PHIL 341 Los Angeles City College WK8 Ferocious Video Games should Be Proscribed Essay
Length: 5–7 pages, 7–9 paragraphs, 1250–1600 words
This writing project includes a comprehensive application of the elements of critical reasoning that we are studying in this course. The main objective is to use the critical thinking strategies described in the course to analyze and evaluate contrasting arguments. You can preview the requirements for the final paper in the Week 8 assignment below.
This is not an opinion piece or persuasive essay. The goal is to present contrasting arguments using information from credible sources and to evaluate the strengths and weaknesses of these positions using content from the course.
As you put this together, are you following the critical analysis process that we emphasize in critical reasoning? This means fairly considering all research equally before reaching a conclusion.
Your rough draft should include 1–2 paragraphs for each of the following elements:
Evaluation of Critical Thinking: Assess the strength of the arguments and the quality of thinking surrounding this issue.Identify weaknesses in critical thinking such as fallacies, rhetorical devices, vague language, and cognitive biases. Provide specific examples of how these weaknesses appear in arguments, using terminology and definitions from the courseEvaluate the quality of scientific and anecdotal evidence using the standards of inductive and deductive reasoning described in the course. Consider the quality of causal relationship, analogies, generalizations, and/or moral reasoning.
PHIL 341 Critical Reasoning 202106SUI OL-E > Syllabus | Concourse
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Los Angeles · West Coast University
PHIL 341 Critical Reasoning 202106SUI OL-E
202106SUI 2021 Section OL-E 06/14/2021 to 08/22/2021 Modified 07/05/2021
! Meeting Times
Online Classes
A “class week” for online courses starts on a Monday and ends on the following Sunday at 11:59 p.m. (Pacific time).
Class Length: 10 weeks
Your instructor may schedule optional synchronous/live sessions using Zoom in Canvas. Please check your course announcements for
specific dates and times. All meetings will be recorded and will be accessible in the course.
” Contact Information
Instructor: Dr. Nancy Tosh
Email: NTosh@westcoastuniversity.edu
Phone: 775-237-8674
Office Hours
Mondays 10 a.m. to 11 a.m. (Pacific Time)
Online
Instructor: Jean Battalia
Email: jBattalia@westcoastuniversity.edu
Phone: (562)673-0258
Office Hours
Monday, Tuesday, Wednesday, Thursday, Friday, 8:30 AM to 5:00 PM, Online/ by Phone
I am available Monday through Friday from 8:30 a.m. until 5:00 p.m.
Please note:
1. I may be in a meeting if you are not able to contact me right away.
2. If you need accommodation outside of these office hours, I am happy to try to arrange something. Please email me with some
times/ dates that you are available and I’ll do my best to speak with you during that availability.
# Course Description
Differentiates and analyzes the understanding, recognition, and construction of critical thinking. Emphasis on critical thinking and
perception, cognitive development, decision making, emotional intelligence, deductive and inductive reasoning, formal and informal logic.
Designed to improve critical thinking in written and spoken arguments by applying established modes of reasoning, analyzing rhetorical
strategies, evaluating logical fallacies, and detecting propaganda techniques.
Total Course Credits:
Total Course Hours:
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Lecture Hours Online:
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3
47
47
Lab Hours:
Supervised Clinical/Practicum Hours:
Externship/Internship Hours:
0
0
0
$ Course Learning Outcomes
1. Identify issues and arguments in what they read, see and hear.
2. Clarify differences between facts and opinions.
3. Evaluate the content and credibility of claims.
4. Discuss common rhetorical devices.
5. Construct a sound argument without logical fallacies.
Week
CLOs
PLOs
1
1, 2, 3
1, 4, 5
2
1, 2, 3
1, 4, 5
3
1, 2, 3
1, 4, 5
4
1, 3, 4, 5
1, 4, 5
5
1, 2, 3, 4, 5
1, 4, 5
6
1, 2, 3
1, 4, 5
7
1, 3
1, 4, 5
8
1, 3, 5
1, 4, 5
9
1, 3, 5
1, 4, 5
10
1, 2, 3, 4, 5
1, 4, 5
% Program Learning Outcomes
General Education Program Mission
The General Education program provides students with a measureable, outcomes-based foundational education that not only integrates
with and complements the chosen academic emphasis, but also transcends the major discipline. The General Education program
prepares students to be competent and ethical problem solvers. They will be adept at demonstrating critical reasoning, scientific
methodology, multidisciplinary inquiry, and communication skills that will enable them to make intellectually sound decisions that will
embody a cultivated and deep appreciation for cultural diversity for the world in which they live.
