Practice of Adaptive Leadership by R. Heifetz, A. Grashow
& M. Linsky, Harvard Business School Press, 2009
CrCrTh 619 Biomedical Ethics
This course develops students' critical thinking about dilemmas in
medicine and health care policy, such as those that arise around
allocation of scarce resources, criteria for organ transplants,
informed consent, experimentation on human subjects, AIDS
research, embryo research and selective termination of pregnancy,
euthanasia, and physician-assisted suicide. Through such cases the
course introduces methods in moral reasoning, rights-based
reasoning, decision-making under uncertainty, and utilitarianism
in classic and contemporary normative reasoning.
2012 syllabus
(online), Robinson
2010 evaluations
(Robinson)
CrCrTh 620 Moral Education
A comprehensive analysis of the basic issues in moral education
from an interdisciplinary perspective. Philosophical studies of
the nature of morality and the moral life will be integrated with
psychological studies of moral development and human motivation
and brought to bear on issues in teaching morality. Topics covered
will include: rationality, emotion, and the moral development of
children; moral education. indoctrination; socialization, the
"hidden curriculum," and moral education. Throughout this course
theoretical insights will be applied to an examination of
materials, programs, and practices in moral education, both in
schools and the wider community.
2002 syllabus
CrCrTh 627 Issues In Antiracist And
Multicultural Education
The course deals with complex and emotionally-charged issues of
culture, religion, sexual orientation, and, especially, race, both
in society generally and specifically in education. How do we
teach against racism, homophobia, cultural and religious
parochialism, while being respectful of the many points of view
represented in most classrooms? The readings present these issues
as many-sided, and the instructor strives to make the classroom a
safe and respectful space to voice one_s opinions and learn from
others. This is not a _how to_ course but rather helps people in
various fields, including teaching, think and reflect on issues
they will face with students, colleagues, and clients. The course
is open, with permission of instructor, to one or two advanced
undergraduates who are interested in going into the field of
education. (Contact instructor if you think you fall into this
category.) The course will explore two related forms of education
-- (a) antiracist education, (b) multicultural education --
approaching them as issues in moral and value education and
exploring controversies in the theories and practices of
antiracist and multicultural education. Some specific topics
include: race and school achievement; ethnic identity and
self-esteem; racial and ethnic stereotypes; Afrocentrism;
religious pluralism; multiculturalism -- a unifying or divisive
force?; antiracist and multicultural curricular approaches. Also,
some attention will be paid to sexual orientation controversies.
2010 syllabus, Blum
Readings for 2010: Arthur Schlesinger, Jr., The Disuniting of
America: Reflections on a Multicultural Society, revised and
enlarged edition (Norton, 1998)
Theresa Perry, Claude Steele, and Asa Hilliard III, Young, Gifted,
and Black: Promoting High Achievement Among African-American
Students (Beacon, 2003)
Lawrence Levine, The Opening of the American Mind: Canons,
Culture, and History (Beacon, 1996)
Vivian Gussin Paley, Kwanzaa and Me: A Teacher's Story (Harvard,
1995)
Also, readings on religious pluralism and Islam, bilingualism and
linguistic minorities.
CrCrTh 630 Creativity and Criticism In
Literature and Art
Expression and evaluation, freedom and discipline, creative
production and the critical response to it -- how do these
dualities relate to visual and verbal imagination as they are
demonstrated in literature and the arts? Specific strategies for
eliciting imaginative work in these areas will be demonstrated, as
will specific strategies for evaluating imaginative works.
Finally, this course will focus on ways to help others (including
children) develop critical and creative skills and on ways to
effectively use strategies for eliciting and evaluating
imaginative work.
(Check with the instructor to ascertain the particular emphasis of
the course for the semester you plan to take this course.)
Theme Fall '09 and '11: Multicultural literature for children
& adolescents
2009 syllabus, Patmon
Theme Spring '11: How the ARTS (visual, performing, film-making,
dance, theatre, etc.) are taught through CRITICAL and CREATIVE
THINKING, and how thinking is enhanced through the ARTS.
2011 syllabus, Greenwald
2007 syllabus, Schwendener
CrCrTh 640 Environment, Science and Society:
Critical Thinking
Current and historical cases are used to examine the diverse
influences that shape environmental science and politics. This
exploration, in turn, leads to new questions and alternative
approaches for educators, environmental professionals, and
concerned citizens.
2010
syllabus, Taylor
Texts for 2010: Taylor, P., Unruly Complexity, U. Chicago
Press, 2005
CrCrTh 645 Biology in Society: Critical
Thinking
Current and historical cases are used to examine the political,
ethical, and other social dimensions of the life sciences. Close
examination of developments in the life sciences can lead to
questions about the social influences shaping scientists' work or
its application. This, in turn, can lead to new questions and
alternative approaches for educators, biologists, health
professionals, and concerned citizens.
No required text - all readings by download from
password-protected site
Spring
2003 syllabusTaylor.
