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.


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
2009 fall on-line syllabus
2009 summer 3-week syllabus
2010 summer 3-week syllabus
2010 evaluations, summer
1999 syllabus
online section; Schoenberg
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
2008 online syllabus
2010 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

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)
2009 syllabus

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:


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.
  • Theme for Fall '09: Ideas, Action, Context
  • Theme for Fall '08: Humor.
  • Invention and Innovation theme for Spring '02-'04 and Spring '10 2010 syllabus
  • Summer online section; Clark (Video Introduction)
    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.
    Winter section; Bradford online section; Gunnlaugson
    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 online section; Clausen; next offered fall '10
    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.
    2010 syllabus (online)
    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 onešs opinions and learn from others. This is not a ŗhow 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
    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 th instructor to ascertain the particular emphasis of the course for the semester you plan to take this course.)
    2009 syllabus
    2007 syllabus

    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.
    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 syllabus.

    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. 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.
    2010 syllabus.
    2010 evaluations

    CrCrTh 650 Mathematics Thinking Skills
    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 1999

    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

    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.
    2009 syllabus

    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
    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.


    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 (2010 online syllabus, 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, syllabus, online section (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
    Fall 2008 syllabus

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    Last update 15 September 2010