Basic Project Information
Date: May 19, 2017
Grant Number: ALG Grant 16, Round 1
Institution Name(s): Valdosta State University
Team Members (Name, Title, Department, Institutions if different, and email address for each):
Christine A. James, PhD; Professor; Department of Philosophy and Religious Studies; 1500 N. Patterson St.; Valdosta State University; Valdosta, GA 31698-0050; 229.259.7609 Office Phone;
Michael Holt; Assistant Professor, Reference Librarian, and Coordinator for Marketing and Assessment; Valdosta State University Odum Library; Valdosta, GA; Office: 229.333.7105;
Project Lead: Christine A. James
Course Name(s) and Course Numbers: PHIL 2020, Principles of Logic and Argumentation, sections A and G, Spring 2015
Semester Project Began: Fall 2014
Semester of Implementation: Spring 2015
Average Number of Students Per Course Section: Section A = 27, Section G = 12
Number of Course Sections Affected by Implementation: 2 sections
Total Number of Students Affected by Implementation: 39 students
1. List of Resources Used in the Textbook Transformation
For each resource, give the title, author, Creative Commons licenses (if appropriate), and freely accessible URL to the material.
Include all open-access links to all adopted, adapted, and newly created course materials.
Unit 1 Critical Thinking and Philosophy
The concept of Critical Thinking and practice applying it to evaluating positions, advertising, and disagreements in practical life.
Objective:
Use the tools and concepts of logic and critical thinking to evaluate and criticize arguments.
Readings and Multimedia
Our reading on Critical Thinking is:
http://philosophy.hku.hk/think/critical/intro.phpCreative Commons NonCommercial Share and Share Alike
Our video on Critical Thinking is:
http://learningcommons.ubc.ca/student-toolkits-2/thinking-critically/Creative Commons Open Courseware Unported
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 2 Arguments
How arguments are structured in more detail, types of arguments.
Objective:
Become familiar with the parts of arguments and examples of different types of arguments.
Readings and Multimedia
There are two readings in Unit 2:
ForAllx (For this unit, only read Chapter 1):
http://www.fecundity.com/codex/forallx.pdf CC
The second reading comes from the Critical Thinking Web at the University of Hong Kong:
http://philosophy.hku.hk/think/arg/ Creative Commons Attribution-Noncommercial-Share Alike
Our video comes from Oxford iTunesU:
Nature of Arguments
https://itunes.apple.com/itunes-u/critical-reasoning-for-beginners/id387875757?mt=10#ls=1 CC Oxford Open U
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 3 Fallacies
Fallacies and classification of errors in reasoning with special attention to relevance, sufficiency, and acceptability.
Objective:
Recognize fallacies by category; recognizing arguments with problems in relevance, sufficiency, acceptability.
Readings and Multimedi
There are three readings in Unit 3:
Fallacies and Biases http://philosophy.hku.hk/think/fallacy/ Creative Commons Attribution-Noncommercial-Share Alike
Fallacies pdf set https://yourlogicalfallacyis.com/pdf/Logical_Fallacies_on_A4.pdf C
Stephen Downes' Guide to Logical Fallacies http://www.fallacies.ca/download/fallacies.doc CC BY
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
Midterm Exam (Unit 3 Quiz)
Two Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 4 Symbolic Logic (Sentential)
How to analyze arguments based on their sentence structure. Symbolic language and statements, truth value, truth tables, and deductive validity.
Objective:
Determine truth values using truth tables, generate proofs from rules of inference, and determine the validity of symbolized arguments.
Readings and Multimedia
There are six readings in Unit 4:
ForAllx Chapter 2 http://www.fecundity.com/codex/forallx.pdf CC
Necessary and Sufficient Conditions http://philosophy.hku.hk/think/meaning/nsc.php Creative Commons Attribution-Noncommercial-Share Alike
Module on Basic Logic http://philosophy.hku.hk/think/logic/intro.php Creative Commons Attribution-Noncommercial-Share Alike
Module on Sentential Logic http://philosophy.hku.hk/think/logic/intro.php Creative Commons Attribution-Noncommercial-Share Alike
Truth Tables http://www.butte.edu/~wmwu/iLogic/3.2/iLogic_3_2.html CC BY
ForAllx Chapter 3 http://www.fecundity.com/codex/forallx.pdf CC
Our video on Symbolic Logic is:
Different Types of Arguments https://itunes.apple.com/itunes-u/critical-reasoning-for-beginners/id387875757?mt=10#ls=1 CC Oxford Open U
Our online multimedia app is:
The Logic App - http://www.hatzicware.com/jLogic/
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
At least 2 Unit Discussion Topics, to include posting of Logic App screencaptures
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 5 Syllogisms and Venn Diagrams
How to analyze arguments made up of categorical propositions. Use of Venn diagrams, mood, and figure to determine the validity of syllogisms.