CrCrTh646L The Gifted and Talented Student
Gifted and talented students are one of our most underserved
populations of learners.This state-of-the-art course is designed
for teachers, and others (curriculum coordinators, administrators,
parents) responsible for meeting the special needs of high
potential learners in the regular and/or special classroom and at
home. A broad spectrum of contemporary views on definition,
identification, and characteristics of high potential learners are
explored through lively critical and creative thinking activities
and discussion. Included is examination of further individual
differences such as ethnicity, gender, misdiagnoses and dual
diagnoses, underachievement and learning disabilities.
Creation of learning environments and curriculum and instructional
strategies that motivate and challenge high potential learners of
any developmental age is also a major focus. This includes problem
and inquiry-based learning, creative problem solving, invention,
and humor and thinking which are specializations of the
instructor. The course culminates with a unique opportunity for
participants to practice what they learn with small groups of
gifted students who join us in class for this purpose!
Taught by Nina
Greenwald,Ph.D. Specialist in Gifted Education: teacher
trainer; workshop leader; keynote presenter; published author;
co-founder of MAGE (Massachusetts Association for Gifted
Students).
2009 syllabus
CrCrTh 649L Scientific and Political Change
(formerly: Science, Technology and Public Policy)
Although relatively few Americans have backgrounds in science or
engineering, they are increasingly confronted with issues that are
technically complex. This course explores the resulting tensions
and asks how the needs for scientific expertise and democratic
control of science and technology are reconciled. The first half
of the course traces the historical development of American
science policy and situates this development comparatively. The
second half focuses on contemporary controversies, including those
over the nature of university-industry relations, patent policy,
and the cases of expert/lay disagreements over risk.
* Students outside UMass Boston can be brought into this course
from a distance (requiring only a broadband internet
connection).
* An innovative case-based learning approach in this course
allows students to shape individualized directions of inquiry
and develop their skills as investigators and prospective
teachers.
Required texts: Dickson, D. (1984). The New Politics of
Science. New York, Pantheon, reprinted University of Chicago
Press, 1988.
Hackett, E., O. Amsterdamska, et al., Eds. (2008). The
Handbook of Science and Technology Studies. Cambridge, MA,
MIT Press.
2012
syllabus, Taylor.
2010
evaluations
Video introduction
CrCrTh 650 Mathematical Thinking
This course explores several types of mathematical thinking in the
context of number theory, algebra, geometry, and introductory
calculus, and relates them to critical and creative thinking
skills. Developmental and experiential factors in learning and
teaching mathematics are considered, as well as techniques for
determining a learner's mathematical abilities and learning
styles. Readings, discussion, research, and problem-solving are
used to provide a historical context, and to suggest connections
with other disciplines. Individual and small-group projects are
adapted to student interests. No formal mathematical background
beyond high school algebra and geometry is required.
Syllabus from 2006
CrCrTh 652 Children And Science
This course explores the ways children think about their natural
and social world and how this affects their learning of science.
We will be particularly concerned with identifying and describing
the organized conceptual frameworks children have prior to
instruction (which typically are different from the scientists'
conceptualizations) and with understanding the general processes
by which conceptual frameworks can be changed. One important
question concerns in what ways children are fundamentally
different learners and thinkers than adults and in what ways they
are fundamentally similar.
Key text: Osborne & Freyberg, Learning in Science
2005 syllabus, Smith
CrCrTh 653L Epidemiological Thinking and
Population Health
Introduction to the concepts, methods, and problems involved in
analyzing the biological and social influences on behaviors and
diseases and in translating such analyses into population health
policy and practice. Special attention given to social
inequalities, changes over the life course, and heterogeneous
pathways. Case studies and course projects are shaped to
accommodate students with interests in diverse fields related to
health and public policy. Students are assumed to have a
statistical background, but the course emphasizes epidemiological
literacy with a view to collaborating thoughtfully with
specialists, not technical expertise.
Key text: Gordis, L. Epidemiology. Philadelphia, Saunders/
Elsevier. (Old editions are OK.)
2011 syllabus,
Taylor
CRCRTH 655 Metacognition
This course considers various aspects of metacognition and how
they influence behavior in children and adults. Topics include the
individual's knowledge of his or her own cognition,
self-awareness, the monitoring of conscious thought processes,
inferences about unconscious thought processes, metacognition as a
decision process, metacognitive strategies, the development of
metacognition, and metacognition as a source of individual
differences in children.
2011 summer 3-week
syllabus, Martin
CrCrTh 670 Thinking, Learning and Computers
This course considers the consequences of using computers to aid
our thinking, learning, communication and action in classrooms,
organizations, and social interactions. Class activities acquaint
students with specific computer-based tools, the ideas and
research behind them, and themes for critical thinking about these
ideas and tools.
See also related
computers in education syllabus
Fall online section of CrCrTh670; Szteiter
Tagline: Critical Thinking and Information Literacy (Video
Introduction)
We will focus on the idea of information literacy in particular,
as we seek to understand the growing complexity that is taking
place in the way that computers and digital technology
influence, and are influenced by, thinking and learning. This
includes the need to use critical thinking skills to make sense
of the enormous amount of information that becomes accessible
through computers, as well as the way that various formats of
information and computer-based resources might support thinking
and learning. We consider computers in contexts such as
collaborative thinking, applications of to education and other
fields, and understanding ourselves in a digital culture.