General Education Program Philosophy
The General Education program prepares students to be responsible, informed, and ethical citizens, and to develop the dimensions of
character needed to navigate, adapt, and succeed in an ever-changing complex world. The General Education curriculum challenges
students to explore and analyze the dimensions of the human condition through an intellectually coherent, meaningful, and transformative
foundational education. The General Education program is designed such that engagement in high-impact learning experiences,
technology, and integrative learning will advance students’ knowledge and skills in written and oral communications, critical reasoning,
cultural diversity, scientific reasoning and innovation, quantitative reasoning, and technological and informational literacy. The
achievement of General Education core competencies affords students the foundation to grow personally, professionally, and socially, and
seek opportunities for lifelong learning.
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General Education Program Learning Outcomes
Following completion of the General Education curriculum, students will be able to:
1. Employ effective written communication skills
2. Employ effective oral communication skills
3. Interpret quantitative data using mathematical principles to effectively identify core issues and solve problems.
4. Locate disparate information through multiple sources demonstrating technological and informational literacy.
5. Demonstrate critical thinking skills by descriptively analyzing complex issues and interpreting diverse perspectives in order to make
conclusive, ethical, and defensible decisions.
& Course Materials
Your textbook is available for purchase through the West Coast University bookstore. (https://bncvirtual.com/westcoastuniversity)
Please be aware that used textbooks may not include access codes, study guides, and/or DVDs containing additional course materials
that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However,
students will be held accountable for obtaining these materials in order to meet all course requirements.
Critical Thinking
Author: Moore, B & Parker, R.
Publisher: Boston:McGraw-Hill
Edition: 13th
Publication Manual of the American Psychological Association
Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th
Optional
‘ Evaluation
West Coast University Grading Scale
Grade
Points
WCU Grading Scale
A
4
93–100
A-
3.7
90–92
B+
3.3
87–89
B
3.0
83–86
B-
2.7
80–82
C+
2.3
76–79
C
2.0
73–75
(Reflective of final course grade; see
associated policy in Catalog)
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C-
1.7
70–72
D+
1.3
66–69
D
1.0
63–65
D-
0.7
60–62
F
0.0
59 or below
AU
0.0
Audit
CR
0.0
Credit
P
0.0
Pass
NP
0.0
Not Passed
I
0.0
Incomplete
TC
0.0
Transfer Credit
W
0.0
Withdrawal
(Before Drop Deadline)
WF
0.0
Withdrawal
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point
Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-andProcedures/Calculating-the-Cumulative-Grade-Point-Average)
A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has
not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional
information.
Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)
Evaluation Criteria
The evaluation criteria consists of Formative and Summative assessments of student learning.
Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an
ongoing learning process.
Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical
or lab assignments, practice exams
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Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been
achieved.
Examples: Final exam, term paper, or term project
Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course
and program learning outcomes.
Additional Information:
All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and
comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be created
for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for
credit in any other course unless approved by the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.
It is important that you save all of your completed assignments for your records.
Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these
assignments as you near the end of your program.
Criteria
*The Week 10 assignment for online classes is due by Monday, 11:59 p.m. (Pacific time) of Week 10.
Please see specific grading criteria and course outline below. Contact your instructor with any questions.
Weight /
Points
Week
Due
Weekly Discussions
360
1-9
Please see the discussion board rubric for grading criteria. Weekly discussions are worth 40 points
each.
Week 2 Assignment
60
2
Analysis of Personal Beliefs and Biases
Week 3 Assignment
30
3
Argument Coach Assignment
Week 4 Assignment
60
4
Advertisement Analysis
Week 6 Assignment
150
6
Current Affairs Video Presentation
Week 5 Assignment
80
5
Rough Draft of Signature Assignment
*Week 10
60
10
Ethical Perspectives
200
8
Final Draft
Assignment
Details
Formative
Assignment
Summative
Signature
Assignment
Total
1,000
( Course and Program Specific Policies
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Minimum Passing Grade
The Minimum Passing Grade in a General Education course is a C.
Late and Make Up Work
Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):
Assignments submitted after the due date will be penalized at 10% per day. Late assignments will not be accepted more than 3
days after the due date, unless preapproval from the instructor has been obtained in writing. Note due dates and times posted in
the course. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Contact with the
instructor regarding late assignments after the allowable 3 days does not guarantee approval to submit the assignment outside
this time frame. Approvals outside the 3 days are generally provided for extenuating circumstances only.
Quizzes and Tests*
It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and
follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be
able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the
faculty within 48 hours of the original examination date will earn a zero.
Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the
student must complete and submit the Examination Date Change Request form with the required supporting documentation for the
event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the
examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or
designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision
based on the original request is final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or
scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the
examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of makeup examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider
documentation, a copy of an obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean,
Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up
examination based on the review of the supporting documentation of the extenuating circumstances.
The make-up examination must be taken within five (5) business days of the initial examination administration or before the date
of the next class.
The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment.
If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance,
the maximum score that the student may earn on the examination is 76%.
Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours
of missing the examination will receive a zero score for the examination.
One form is required for each request. Any future make-up requests require a new form.
Receiving the maximum amount of points on a make-up examination will be considered only for students who provide
documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported
by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or
error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion the Academic Dean,
Director, or designee.
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*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to
review each syllabus for assignment criteria.
** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.
Discussion Board Requirements
Discussion Board Requirements
The Online Discussion Board is designed to stimulate class dialogue that would normally take place in a face-to-face didactic setting.
Participation in the Discussion Board serves as a learning strategy to help demonstrate student knowledge of course content. Each
Discussion Board post will be assessed using a rubric (located under the “My Grades” menu). In addition to reviewing the grading
criteria in the rubric, please note the following Discussion Board post expectations, which must all be met to earn full weekly
discussion credit:
Discussion posts must be completed during the week they are assigned. Discussion posts made in advance of the assigned
week will not count toward the weekly discussion grade. If you wish to work ahead, please compose your responses in a Word
document, then post when the week arrives.
Each week, you are required to submit a reply to each initial prompt and replies to your peers or instructors in the Discussion
Board. An automatic 10% point deduction will be assessed for all late initial postings.
Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your
responsibility to reply accordingly.
The required posts per initial prompt are described as follows:
No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt
posted by the instructor AND
Throughout the week, and no later than the conclusion of each week, you must reply to a minimum of two (2) peers
and/or instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made throughout
the week to show active participation.
Any post made in the Discussion Board must be well-developed.
A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your
knowledge of the material, demonstrates synthesis of the subject matter, extends the discussion by building on previous
posts, and includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or “Thank you” will
not be assessed as well-developed and will therefore not be considered a contribution to the number of required weekly
posts.
) Course Outline
The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This
schedule is subject to change in the event of extenuating circumstances. Please see the weekly agenda and announcements page in the
Canvas course for further information.
Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes.
Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill
throughout the duration of the course.
*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section
and/or in your assignment dropbox.
Week Topic
1
Critical Thinking, Logic, Knowledge,
Belief, Truth
Objectives
1. Define terminology.
2. Distinguish objective claims from
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Activities & Assignments
Assigned Readings
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subjective claims
3. Understand subjectivism as it relates to
moral claims
4. Identify premises and conclusions
5. Recognize an argument
6. Define and identify twelve common
cognitive biases.
ILO #3
PLO# 1, 5, 6
CLO# 1, 2, 3
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Syllabus
Chapter 1
Content & Activities
Submit the Syllabus Acknowledgement.
Tour the menu items to preview the course content
and navigation.
Watch the Week 1 Introduction video.
Explore the Week 1 Presentation: Critical Thinking,
Logic, Knowledge, Belief, Truth.
Review the course glossary terms.
Assignments
Complete your Week 1 initial discussion prompt and
participate in the weekly discussion.
2
Logic, Deductive vs. Inductive
Reasoning, Terms and Definitions,
Evaluating Logical Arguments
1. Recognize complications regarding
premises and conclusions.
2. Distinguish between deductive and
inductive arguments.
3. Understand the standards for validity,
soundness, strength, and weakness in
arguments.
4. Assess an argument with an unstated
premise.
5. Distinguish between ethos, pathos, and
logos.
6. Identify a balance-of-considerations
argument.
7. Identify an inference to the best
Assigned Readings
Chapter 2
Chapter 3
Chapter 10
Content & Activities
Watch the Week 2 Introduction video.
Explore the Week 2 Presentation: Logic, Deductive
and Inductive Reasoning, Terms and Definitions,
Evaluating Logical Arguments.
Review the course glossary terms as needed.
Assignments
explanation (IBE).
8. Use techniques for understanding
arguments.
Participate in the Week 2 Discussion Forum.
Complete and submit your Week 2 Assignment.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 2, 3
3
Claims, Objectivity, Credibility, Truth,
Accuracy
1. Evaluate degrees of credibility.
Assigned Reading
2. Assess whether a source is an interested
Chapter 4
versus a disinterested party.
3. Assess claims in relation to their own
observations, experiences, or
background information.
4. Evaluate a source based on veracity,
objectivity, and accuracy.
5. Understand the influences and biases
behind the news.
6. Become better (and perhaps more
Content & Activities
Watch Week 3 Introduction video.
Explore the Week 3 Presentation: Claims, Objectivity,
Credibility, Truth, Accuracy.
Review the course glossary terms as needed.
Assignments
skeptical) evaluators of media
messages.
7. Limit the influence of advertising on their
consumer behavior.
Complete your Week 3 initial discussion prompt and
participate in the weekly discussion.
Complete your Week 3 Assignment.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 2, 3
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4
Facts, Opinions, Claims and Credibility,
Rhetoric
1. Clarify differences between facts and
opinions.
2. Evaluate the content and credibility of
claims.
3. Discuss common rhetorical devices.
4. Construct a sound argument without
logical fallacies.
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Assigned Reading
Chapter 5
Content & Activities
Watch the Week 4 Introduction video.
Explore the Week 4 Presentation: Facts, Opinions,
Claims and Credibility, Rhetoric.
Review the course glossary terms as needed.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 2, 3, 4, 5
5
Fallacies
1. Recognize fallacies that appeal directly
to emotion.
2. Recognize fallacies that confuse the
qualities of a person making a claim with
the qualities of the claim.
Assignments
Complete your Week 4 initial discussion prompt and
participate in the weekly discussion.
Complete and submit your Week 4 Assignment.
Assigned Readings
Chapter 6
Chapter 7
Chapter 8
3. Recognize fallacies that refute a claim on
Content & Activities
the basis of its origins.
4. Recognize fallacious claims that one
Watch the Week 5 Introduction video.
action or event will inevitability lead to
Explore the Week 5 Presentation: Fallacies.
another.
5. Evaluate arguments.
6. Construct a sound argument without
Review the course glossary terms as needed.
Assignments
logical fallacies
Complete your Week 5 initial discussion prompt and
participate in the weekly discussion.
ILO# 1, 3
Complete and submit your Week 5 Assignment.
PLO# 1, 5, 6
CLO# 1, 3, 4, 5
6
Categorical Logic
1. Recognize the four types of categorical
claims and the Venn diagrams that
represent them.
2. Translate a claim into standard form.
3. Use the square of opposition to identify
logical relationships between
corresponding categorical claims.
Assigned Reading
Chapter 9
Content & Activities
Watch the Week 6 Introduction video.
Explore the Week 6 Presentation: Categorical Logic.
Review the course glossary terms as needed.
ILO# 1, 3
7
Inductive Arguments
Assignments
PLO# 1, 5, 6
Complete your Week 6 initial discussion prompt and
participate in the weekly discussion.
CLO# 1, 2, 3
Complete and submit your Week 6 Assignment.
Assigned Reading
1. Identify and differentiate statistical
syllogisms, inductive generalization.
Read Chapter 11
2. Analyze analogies and analogues.
3. Identify informal indicators of confidence
Content & Activities
levels and error margins.
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4. Understand and identify various fallacies
related to induction.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 3, 4
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Watch the Week 7 Introduction video.
Explore the Week 7 Presentation: Inductive
Arguments.
Review the course glossary terms as needed.
Assignments
Complete your Week 7 initial discussion prompt and
participate in the weekly discussion.
8
Causal Arguments
1. Differentiate between arguments and
explanations
2. Recognize two important types of
explanations
3. Apply standards for evaluating
explanations
Assigned Reading
Review Chapter 11
Content & Activities
Watch the Week 8 Introduction video.
Explore the Week 8 Presentation: Causal Arguments.
Review the course glossary terms as needed.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 3, 5
Assignments
Complete your Week 8 initial discussion prompt and
participate in the weekly discussion.
Complete and submit your Signature Assignment
Final Draft.
9
Moral Reasoning
1. Apply methods for forming causal
hypotheses
2. Learn methods for confirming causal
hypotheses
3. Recognize mistakes in causal reasoning
4. Distinguish the concept of cause as it
applies to law
Assigned Reading
Read Chapter 12
Content & Activities
Watch the Week 9 Introduction video.
Explore the Week 9 Presentation: Moral Reasoning.
Review the course glossary terms as needed.
Assignments
Complete your Week 9 initial discussion prompt and
participate in the weekly discussion.
10
Ethical Perspectives Assignment
1. Apply methods for forming causal
hypotheses
2. Learn methods for confirming causal
hypotheses
3. Recognize mistakes in causal reasoning
4. Distinguish the concept of cause as it
applies to law
Assigned Readings
Review previous assigned readings as needed.