Objective:
Translate categorical propositions and Venn Diagrams, use Venn diagrams to establish mood and figure, and use Venn Diagrams to evaluate syllogistic arguments for validity.
Readings and Multimedia
There are two readings in Unit 5:
Module on Venn Diagrams http://philosophy.hku.hk/think/logic/intro.php Creative Commons Attribution-Noncommercial-Share Alike
Venn Diagrams http://www.butte.edu/~wmwu/iLogic/2.5/iLogic_2_5.html CC BY
Our video on Syllogisms and Venn Diagrams is:
Evaluating Arguments https://itunes.apple.com/itunes-u/critical-reasoning-for-beginners/id387875757?mt=10#ls=1 CC Oxford Open U
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Unit Quiz
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 6 Logic and Research
Evaluating different types of research, and the concepts associated with creating a literature review for an argumentative research paper. We will discuss primary sources and secondary sources, and how to summarize argumentative positions in research articles.
Objective:
Evaluating peer-reviewed source material, writing from the perspective of argumentative essays and critiquing research based arguments.
Readings and Multimedia
There are three readings in Unit 6:
Empire State College Information Skills Tutorial http://commons.esc.edu/informationskills/evaluate/ Creative Commons Attribution-Noncommercial-Share Alike
Evaluating Internet Material by Boundless https://www.boundless.com/communications/textbooks/boundless-communications-textbook/topic-research-gathering-materials-and-evidence-8/internet-research-43/evaluating-internet-material-184-10644/? Creative Commons Attribution-Noncommercial-Share Alike
Finding the Good Argument; or Why Bother With Logic? http://www.parlorpress.com/pdf/jones--finding-the-good-argument.pdf CC
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
One Short Writing Assignment (Dropbox)
One Unit Quiz
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
Unit 7 Logic and Law
How argumentation is used in legal contexts. We will consider sample LSAT examination questions, and we will address how logic is an integral part of law school training. We will look at resources for persuasive writing as they could apply to legal argumentation in written briefs and in litigation. We will give special attention to inductive generalizations, inductive arguments by analogy, and categorical syllogisms used in legal reasoning.
Objective:
Analyzing legal argumentation and sample LSAT questions, practicing persuasive writing and argumentation for litigation.
Readings and Multimedia
There are three readings in Unit 7:
Logic for Law Students: How to Think Like a Lawyer http://lawreview.law.pitt.edu/ojs/index.php/lawreview/article/view/117 CC BY
Paralegal Alliance: The Law School Admissions Test "LSAT" – Arguments http://www.paralegalalliance.com/the-law-school-admissions-test-lsat-arguments/#axzz3GmtWGGvE CC BY
Paralegal Alliance: Writing to Persuade http://www.paralegalalliance.com/writing-to-persuade/#axzz3GmtWGGvE CC BY
Additional Notes and PowerPoints in Blazeview as Needed
Activities:
Final Exam
At least 2 Unit Discussion Topics
Self-Assessments, Short Multiple Choice Ungraded for Practice within the Unit
2. Narrative
A. Describe the key outcomes, whether positive, negative, or interesting, of your project. Include:
Summary of your transformation experience, including challenges and accomplishments
Transformative impacts on your instruction
Transformative impacts on your students and their performance
B. Describe lessons learned, including any things you would do differently next time.
The students in section A and G unanimously enjoyed the concept of a textbook-free course. We collected a variety of Creative Commons licensed material, and brought them together into a coherent structure of seven units that is comparable to any introductory level Logic course at most peer institutions and comprehensive universities. We made sure that the units in the course can be adjusted; for example some universities use Logic as a replacement option for a beginning English course on argumentative writing, some use Logic to replace a first Math course because of symbolic language, and some universities specifically use Logic as a pre-law course. This set of unit material can be adapted for any of these interests. Students noted that they enjoyed positive personal engagement with Christine James as the instructor, since she would frequently introduce each new linked Creative Commons item, giving her own notes or PowerPoint material to accompany it. The “team” feeling of the class was truly positive and enjoyable. Our Logic tutor during the semester, Dan Nix, found himself showing material from our class to students in other sections who he was tutoring because he liked the active engagement of many of the Creative Commons sources we used. Students felt a keen sense of empowerment, since they were able to work through new websites and videos in a positive sense of exploration, rather than working through a textbook alone. In terms of lessons learned, The Logic App did present some challenges as students needed to install Java or update their Java settings in order to use the web-based version of the app. I made a special PowerPoint giving them tips on how to deal with any kind of error message they might see, and after about a week all the students did have the app working well. As David Johnston notes in his final report, the version of the app we used was an older web-based version, and he is willing to work on improvements in the future. I would love to see The Logic App or something like it connected with Desire 2 Learn for use in class with automatic grading capability. As with the ongoing development of any class, additional notes, PowerPoints, and videos can be added in future semesters.