2010 syllabus 2009 evaluations
CrCrTh 688 Reflective Practice
Reflective practitioners in any profession pilot new practices,
take stock of outcomes and reflect on possible directions, and
make plans to revise their practice accordingly. They also make
connections with colleagues who model new practices and support
the experimenting and practice of others. Students in this course
gain experiences and up-to-date tools for reflective practice
through presentations, interactive and experiential sessions, and,
optionally, supervised pilot activities in schools, workplaces,
and communities.
2009 syllabus
2009 evaluations
CrCrTh 696 Independent Study (1-3
Credits)
The comprehensive study of a particular topic or area of
literature determined by the student's need; the study is pursued
under the guidance, and subject to the examination, of the
instructor. An application or outline of study should be agreed by
the instructor and program director before you register.
Electives may be chosen from other
programs.
Related to specialty in Literature and Arts
EDC G 647, Multicultural Literature for Children and Young
Adults
ENGL 611, The Teaching of Literature
ENGL 623, The Nature of Narrative
ENGL 660, Multi-ethnic literature in the United States
EDC G 647 and ENGL 611, 623, 660 have been recommended for CCT
students, but a number of courses from the English Department
graduate program would be suitable for CCT students
specializing in Literature and Arts. Visit the English
Department, 6th. floor, Wheatley for listings of courses
offered in upcoming semesters, which include special one-time
offerings not listed in the Graduate Catalog. Consult with the
instructor to check whether the course is suitable for and
open to you.
Related to Science
in a Changing World
Non-CCT electives taught by a CCT instructor
PPol 753L/ Nursing 753L Epidemiological Thinking &
Population Health
syllabus,
Taylor
WoSt 597 Gender, Race, and the Complexities of Science and
Technology, Taylor
Explore the wiki
to see that "students from all fields and levels of
preparation are encouraged to join." Because it is open to
graduates students beyond UMass, you have to apply
(http://web.mit.edu/gcws/apply/index.html) and then register
for WoSt597, section 1
Required Final Courses
The last three required courses -- two precapstone courses, Action
Research for Educational, Professional, and Personal Change, and
Processes of Research and Engagement, together with the capstone
Synthesis Seminar -- are designed to facilitate your development
as reflective practitioners in some focused area of interest, with
a special emphasis on an engagement or change in education that
promotes critical and creative thinking. Refer to options and
rationale for pre-capstone
and capstone
courses.
CrCrTh 692 Processes of
Research and Engagement (previously CCT698, Practicum)
In this course students identify issues in educational or other
professional settings on which to focus their critical and
creative thinking skills. Each student works through the different
stages of research and action-from defining a manageable project
to communicating findings and plans for further work. Supervision
is provided when the student's research centers on new teaching
practices, workshops in the community, or other kinds of
engagement as an intern or volunteer. The classes run as
workshops, in which students are introduced to and then practice
using tools for research, writing, communicating, and supporting
the work of others.
(Compared with CrCrTh 693, this course allows more exploration of
your own direction and questions, especially through dialogue
around written work and class presentations.)
Required Text: Elbow, Writing with Power (any edition)
2010
syllabus, Taylor
(2011
online syllabus, , Szteiter
Video
Introduction)
2010
evaluations, 2010
CCT evaluations (face2face, Taylor), 2010
evaluations (online, Szteiter)
CrCrTh 693 Action Research
for Educational, Professional, and Personal Change
(previously Evaluation of Educational Change)
This course covers techniques for and critical thinking about the
evaluation of changes in educational practices and policies in
schools, organizations, and informal contexts. Topics include
quantitative and qualitative methods for design and analysis,
participatory design of practices and policies in a framework of
action research, institutional learning, the wider reception or
discounting of evaluations, and selected case studies, including
those arising from semester-long student projects.
"Evaluation" does not mean assessment of students' work, but
systematic evaluation of the effect of changes in educational
practices and policies in schools, organizations, and informal
contexts. The course uses the discipline of evaluation as part of
the practice of action research. The larger issues facing a
practitioner as change-agent, over and above the evaluations,
cannot help but enter class discussions and your projects. Unless
the educational or professional engagement/change you're concerned
about has already been instituted, you will spend time designing
it in conjunction with designing how you will evaluate it.
Required Texts: Calhoun, Action Research in the Self-Renewing
School, Schmuck, Practical Action Research for Change
(any edition)
syllabus,
face2face section, Taylor
syllabus,
online section, Szteiter
(Video
Introduction)
CrCrTh 694 Synthesis
Seminar (offered whenever we can get sections of six
students)
The synthesis seminar is a structure within which to meet
deadlines and get assistance in completing the written product of
the synthesis project or thesis. There are many specific options for
syntheses, from the development of a traditional theoretical
paper, to a curriculum or professional development series, to
writing a business plan, to the creation of a Web Page.
No required texts
Spring
2012 syllabus