Content & Activities
Review previous weekly resources as needed.
Assignments
Complete and submit your Week 10 Assignment.
* Institutional Policies
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University Mission
At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver
transformational education within a culture of integrity and personal accountability. We design market-responsive programs through
collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which
students develop the competencies and confidence required in a complex and changing world.
Institutional Learning Outcomes
Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student
services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated programmatic
learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:
1.
2.
3.
4.
Implement intellectual and practical problem-solving skills through information assessment and critical thinking.
Demonstrate effective written communication skills.
Demonstrate effective oral communication skills.
Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with one’s chosen career field.
6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality in
one’s discipline.
7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/studentaffairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. They
must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success.
Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook.
(http://westcoastuniversity.edu/student-affairs/student-services.html)
Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the
University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the
appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog
(http://westcoastuniversity.edu/admissions/catalog.html) and the Student Handbook. (http://westcoastuniversity.edu/studentaffairs/student-services.html)
Classroom Policies
Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your
programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any
other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member
confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to
leave the class.
Grade Rounding
At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and
examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole
point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g.,
Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed
approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the
policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer
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to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work
policy for specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy
All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus.
Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to
demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work
are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his
discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological
issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or third-party
content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented
emergency situation (e.g., death in the immediate family), it is the student’s responsibility to contact the faculty member within 48 hours
of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or assessment as
scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.
Final Week of Term/Semester/Trimester
Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during
the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room,
or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for
maximum absences and other details.
Technology
West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7
days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in Canvas
or utilized in a course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/studentservices.html) for minimum technical requirements. For tech support options, please click on the Help link located on the left menu
navigation. Canvas can be accessed here: https://canvas.westcoastuniversity.edu (https://canvas.westcoastuniversity.edu)
Library Information
You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or here:
https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-resources.html)
Course Related Policies
West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully completed,
add/drop and withdrawal. Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for course related
policies.
Diversity Equity and Inclusion
West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from diverse
backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion, nationality, sexual
orientation, age, physical ability, learning styles, and political perspectives.
The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives and the
free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help them thrive in a
culturally diverse world.
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4
Facts, Opinions, Claims and Credibility,
Rhetoric
1. Clarify differences between facts and
opinions.
2. Evaluate the content and credibility of
claims.
3. Discuss common rhetorical devices.
4. Construct a sound argument without
logical fallacies.
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Assigned Reading
Chapter 5
Content & Activities
Watch the Week 4 Introduction video.
Explore the Week 4 Presentation: Facts, Opinions,
Claims and Credibility, Rhetoric.
Review the course glossary terms as needed.
ILO# 1, 3
PLO# 1, 5, 6
CLO# 1, 2, 3, 4, 5
5
Fallacies
1. Recognize fallacies that appeal directly
to emotion.
2. Recognize fallacies that confuse the
qualities of a person making a claim with
the qualities of the claim.
Assignments
Complete your Week 4 initial discussion prompt and
participate in the weekly discussion.
Complete and submit your Week 4 Assignment.
Assigned Readings
Chapter 6
Chapter 7
Chapter 8
3. Recognize fallacies that refute a claim on
Content & Activities
the basis of its origins.
4. Recognize fallacious claims that one
Watch the Week 5 Introduction video.
action or event will inevitability lead to
Explore the Week 5 Presentation: Fallacies.
another.
5. Evaluate arguments.
6. Construct a sound argument without
Review the course glossary terms as needed.
Assignments
logical fallacies
Complete your Week 5 initial discussion prompt and
participate in the weekly discussion.
ILO# 1, 3
Complete and submit your Week 5 Assignment.
PLO# 1, 5, 6
CLO# 1, 3, 4, 5
6
Categorical Logic
1. Recognize the four types of categorical
claims and the Venn diagrams that
represent them.
2. Translate a claim into standard form.
3. Use the square of opposition to identify
logical relationships between
corresponding categorical claims.
Assigned Reading
Chapter 9
Content & Activities
Watch the Week 6 Introduction video.
Explore the Week 6 Presentation: Categorical Logic.
Review the course glossary terms as needed.
ILO# 1, 3
7
Inductive Arguments
Assignments
PLO# 1, 5, 6
Complete your Week 6 initial discussion prompt and
participate in the weekly discussion.
CLO# 1, 2, 3
Complete and submit your Week 6 Assignment.
Assigned Reading
1. Identify and differentiate statistical
syllogisms, inductive generalization.
Read Chapter 11
2. Analyze analogies and analogues.
3. Identify informal indicators of confidence
Content & Activities
levels and error margins.
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