3. Quotes
Provide three quotes from students evaluating their experience with the no-cost learning materials.
“I enjoyed having a variety of sources made available. The Affordable Learning Georgia grant offered a more diverse learning perspective through the use of different learning tools.” Maria Maguire, PHIL 2020 Section G, Spring 2015
“The Affordable Learning Georgia program has helped me utilize my computer skills better and has also humbled me to be thankful because I didn’t have to buy books that would add more expenses to my college career.” Nydrah Wright, PHIL 2020 Section G, Spring 2015
“I had a very pleasurable experience while taking this class. I enjoyed the time I was in class, and I loved not having to buy a book. I also liked the Logic App, which made some of the exercises a lot more easy.” Mikel Laurita, PHIL 2020 Section G, Spring 2015
“I enjoyed this class. I loved how I didn’t have to spend money on buying a book that I would never use again. Putting all the resources for the class online made it super easy to access so that came in handy.” Jazmin Garza, PHIL 2020 Section G, Spring 2015
“This grant has given me the privilege of being able to take this class. Having all the information for the class online made it affordable. I enjoyed the variety of information and it kept the class interesting!” Jessa Sellars, PHIL 2020 Section G Spring 2015
“I’m appreciative of my PHIL 2020 class. Taking a course with no cost for textbooks was a help to me, I would like to be a part of this program in future classes!” Brad Duncan, PHIL 2020 Section G, Spring 2015
“I enjoy this class, because I feel like since we as students do not have to utilize a textbook, makes the class more personable with the professor and allows us to gain a different style of learning.” Konosha Smith, PHIL 2020 Section A, Spring 2015
“The idea for a book free class was awesome it allows us to get more of a quality relationship with the teacher and save money.” Tyrone Dixon, PHIL 2020 Section A, Spring 2015
“This is something that should have been done long ago. The online material is much more comprehensive and clear than a paper textbook would be.” Colin Woodman, PHIL 2020 Section A, Spring 2015
“This philosophy class is a very effective online or in person class. Not only is this class great because it doesn’t need a book but the fact that the Logic App and other aspects of the class was easier to learn due to the online activities. The in person meeting was great as well because my professor loves her job and she breaks down everything. This has been a great class.” Charity Lumpkin, PHIL 2020 Section A, Spring 2015
“At first I was skeptical of a class without a hard copy of a textbook because of my learning style, but the class was great! It saved me money and I could access material without carrying a bulky book.” Esmeralda Eichler, PHIL 2020 Section A, Spring 2015
4. Quantitative and Qualitative Measures
In this section, summarize the supporting impact data that you are submitting, including all quantitative and qualitative measures of impact on student success and experience. Include all measures as described in your proposal, along with any measures developed after the proposal submission. Include measures such as:
Drop, fail, withdraw (DFW) delta rates
Course retention and completion rates
Average GPA
Pre-and post-transformation DFW comparison
Student success in learning objectives
Surveys, interviews, and other qualitative measures
When submitting your final report, as noted above, you will also need to provide the separate file of supporting data on the impact of your Textbook Transformation (surveys, analyzed data collected, etc.)
For this question, we include five separate documents: 1) an Excel spreadsheet including all the DFW, retention, completion, average grades in all PHIL 2020 courses since 2002, 2) an Excel spreadsheet on the Spring 2015 semester, comparing DFW rates, and 3) surveys of PHIL 2020 Section A Spring 2015 and 4) surveys of PHIL 2020 Section G Spring 2015, and 5) the final report of the inventor of The Logic App, David K. Johnston, including statistics on the use of the app during specific units/months of the course.
One item not present in these documents is a comparison between the PHIL 2020 ALG grant sections’ SOI quantitative results, and the average SOI number for all sections of PHIL 2020. Such data is only available in aggregate form to protect instructor privacy:
SOI data chart / Likert scale, out of 5.00 / Likert scale, out of 5.00Spring 2015 / ALG section A = 4.71 / Average of all PHIL 2020: 4.68
ALG section G = 4.78
Spring 2014 / Average of all PHIL 2020: 4.49
Fall 2013 / Average of all PHIL 2020: 4.41
Spring 2013 / Average of all PHIL 2020: 4.61
Fall 2012 / Average of all PHIL 2020: 4.47
Spring 2012 / Average of all PHIL 2020: 4.62
Just to highlight specific parts of the spreadsheets, DFW rates for the Spring 2015 term were definitely comparable too, or better than previous semesters: